Siga este enlace para ver otros tipos de publicaciones sobre el tema: Culturally responsive school model.
Artículos de revistas sobre el tema "Culturally responsive school model"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 50 mejores artículos de revistas para su investigación sobre el tema "Culturally responsive school model".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore artículos de revistas sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
1
Kressler, Benikia, Lindsey A. Chapman, Amy Kunkel y Katrina A. Hovey. "Culturally Responsive Data-Based Decision Making in High School Settings". Intervention in School and Clinic 55, n.º 4 (20 de junio de 2019): 214–20. http://dx.doi.org/10.1177/1053451219855737.
Texto completoResumen
Engaging in culturally responsive practices is considered best practice in classroom instruction, particularly within diverse schools, however, when making data-based decisions, there is little guidance for culturally responsive practitioners on how to engage in this work. This article introduces a model of culturally responsive data-based decision making (CR-DBDM) by outlining culturally responsive practices and combining them with Deno’s IDEAL (Identify, Define, Explore, Apply, and Look) problem solving model. The article provides members of high school-based problem-solving teams (PSTs), working within a response to intervention (RTI) framework, suggestions for decision making in ways that do not contribute to the disproportionate representation of culturally and linguistically diverse students in special education and empowers students and families by valuing their voices throughout the RTI process.
2
Kozleski, Elizabeth, Donna Sobel y Sheryl Taylor. "Embracing and Building Culturally Responsive Practices". Multiple Voices for Ethnically Diverse Exceptional Learners 6, n.º 1 (1 de septiembre de 2003): 73–87. http://dx.doi.org/10.56829/muvo.6.1.54558065122030q7.
Texto completoResumen
Individual teacher excellence can only become collective tradition when the contexts in which teachers practice and learn are able to support, sustain, and expect culturally competent practice. Culturally responsive systems require the development of individual and collective discourse and practice focused on exploring how cultural perspectives, experiences, and histories shape and divide members of the system. This article provides an approach to building culturally responsive practices that focuses on practitioners' understandings about their own roles in renewing and reforming school and classroom cultures and practices. The authors examine current trends in professional development for culturally responsive practices and suggest a systems model for creating the discourse between practitioners necessary for improving culturally responsive practices.
3
García, Shernaz y Alba Ortiz. "A Framework for Culturally and Linguistically Responsive Design of Response-to-Intervention Models". Multiple Voices for Ethnically Diverse Exceptional Learners 11, n.º 1 (1 de septiembre de 2008): 24–41. http://dx.doi.org/10.56829/muvo.11.1.gu04327p723217t0.
Texto completoResumen
Response to Intervention (RTI) was encoded into the Individuals with Disabilities Education Improvement Act of 2004, and is being adopted on a wide scale as an alternative approach to identification of students with learning disabilities. For RTI to be an effective mechanism for addressing disproportionate representation of culturally and linguistically diverse students in special education, its focus must go beyond school and classroom implementation of academic or behavioral interventions to also address systemic factors that may be contributing to educational underachievement for students from non-dominant socio-cultural groups. This article offers a systems framework for culturally and linguistically responsive implementation of RTI, that takes into account the sociopolitical, cultural, and linguistic contexts of school reform efforts. Features that differentiate this model from current conceptions in the literature are described, and implications for implementation, research, and personnel preparation are identified.
4
Taylor, Julia V., Faith Zabek, Jen Koide, Aloise D. Phelps, Kathryn L. Zeanah y Michael D. Lyons. "Utilizing a Telementoring Model to Promote the Evidence-Based School Counseling Model". Professional School Counseling 27, n.º 1a (marzo de 2023): 2156759X2311607. http://dx.doi.org/10.1177/2156759x231160717.
Texto completoResumen
Telementoring is a low-cost, flexible way for school mental health professionals to access professional learning. Using a mixed-methods intervention design, we examined the impact of prolonged telementoring on school mental health professionals’ (school counselors, psychologists, social workers, and others) understanding and application of evidence-based school counseling, including associations between their use of evidence-based, culturally responsive, and collaborative practices to support student mental health. Our findings demonstrate support for the use of telementoring to improve school mental health professionals’ understanding and application of the evidence-based school counseling model. We provide specific considerations for school counseling professionals.
