Culturally responsive teaching cannot be taught in a piecemeal fashion. Coffey & Farinde-Wu (2016) use a case study to show how the development of self-awareness through extensive personal exploration of biases is even more crucial to a teacher’s ability to creating a culturally responsive learning environment and pedagogy. Strong mentoring of student-teachers can help new educators to develop the self-awareness as well as specific skills needed to teach in a culturally responsive way. Coffey & Farinde-Wu (2016) also explore the relationship between teachers’ ethnic identity/group membership and that of their students. Being Black does not necessarily lead to a culturally responsive pedagogy when working with Black students, as Tracie’s case study shows (Coffey & Farinde-Wu, 2016). Classroom structure, the student-teacher relationship, the integration of cooperative learning strategies, and actively teaching about race, class, gender, and power are all critical components of culturally responsive teaching.Like Coffey & Farinde-Wu (2016), Kea & Trent (2013) also point out the need for truly transformational teaching, and not simply superficial instruction in cultural responsiveness. Using a mixed methods research design, Kea & Trent (2013) found that pre-service teachers were familiar with the concept of cultural responsiveness and understood its general...
Moreover, the researchers also found that pre-service teacher lesson plans included culturally responsive content. Yet in spite of the attention paid to cultural responsiveness in their lesson plans, the pre-service teachers did not incorporate effective culturally responsive practices in their classrooms. Just as the Coffey & Farinde-Wu (2016) case study demonstrated, the Kea & Trent (2013) research draws attention to the need for dramatic changes in pedagogical practices, classroom design, and learning environments. Less lecturing and more cooperative learning or cooperative teaching seem to be the most important pedagogical changes indicated by these two studies.
Impact of Culturally Relevant Teaching on Literacy Development of African American Students in Urban Education Culturally Relevant Teaching and Literacy Development Culturally relevant pedagogy has emerged as one of the interventions to help enhance the learning outcomes of different student populations. The concept emerged from reform initiatives of educational programs across the country, which have contributed to the development of various educational interventions and programs. Ladson-Billings (1995) developed this concept and define
Impact of Culturally Relevant Teaching on Literacy Development of African American Students in Urban EducationCulturally Relevant Teaching and Literacy DevelopmentCulturally relevant pedagogy has emerged as one of the interventions to help enhance the learning outcomes of different student populations. The concept emerged from reform initiatives of educational programs across the country, which have contributed to the development of various educational interventions and programs. Ladson-Billings (1995) developed this concept and define
Impact of Culturally Relevant Teaching on Literacy Development of African American Students in Urban Education Research Proposal and Annotated Bibliography Introduction Educational programs across the country have been characterized by reforms that seek to enhance student outcomes. Reform initiatives have contributed to the development of various educational interventions and programs. One of the interventions that have emerged as a crucial component to enhance student outcomes is culturally-relevant teaching. The inclusion of aspects of
Overwhelmingly, those programs are explicitly designed to be culturally responsive, but, again, not just to tribal groups. One program, for example, is likely to have tribal students, Hispanic students, and other immigrant groups. A massive data-collection effort is underway to measure successful programmatic elements and determine which efforts have produced the most dramatic results. One of the principles guiding the current push in California to provide more and better after-school
education and the usual plight of special education students, both identified and yet-to-be identified, the role of the educational diagnostician is one of great import and significance. Known by several different names, the educational diagnostician is charged with the diagnosing and identification of leaning problems. The focus of this report will be the work of the educational diagnostician in the elementary school system and framework. In addition to the
Through descriptive statistics, the mean, mode and percentiles will be obtained in regards to the answers in each item in the questionnaires. The flow of discussion of results followed by the conclusion is clear and properly written. The purposes of the study stated in the beginning were all given due consideration and were all achieved. In general, this research paper is very simple. What is good in it is the fact
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