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 programs is as follows: "Programs should foster a positive sense of identity, build upon the cultures of the families, and offer a curriculum that values and responds to the strengths, challenges, and needs of all of the different kinds of youth in their communities," (Olsen, 2000). hile this goal doesn't specifically identify Native American tribal needs, it does hit upon the most important element of culturally responsive programming. For many Native families, placing their children in an after-school program through…...

mla

Works Cited

Birmingham, Jennifer, et.al. 2005. Shared Features of High-Performing After-School

Programs: A Follow UP to the TASC Evaluation. Policy Studies Associates: Washington, D.C.

California After School Network: A Road Map to the California After School Landscape.

2010. Available at: www.afterschoolnetwork.org

A brand selling its products world wide must adapt its PR and promotion tactics to the local specific cultural preference in order to make sure that its message will be properly conveyed and its product sold.
There are of course numerous challenges. The criteria of acceptance is something that a company must identify right from the very beginning. In addition, it must be underlines that within the same society, different social groups may have different perspectives and preferences and therefore, different consumer behaviour. The language is a key factor because it is the main tool which communication uses. A brand name might be meaningful in a country and absurd in another. Slogans must be locally adapted and even the names of the products, the packaging and the advertising. For a company operating worldwide this constitutes a high challenge in the sense that it must maintain synergy while managing to address…...

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 &…...

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 that the topic is very profound and yet the researchers were able to simplify it and formulate their own research questions based on the general topic. However, the methodology involved needs some minor modification because some of the most important aspects of research were not clearly stated.

There was not specific number of audience or participants stated. This is important because this will show if the conclusion will be able to generalize the overall population. Is the number of respondents enough…...

Module Part II: ANALYSIS OF TEACHERS CULTURALLY RESPONSIVE PEDAGOGY (CRP)ONE TEACHER, ONE SCHOOL, ONE DISTRICTFOCUS QUESTION 1: From the culturally responsive pedagogy lens, how did the teachers practice exemplify these CRP principles?Analysis of Teachers Pedagogy: Address all questions below with content-specific examples. Use proper citations and include a bibliography page. After multiple visits, which CRP principles did you observe the teacher implement in his/her lessons? How did the teachers rapport with students, attention to their needs, and professional attitude contribute to their learning? Did the teacher allow wait time for responses? How did the teacher ensure that all students had access to the content taught, especially under-represented groups such as, ELLs, students with special needs, and students with different instructional challenges (homelessness, trauma, foster care, incarceration, medical fragile)? In essence, there are two culturally responsive pedagogy (CRP) principles that the teacher routinely implemented in her lessons. These are student-centered instruction…...

Impact of Culturally elevant Teaching on Literacy Development of African American Students in Urban EducationCulturally elevant 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 it as the inclusion of aspects of the students cultural environment in the arrangement of and instruction in the classroom. Culturally relevant pedagogy could play an important role in student engagement and achievement in the modern learning environment. Byrd (2016) contends that culturally relevant teaching is a potent intervention and strategy for lessening achievement gaps and improving student engagement and achievement. While culturally relevant pedagogy could help lessen gaps in student achievement, todays learning environment is still characterized by disparities…...

mla

ReferencesByrd, C.M. (2016, July 25). Does Culturally Relevant Teaching Work? An Examination From Student Perspectives. SAGE Open, 6(3), 1-10. This article examines the impact of culturally relevant pedagogy based on the perspectives of African American students. The findings of this study were used to understand the views and opinions of African American students regarding the use of culturally relevant teaching practices.Gay, G. (2010, November 25). Culturally Responsive Teaching in Special Education for Ethnically Diverse Students: Setting the Stage. International Journal of Qualitative Studies in Education, 15(6), 613-629. The authors examine the role of culturally responsive teaching in multiethnic special education settings. Insights from this study were used in the current research to demonstrate how culturally responsive teaching should be part of mainstream schools including urban educational settings.Howard, T. & Terry Sr., C.L. (2011, October 19). Culturally Responsive Pedagogy for African American Students: Promising Programs and Practices for Enhanced Academic Performance. Teaching Education, 22(4), 345-362. The article demonstrates the findings of a three-year study on interventions used to enhance college enrollment of African American students. It demonstrates that cultural responsive pedagogy is a suitable approach to enhance student engagement and achievement of African American students. It’s findings were used to demonstrate how culturally relevant teaching can be used to reduce the persistent achievement gaps between African American students and others. Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465-491. This article provides a theoretical basis for the concept of culturally relevant teaching as a suitable approach for multiethnic and multilingual classrooms. The authors demonstrate how this concept was developed based on the strong link between teaching and culture. The article was used to provide an overview of the concept of culturally relevant pedagogy.Paris, D. (2012, March 29). Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice. Educational Researcher, 41(3), 93-97. The article argue the case for the use of culturally sustaining pedagogy in current teaching practice. The findings of this article were used to provide an overview of this concept and demonstrate its role and significance in teaching.Paulk, S.M., Martinez, J. & Lambeth, D.T. (2014). Effects of Culturally Relevant Teaching on Seventh Grade African American Students. The Journal of Middle Level Education in Texas, 1(1), 37-60. The authors explore the link between culturally relevant pedagogy and science achievement of seventh grade African American students. This relationship is examined in comparison to standards-based instruction. The findings of this article were used to explore how culturally relevant pedagogy shapes student participation and achievement.