5
Abou-Rjaily, Kathleen y Susan Stoddard. "RTI for Students Presenting with Behavioral Difficulties:Culturally Responsive Guiding Questions". International Journal of Multicultural Education 19, n.º 3 (31 de octubre de 2017): 85. http://dx.doi.org/10.18251/ijme.v19i3.1227.
Texto completoResumen
Response to Intervention (RTI) is a tiered intervention that assists school personnel in determining eligibility for special education services. Studies support the use of RTI as an early intervention for addressing significant learning disabilities (SLD) and social emotional behaviors, as well as for students who are culturally and linguistically diverse (CLD) and not making progress through general interventions. However, recommendations for implementation are not explicitly provided, especially for culturally responsive implementation. While proposed as a model for students with challenging behaviors, there is an absence of culturally responsive methods to support CLD students. This article will discuss the use of culturally responsive guiding questions in an RTI framework.
6
Fullam, Jordan P. "From seeing to believing: using instructional video to develop culturally responsive teaching". Journal for Multicultural Education 11, n.º 2 (12 de junio de 2017): 131–48. http://dx.doi.org/10.1108/jme-09-2016-0053.
Texto completoResumen
Purpose This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and presented at professional conferences. Design/methodology/approach The primary aims of the paper are conceptual and include drawing on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and providing anecdotal evidence to explore the potential for using instructional video in an asset-focused, transformative and responsive model of professional development in culturally responsive teaching. Findings Instructional video can be effective for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in addressing achievement gaps. Practical implications Instructional video can assist educators in confronting and challenging prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching; opening up opportunities for transformative learning and inviting the shift to a culturally responsive mindset; and examining and discussing models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning. Originality/value Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper contributes to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn.
7
Shiller, Jessica T. y Inte’a DeShields. "Meet students in the middle: A culturally responsive, near-peer literacy program". Phi Delta Kappan 104, n.º 2 (26 de septiembre de 2022): 17–21. http://dx.doi.org/10.1177/00317217221130627.
Texto completoResumen
The middle school years are important for social and emotional learning, and the COVID-19 pandemic exacerbated social-emotional learning needs. At this age, young people are paying attention to the social world and exploring their identities and need learning environments that respond in kind. Jessica Shiller and Inte’a DeShields describe a model for middle school learning built on their need to connect with their peers, learn about their cultural identities, and receive social and emotional support. Pairing college students with middle schoolers, the model for literacy instruction produced positive results.
8
Bal, Aydin, Kemal Afacan y Halil Ibrahim Cakir. "Culturally Responsive School Discipline: Implementing Learning Lab at a High School for Systemic Transformation". American Educational Research Journal 55, n.º 5 (8 de mayo de 2018): 1007–50. http://dx.doi.org/10.3102/0002831218768796.
Texto completoResumen
Youth from racially minoritized communities disproportionately receive exclusionary school discipline more severely and frequently. The racialization of school discipline has been linked to long-term deleterious impacts on students’ academic and life outcomes. In this article, we present a formative intervention, Learning Lab that addressed racial disparities in school discipline at a public high school. Learning Lab successfully united local stakeholders, specifically those who had been historically excluded from the school’s decision-making activities. Learning Lab members engaged in historical and empirical root cause analyses, mapped out their existing discipline system, and designed a culturally responsive schoolwide behavioral support model in response to diverse experiences, resources, practices, needs, and goals of local stakeholders. Analysis drew on the theory of expansive learning to examine how the Learning Lab process worked through expansive learning actions. Implications for research and practice are discussed.
9
Berlian, Zainal y Miftachul Huda. "Reflecting Culturally Responsive and Communicative Teaching (CRCT) through Partnership Commitment". Education Sciences 12, n.º 5 (21 de abril de 2022): 295. http://dx.doi.org/10.3390/educsci12050295.