This view is reflected in increasing calls for financial equity among schools, desegregation, mainstreaming, and standardized testing for teachers and students alike; it has been maintained that by providing the same education to all students, schools can equalize social opportunity (Bowman, 1994).
This latter position is typically followed up with the use of a particular curriculum designed to support the approach. In this regard, Bowman suggests that, "Knowledge is thought to exist in the collected wisdom of a canon, and education is the transferral of established wisdom to the learner" (p. 218). Unfortunately, when educators attempt to impose a "one-size-fits-all" curriculum on a diverse study body, there are bound to be problems -- particularly for those students who are already marginalized through language and other socioeconomic constraints.

Furthermore, in many ways, the public schools are unique in that they have been assigned the responsibility of communicating what American society regards as…...

mla

References

Artiles, A.J., Higareda, I., Rueda, R., & Salazar, J.J. (2005). Within-group diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional Children, 71(3), 283.

Banks, J.A. (1994). An introduction to multicultural education. Boston: Allyn and Bacon.

Bowman, B.T. (1994). The challenge of diversity. Phi Delta Kappan, 76(3), 218.

Breitborde, M.L. (1993). Multicultural education in the classroom. Childhood Education,

2009). The interventions used in this research study proved to be ineffective, however, and it has been suggested that more culturally relevant study leading to the development of more highly-culturally-specific practices is needed in this regard (Pekmezi et al. 2009).
Certain studies have also demonstrated a reduced efficacy of certain blood-pressure regulating pharmaceuticals in the African-American community, with certain individuals responsive to one type of medication but not others (Lackland 2004). This is significant in the area of hypertension prevention in the African-American community for several reasons, not the least of which is the fact that it is evidence of certain mechanisms at work that are still not fully understood or even necessarily identified in the medical literature (Lackland 2004). In addition, this suggests that there are certain predispositions that both affect hypertension and interrupt the mechanisms of drugs proven efficacious in other communities, which could provide greater insight into…...

mla

References

Douglas, J., Bakris, G., Epstein, M., Ferdinand, K., Ferrario, C., Flack, J…. & Vidt, D. (2003). Management of High Blood Pressure in African-Americans: Consensus Statement of the Hypertension in African-Americans Working Group of the International Society on Hypertension in Blacks. Archives of Internal Medicine 163(5): 525-41.

Glover, M., Greenlund, K., Ayala, C. & Croft, J. (2005). Racial/Ethnic Disparities in Prevalence, Treatment, and Control of Hypertension -- United States, 1999-2002. JAMA 293(8): 923-5.

Harvard. (2003). High blood pressure isn't color-blind. Harvard heart letter 13(10):1.

He, J., Klag, M., Caballero, B., Appel, L., Charleston, J. & Whelton, P. (1999). Plasma insulin levels and incidence of hypertension in African-Americans and Whites. Archives of internal medicine 159(5): 498-503.