Texto completoResumen
The strategic approach to enhance cultural skills is aligned with social feeling and sense of belonging as an important element to underlie the interaction pathway with others’ diverse backgrounds. Such an approach of teaching model could be transformed and prepared to encourage ability to communicate and relate to others from diverse backgrounds. The following phase of sufficient integration amongst cognitive, social and emotional substance is reflect in the culturally responsive and communicative teaching (CRCT). This mode is an important element to advance the diverse students amidst an increasingly complex and pluralistic society. This paper is aimed at examining CRCT by having a critical look into the partnership commitment amongst interracial teachers’ daily school interaction. Data collection was conducted with 10 interracial teachers with a focus on the approach of how their partnership commitment is reflected and practiced in their daily school interaction. Thematic analysis was employed to obtain the main points of data to give insight into the multicultural school society. The findings reveal that an understanding of CRCT articulated into partnership engagement commitment has a core of three main points. These are: expanding self-awareness on cultural identity; enhancing culturally mediated emotion of social situations; and developing instructional practice for cultural sensitivity. The implication for students’ experiential learning in the multicultural classroom was also discussed. The contribution of this paper can be exerted among those involved in the education sectors. These include students, educators, principals, learning facilitators, researchers, educational technologist, instructional designers and practitioners. This is also included among the researchers who are interested in exploring, understanding and developing discerning perspectives on diversity and diverse learners in 21st century education. This study is expected to contribute by giving solving skills with the strategic approach articulated into a particular guideline to give a clear understanding in responding the multicultural classroom in the interracial school society context. This study is considered to elaborate the good feedback on the importance of CRCT in responding to emerging trends on the facades of diversity among diverse learners.
10
Blitz, Lisa V., Denise Yull y Matthew Clauhs. "Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools". Urban Education 55, n.º 1 (30 de mayo de 2016): 95–124. http://dx.doi.org/10.1177/0042085916651323.
Texto completoResumen
Decades of federal economic policies that have concentrated poverty into isolated communities have devastated urban education, and expose youth and families to high stress and trauma. Disproportionately negative outcomes for students of color and those who are economically disadvantaged can be understood as manifestations of negative racial school climate and inadequate responsiveness to students’ trauma. As part of a school–university partnership to inform culturally responsive trauma-informed pedagogy, this study assessed the climate of a racially diverse high-poverty elementary school. Findings explored the application of the trauma-informed Sanctuary Model to address students’ trauma and a social justice response for urban education.
11
陸怡琮, 陸怡琮. "在文化中學習自主閱讀科學文本：「回應排灣文化的科學閱讀課程」之設計與發展". 教育研究月刊 331, n.º 331 (noviembre de 2021): 075–94. http://dx.doi.org/10.53106/168063602021110331006.
Texto completo
12
林素卿, 林素卿. "文化性回應校本評鑑模式於學校本位課程之應用". 教育研究月刊 330, n.º 330 (octubre de 2021): 083–95. http://dx.doi.org/10.53106/168063602021100330006.
Texto completo
13
林素卿, 林素卿. "文化性回應校本評鑑模式於學校本位課程之應用". 教育研究月刊 330, n.º 330 (octubre de 2021): 083–95. http://dx.doi.org/10.53106/168063602021100330006.
Texto completo
14
Kapofu, Lifeas Kudakwashe. "Negotiating the Cultural Terrain in Transforming Classrooms—The LEAP MODEL". International Education Studies 14, n.º 3 (20 de febrero de 2021): 51. http://dx.doi.org/10.5539/ies.v14n3p51.
Texto completoResumen
This study recentres the sociocultural in culturally transforming pedagogic settings whilst foregrounding culturally responsive teaching (CRT). Through a protracted anthropological excavation, teachers’ experiences in a culturally diverse integrated high school were explored and interpreted vis-à-vis tenets and precepts of CRT. Findings from observation and interviews indicate that the pedagogic settings as structured by the teachers were not attendant to the aspirations of CRT and teacher practices were not reflective of dispositions of CRT. Teachers professed negative experiences of the pedagogic setting, demonstrated and professed limited knowledge of the cultural being of their learners. The findings highlighted the need for micro-context cultural excavations to remedy socioculturally detached teaching. Cognisant of the emergent need for a learning tool, the LEAP model is proposed premised on centering the humanistic world of the learners and the inherent currency in their culture for progressive teaching and learning engagements.