Case Study Analysis: Diverse Abilities and LearningIn my teaching experience, I have encountered situations where students come from different backgrounds. I have not had a scenario exactly like the one described, but I have had instances where I wanted to make sure my students felt safe and respected. Situations like the one in the case always require a balance of student\\\'s needs community awareness.For Ms. Isekeije, the challenge is twofold: helping Elle to feel integrated and valued in the class, and helping Elijah to be academically challenged (Gorski & Pothini, 2018). To do what\\\'s best for all students, Ms. Isekeije might consider having a conversation with both students individually, to understand their concerns. This would allow her to tailor her approach to each student\\\'s needs. She could also give the entire class a chance to learn about diversity, which would help in breaking any preconceived notions and biases (Mayfield, 2020).…...

mla

ReferencesGorski, P. C., & Pothini, S. G. (2018). Case studies on diversity and social justice education V. (2020). Cultural competence now: 56 exercises to help educators understand and challenge bias, racism, and privilege. ASCD.Paolini, A. (2019). Social Emotional Learning: Role of the School Counselor in Promoting College and Career Readiness. Anatolian Journal of Education, 4(1), 1-12.https://ebookcentral.proquest.com/lib/waldenu/reader.action?docID=5303583&ppg=2Mayfield,

Evolution of RTI and Its Purpose
The response to intervention (RTI) initiative is a multi-tiered program that is designed to facilitate the early identification of students with special educational and behavioral needs (What is RTI?, 2016). The purpose of the RTI initiative is two-fold, with the first being the provision of high-quality educational services and the second being the screening of all young learners in general education classrooms (What is RTI?, 2016). The evolution of the RTI initiative was based on early experiences with differentiated instruction as an alternative to conventional practices. In this regard, Fisher and Frey (2010) report that, "In many schools, instruction and time are constant -- they do not vary on a student-by-student basis. RTI was designed as a way to encourage teachers to vary instruction and time to create a constant level of learning" (2010, p. 15). The RTI program also includes the key assumption that…...

Description of the Classroom
The observation took place in an eighth grade level social studies classroom consisting of twenty-one students from diverse backgrounds. The teacher is Latina. Not wanting to make any assumptions about ethnicity or culture, I asked the teacher about the demographics. The teacher stated that of the 20, 8 were female and 12 male. Three students were African-American, two were Vietnamese-American, two Indo-American, five students were Hispanic, two were Jewish, three were from mixed backgrounds, and four were white. Two of the students had IEPs, one of them was an African American boy and the other a white student. Each of the students with IEPs had specific learning and developmental disabilities. One of the Vietnamese-American students had been recently diagnosed with audio processing disorder, and accommodations were being made to move the student to the front of the classroom. The IEPs provided for specific accommodations and modifications to…...

It is not helpful, for example, to have one week or day to celebrate diversity and then go back to the standard traditional format. The teacher should show respect and encourage his or her students to likewise show respect for each culture. As Villegas (2007) points out, too many teachers see other cultural groups in a subordinate position. Such perspectives are picked up by the students and followed.
Ogbu (1995) also notes that how much the students, themselves, react to having their culture integrated into the curriculum along with other cultures depends on their background and experiences. Thus, involuntary cultures, those that are here in the U.S. without a choice, such as African-Americans, will not be as positive about multiculturalism as voluntary cultures as Asian-Americans.

The most important thing for teachers to always remember, of course, is that all children need to be treated as important contributors to the class. As…...

mla

References

Bank, J.A. (1994) Transforming the mainstream curriculum. (Educating for Diversity). Educational Leadership 51(8), 4(5).

Bullard, Sara (1991) Sorting Through the Multicultural Rhetoric Educational Leadership; 49(4)

Cushner, K. (1998) International Perspectives on Intercultural Education. Mahwah, NJ: Lawrence Erlbaum Associates.

Ogbu, J.U. (1995) Cultural problems in minority education. Urban Review 27, 189-205

Another factor that impacts the level of community resources offered is that many of the schools do not offer intramural activities for elementary school students. Participation in these group activities are most often children from middle to middle upper class families; due in part to cost and accessibility.
Those representing the lower socioeconomic strata tend to take greater advantage of the social services available within the community. Social services purported to be available including both state funded and privately funded organizations that offer basic services including food, clothing and shelter, as well as public welfare such as Temporary Assistance to Need Families, Social Security benefits, Medicaid and Medicare. The Department of Family and Children Services is a large provided of social services and serves as the gatekeeper to many of the private agencies that offer foster care, domestic violence counseling services, child welfare services, as well as many levels of…...

mla

Bibliography

Burt, J., Ortlieb, E., & Cheek, E. (2009). An investigation of the impact of racially diverse teachers on the reading skills of fourth-grade students in a one race school. Reading Improvement, 46(1), 35-45.

Keengwe, J. (2010). Fostering cross cultural competence in preservice teachers through

Multicultural education experiences. Early Childhood Education Journal, 38(3),

197-204.

This study has noted that educators are noting better methods to assist these students rather than placing them in special education classes which fail to assist these students in school or across the span of their lifetime endeavors.
RECOMMENDATIONS

Recommendations arising from this review of literature in this study include the recommendation that different methods be utilized in assisting culturally and linguistically diverse students in the school setting. Among these methods are those noted by Knotek (2003) and Craig, Hull, Haggart and Perez-Selle (2000) which involves educators and school counselors assisting in addressing the difficulties faced by these students in the school environment and which may include but are not limited to addressing the needs of students as well as their strengths through strategies of individualized behavior contracts, specialized counseling techniques and culturally appropriate reinforcements that serve to encourage positive behavior on the part of the culturally and linguistically diverse students.

ibliography

Coutinho,…...

mla

Bibliography

Coutinho, M.J. & Oswald, D.P. (1999). Ethnicity and special education research: Identifying questions and methods. Behavioral Disorders, 24, 66-73.

Oswald, D.P., Coutinho, M.J., Best, A.M & Singh, N. (1999). Ethnic representation in special education: The influence of economic demographic variables. Journal of Special Education, 32, 194-196.

Murtagh, Damien (2003) Investigating the Overrepresentation of Ethnic Minorities in Special Education. Graduate Studies. Online available at: www.lynchburg.edu/documents/GraduateStudies/Journal/MurtaghD.doc

U.S. Department of Education. (2000). Twenty-second annual report to Congress on the implementation of the Individuals with Disabilities Act. Washington, DC: Author.

Research: Educational Theories That Provide A Rationale for Multicultural Teaching and Pedagogical Strategies and Practices That Best Serve Learners from Diverse Backgrounds. There are many factors within a school capable of affecting the culturally diverse students’ success such as attitudes toward diversity, culturally responsive curriculum, involvement of the community and the school’s atmosphere. The academic and personal relationships between teachers and their students can be influential of all the mentioned factors. Such a relationship is referred to as learning core-relationship which includes the role of interactions between students, subject matter and teachers in school. There are instructional and behavioral strategies that enable a strong teaching-learning relationship between the teachers and their culturally diverse students. Most theories exemplifies standard practices of better learning for the culturally diverse students (Tucker, et. al., 2005). Some strategies and theories based on research articles have been documented to help the culturally diverse students learn.
Strategies involving teacher…...

Fairness in the classroom can be seen through:

1. Equal Opportunities: Providing all students with equal access to resources, materials, and learning opportunities.

2. Consistent Rules and Expectations: Applying the same standards and expectations for all students, regardless of their background or abilities.

3. Clear Assessment Criteria: Clearly defining and communicating assessment criteria to ensure all students are evaluated on the same standards.

4. Respectful Environment: Promoting a classroom culture where all ideas and opinions are valued and respected, creating a safe space for everyone to contribute.

5. Differentiated Instruction: Offering a variety of instructional strategies and approaches to meet individual student needs and learning....

Each of these principles will have a significant impact on the way I teach. Here's a breakdown of how each principle will influence my teaching approach:

1. Prior knowledge: Before introducing new concepts, I will assess students' prior knowledge to identify any gaps or misconceptions. This will enable me to provide targeted instruction, building upon their existing understanding and connecting new information to what they already know.

2. Active learning: I will incorporate various interactive activities, such as group discussions, problem-solving tasks, and hands-on experiments. By actively engaging students in their learning process, they will have the opportunity to apply their knowledge....

1. The Language Barrier: A Formidable Obstacle for Immigrant Students in Higher Education

Challenges faced by immigrant students with limited English proficiency
Strategies for overcoming linguistic barriers in the classroom and beyond
The role of language support services and resources in facilitating academic success

2. Cultural Differences and the Impact on Educational Experiences

Cultural norms and values that may differ between immigrant students and faculty
Misunderstandings and communication barriers resulting from cultural differences
Strategies for fostering cultural sensitivity and inclusivity in the higher education environment

3. Financial Challenges and the Burden on Immigrant Students

Socioeconomic disparities faced by immigrant families and their....

The Role of Cultural Competency in Behavior Analysis: Bridging the Gap Between Theory and Practice

Introduction

Behavior analysis, as a science dedicated to understanding and modifying behavior, has the potential to make significant contributions to improving the lives of individuals and communities. However, the effective application of behavior analysis requires consideration of cultural factors that can influence the behavior of individuals and the efficacy of interventions. This essay explores the importance of cultural competency in behavior analysis and the need to bridge the gap between theory and practice in this regard.

Cultural Competency in Behavior Analysis

Cultural competency refers to the ability to understand,....