15
Anjaswuri, Fitri, Indri Yani, Nurlinda Safitri y Ilmi Zajuli Ichsan. "Development of Monopoly Media Based on Culturally Responsive Teaching on an Ecosystem Theme for Elementary School Students". Jurnal Penelitian Pendidikan IPA 9, n.º 12 (15 de diciembre de 2023): 10596–601. http://dx.doi.org/10.29303/jppipa.v9i12.5330.
Texto completoResumen
Development of monopoly media based on culturally responsive teaching on ecosystem themes for fifth-grade elementary school students using the Research and Development method with the ADDIE model. Analysis of needs and conditions is focused on real conditions apart from innovative learning strategies, but the use of innovative and interesting learning media or learning resources makes learning more meaningful. The development of innovative learning media is an alternative to solving problems that occur in the learning process, especially for students. Culturally responsive teaching is an effective learning approach that is in line with curriculum demands. Monopoly media based on culturally responsive teaching on ecosystem material produces valid and responsive categories that are effective for users. The final results of the validation by material experts and media experts obtained quite high results in the valid category so that the product could be tested. The teacher's response resulted in a percentage of 100% and students were also positive towards this media with a percentage of 82.17%. Teachers and students agree that monopoly media based on culturally responsive teaching on ecosystem material is valid and suitable for use.
16
Hoover, John J. y Lucinda Soltero-González. "Educator Preparation for Developing Culturally and Linguistically Responsive MTSS in Rural Community Elementary Schools". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, n.º 3 (7 de febrero de 2018): 188–202. http://dx.doi.org/10.1177/0888406417753689.
Texto completoResumen
Special educators assume an essential leadership role in school-wide multilayered instructional systems for teaching culturally and linguistically diverse learners with and without disabilities, including learners at risk of being inappropriately referred for special education. Research findings from a model demonstration project are presented informing research to practice in the (a) development of partnerships, (b) delivery of effective professional development, and (c) framing of cultural and linguistic responsive teaching to improve instruction for English learners (ELs) in Grades K-3 in elementary schools in a rural community. Content, skill sets, and tools to include in educator training for general and special educators who teach English language and other diverse learners are recommended based on project findings.
17
Powell, Rebecca, Susan Chambers Cantrell, Victor Malo-Juvera y Pamela Correll. "Operationalizing Culturally Responsive Instruction: Preliminary Findings of CRIOP Research". Teachers College Record: The Voice of Scholarship in Education 118, n.º 1 (enero de 2016): 1–46. http://dx.doi.org/10.1177/016146811611800107.
Texto completoResumen
Background Many scholars have espoused the use of culturally responsive instruction (CRT) for closing achievement gaps, yet there is a paucity of research supporting its effectiveness. In this article, we share results of a mixed methods study that examined the use of the Culturally Responsive Instruction Observation Protocol (CRIOP) as a framework for teacher professional development. The CRIOP is a comprehensive model and evaluation tool that operationalizes culturally responsive instruction around seven elements: Classroom Relationships, Family Collaboration; Assessment; Curriculum/Planned Experiences; Instruction/Pedagogy; Discourse/Instructional Conversation; and Sociopolitical Consciousness/Diverse Perspectives. Focus of Study This study was designed to answer the following questions: (1) Do teachers increase their use of culturally responsive practices as they participate in CRIOP professional development? (2) What is the relationship between implementation of culturally responsive instruction and student achievement in reading and mathematics ?, and (3) What are teachers’ perceptions of their successes and challenges in implementing culturally responsive instruction? Participants Twenty-seven elementary teachers participated in this study. Of the 27 participants, all were female, 26 were White, and all were native speakers of English. Student achievement data were collected from students enrolled in classrooms of participating teachers at the two schools in the study that administered the Measures of Academic Progress (MAP) test. Of the 456 students who were participants, 397 (87.3%) received free or reduced lunch, and 128 (28 % of total sample) were classified as English Language Learners (ELLs). Intervention Three training sessions were held before school began and during the fall semester. Additionally, throughout the school year teachers received individual classroom coaching, on-site professional development, and instructional planning support. Participating teachers received an average of 50.4 hours of classroom-based coaching and mentoring during the intervention, which included observations, meetings with individual teachers and teacher teams, curriculum planning sessions, and collaborative creation of individualized action plans. The CRIOP was used as a professional development framework. The intended outcome of on-site support was to increase the incorporation of culturally responsive instruction in teachers’ daily practices, resulting in more culturally responsive classroom relationships, assessment and instructional practices, and use of discourse. Research Design This study utilized a concurrent triangulation mixed methods design. Data sources included classroom observations, student achievement results, and postobservation teacher interviews. The CRIOP instrument was used for classroom observations to determine the extent of implementation of culturally responsive practices. Following each classroom observation, field researchers conducted an audio-recorded semistructured interview using the CRIOP Post-Observation Teacher Interview Protocol and The CRIOP Family Collaboration Teacher Interview Protocol. These protocols were designed to elicit additional information that might not have been readily apparent from data gleaned during the observation. In addition, participants were interviewed to determine their perceptions of culturally responsive instruction. Three interview questions and responses were transcribed and coded for analysis: How do you define culturally responsive instruction ? What are your biggest successes with using Culturally Responsive Instruction with your students ? What are your biggest challenges with using Culturally Responsive Instruction with your students ? Integration of quantitative and qualitative data occurred during data collection and interpretation. Findings Results of classroom observations showed that teachers had significantly higher levels of CRI implementation in the spring compared to fall. Data on student achievement indicated that students of high implementers of the CRIOP had significantly higher achievement scores in reading and mathematics than students of low implementers. The results of this study also suggest that teachers face several challenges in implementing CRI, including constraints imposed by administrators, high-stakes accountability, language barriers in communicating with families, and the sheer complexity of culturally responsive instruction. Conclusions/Recommendations Although numerous scholars have espoused the value of culturally responsive instruction (CRI), there is limited research on its effectiveness. The results of this investigation suggest that the CRIOP shows promise both as a framework for teacher professional development and as an observation instrument in investigations of culturally responsive instruction. Findings also indicate that one of the biggest challenges in implementing CRI is its multidimensionality in that it includes several components (e.g., student relationships, family collaboration, assessment practices, instructional practices, discourse practices, and sociopolitical consciousness), which together comprise the CRIOP model. Future research including an experimental design is needed to determine the effectiveness of the CRIOP as a measure of culturally responsive instruction and as a framework for intervention.
18
Ginsberg, Alice, Marybeth Gasman y Andrés Castro Samayoa. "“When Things Get Messy”: New Models for Clinically Rich and Culturally Responsive Teacher Education". Teachers College Record: The Voice of Scholarship in Education 123, n.º 4 (abril de 2021): 1–26. http://dx.doi.org/10.1177/016146812112300407.
Texto completoResumen
Background/Context Many teacher education programs are trying to build partnerships with local schools to create ongoing opportunities for their candidates to observe and practice in authentic settings. Prior research on university–school partnerships, however, has found that the structure and design of these partnerships have a huge impact on whether they turn out to be mutually beneficial, meaningful, and sustainable. One of the most commonly cited challenges is the lack of regular communication, respect, and trust between university professors and PK–12 classroom teachers and administrators. Purpose/Objective/Research Question This article focuses on Blocks, an initiative in the teacher education program at New Mexico State University (NMSU). Candidates spend their entire day at a single elementary school site, alternating between coursework and clinical practice. Research Design We conducted qualitative interviews and focus groups with teacher education professors, teacher candidates, and classroom teachers and administrators in the Blocks program to understand the core components and strategies that buoyed its success, as well as the major challenges and opportunities inherent in such a transformative model. Findings Given that NMSU is a Hispanic-serving institution that already prioritized university–school–community relationships, we were also interested in how the Blocks model might be replicated in teacher preparation programs at predominantly White institutions. Key findings include that (1) Blocks is a nonhierarchical model based on mutual respect and full collaboration, wherein professors and classroom teachers are both viewed as having equally valuable knowledge about teaching and learning, and both parties share ownership of the success of the program; (2) candidates’ coursework and clinical practice are not simply held at the same site, but are strategically sequenced and integrated to raise real-time questions of practice and provide candidates with a more cohesive and authentic preparation for becoming teachers of record; and (3) candidates do more than “observe” or “student teach”; they are given meaningful, progressive, and scaffolded opportunities to be involved in lesson planning, coteaching, student assessment, parent conferences, and extracurricular activities, all of which help them develop stronger teacher dispositions and identities. Conclusions/Recommendations Key recommendations for teacher education include the importance of intentionality and mutual respect when designing and forging university– school partnerships, including ensuring that all participants have a clearly defined role and a valued voice in the process; that clear communication and opportunities for self-reflection are strategically built into the collaborative process; and that faculty are rewarded for work that takes place in community settings.
19
Rahmawati, Yuli, Alin Mardiah, Elisabeth Taylor, Peter Charles Taylor y Achmad Ridwan. "Chemistry Learning through Culturally Responsive Transformative Teaching (CRTT): Educating Indonesian High School Students for Cultural Sustainability". Sustainability 15, n.º 8 (20 de abril de 2023): 6925. http://dx.doi.org/10.3390/su15086925.
Texto completoResumen
According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), culture provides the transformative dimension for ensuring the development process of the United Nations’ 2030 Agenda for Sustainable Development. As one of the key drivers in the implementation of the United Nations’ Sustainable Development Goals, culture ensures a people-centered and context-relevant approach that cuts across a range of policy areas and, thus, in the context of quality education promotes the development of human resources for cultural and environmental sustainability. It is in this context that we report on a study aimed at developing students’ cultural identity and supporting the younger generation in preserving their cultural heritage, whilst learning chemistry concepts at the same time. The culturally responsive transformative teaching (CRTT) model served as a theoretical framework for the research to engage students in culture-based, high school chemistry learning by utilizing specially designed ethnochemistry texts that highlighted the relationship between cultural values and chemistry concepts. Case studies were conducted within the interpretive research paradigm and involved 149 students from four high schools in four Indonesian provinces, namely Banten, west Java, Bangka Belitung, and south Sumatra. In particular, we were interested in understanding how well students engage in this innovative transformative learning model, designed to educate them about cultural sustainability. We generated data by means of students’ reflective journals, semi-structured interviews with students, and classroom observations. In general, the results from the research strongly suggest that students involved in cultural identity reflection, engaged in cultural-based chemistry learning, explored cultural heritage through a chemistry lens, applied social etiquette and ethics, and developed cultural heritage preservation awareness. These are important aspects of cultural sustainability. The results imply that culturally responsive chemistry education has great potential for educating students and empowering them as conservationists of Indonesian culture. Further research on empowering students on cultural sustainability with other ethnochemistry topics within Indonesian cultural contexts is needed to further investigate the CRTT model’s broader efficacy.
20
McIntosh, Novea A. y Connie L. Bowman. "Reflections: Professional Development Using a Gradual Release Model to Facilitate Culturally Responsive Strategies in a Rural Secondary School Curriculum in Malawi". International Journal of Educational Reform 28, n.º 3 (julio de 2019): 235–52. http://dx.doi.org/10.1177/1056787919858147.
Texto completoResumen
This self-reflection article explores the collaboration with a nongovernmental organization serving underserved students in Malawi and a private Midwestern university educator preparation program which provided research-based pedagogical culturally responsive practices to teachers. Through strong partnerships, education programs can combine their academic and activist voices to prepare teachers as change agents. This article examines the Malawian education system that is gradually shifting from a decentralized system. The authors provided professional development focused on a framework of gradual release model of culturally responsive strategies to be employed in a rural secondary school in Malawi. Finally, the article concludes by sharing lessons learned.
21
Heineke, Amy, Aimee Papola-Ellis, Sarah Cohen y Kristin Davin. "Linguistically responsive professional development: An apprenticeship model". Improving Schools 21, n.º 1 (30 de septiembre de 2017): 32–47. http://dx.doi.org/10.1177/1365480217732632.
Texto completoResumen
Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement. In this article, we share a theoretically grounded and research-based approach to build capacity in linguistically diverse schools through multi-faceted professional development (PD) efforts with teachers and leaders. Based on a 3-year project that successfully built foundations, structures, and supports for culturally and linguistically diverse (CLD) students in 32 urban schools in the United States, we provide readers with pertinent foci and facets to design and implement linguistically responsive practice and PD.
22
Juliani, Ai, Anna Permanasari y Yuyun Elizabeth Patras. "Enhancing Creative Thinking and Global Diversity Through Culturally Responsive Teaching in Primary Schools". AL-ISHLAH: Jurnal Pendidikan 16, n.º 3 (2 de septiembre de 2024): 3248–62. http://dx.doi.org/10.35445/alishlah.v16i3.5352.
Texto completoResumen
This study aims to develop a problem-based learning (PBL) model incorporating a culturally responsive teaching (CRT) approach, with the objective of enhancing creative thinking skills and fostering globally diverse dispositions among primary school students. The research employed a quasi-experimental design, specifically a non-equivalent pretest-posttest control group design. Participants included 26 students from a fifth-grade class at a public primary school in Bogor City, divided into experimental and control groups selected through purposive sampling. The implementation of the learning model was monitored using observation sheets, while the assessment of creative thinking skills was conducted using a descriptive test covering four key indicators: fluency, originality, flexibility, and elaboration. Additionally, global diversity dispositions were measured through questionnaires, and student feedback was gathered using both questionnaires and student-produced magazines. Observations indicated that the PBL-CRT model was implemented with full fidelity, achieving 100% adherence to the planned instructional steps. Analysis of creative thinking outcomes revealed that the experimental group exhibited a high N-Gain score, significantly outperforming the control group, which was categorized in the moderate range. Furthermore, the experimental group demonstrated a superior global diversity disposition, with a difference of 11.34% compared to the control group. Student feedback was overwhelmingly positive, with questionnaire responses falling into the "very good" category, and student magazine content reflecting favorable reactions to the CRT approach.
23
Blitz, Lisa V., Elizabeth M. Anderson y Monique Saastamoinen. "Assessing Perceptions of Culture and Trauma in an Elementary School: Informing a Model for Culturally Responsive Trauma-Informed Schools". Urban Review 48, n.º 4 (22 de julio de 2016): 520–42. http://dx.doi.org/10.1007/s11256-016-0366-9.
Texto completo
24
Thomas, Casedy. "District Certified Culturally Responsive Elementary Teachers and Their Mathematics Teaching Practices". Journal of Urban Mathematics Education 17, n.º 1 (28 de agosto de 2024): 10–47. http://dx.doi.org/10.21423/jume-v17i1a480.
Texto completoResumen
This case study examines how three elementary teachers, all certified by their school district in culturally responsive teaching (CRT) through professional development opportunities, implement mathematics teaching practices that support CRT and the development of learners’ cultural identities. Furthermore, this study examines the CRT certification process in the focal district and the structures that supported the teachers in their enactment of CRT. In the focal district, commitment to CRT has been identified by division leaders as one means to best serve historically marginalized learners in achieving academic excellence. Data were collected via interviews, questionnaires, observations, teacher journals, and other reportable data. The teachers’ CRT practices in mathematics fell into four large quadrants aligning with the work of Hammond’s (2015) Ready for Rigor framework. However, such practices were implemented in ways that exemplified particular tenets of CRT that are more thoroughly captured in seminal research-based literature; thus, a revised and adapted model was created to examine the CRT practices enacted in these elementary mathematics classrooms. The findings provide the field with a more informed understanding of what CRT can look like in elementary mathematics classrooms with teachers who have been certified in CRT from a district developed and applied certification model.
25
Silvers, Penny y Josephine Sarvis. "Appraisal Centers: A Formative Assessment Model for Preservice Teachers to Demonstrate Emerging Theory–Practice Understanding". Journal of Education 200, n.º 3 (29 de octubre de 2019): 196–206. http://dx.doi.org/10.1177/0022057419881172.
Texto completoResumen
Appraisal Centers provide authentic experienced-based communities of practice for preservice teachers (PSTs) to show application of theory into practice at critical gateways throughout their elementary education program while fulfilling School of Education dispositions, course objectives, and state standards. A goal is to provide formative assessment opportunities for PSTs to present inclusive, differentiated teaching practices at increasing levels of proficiency for culturally diverse 21st-century classrooms. Appraisal Centers provide multiple opportunities for PSTs to reflect on the complexities of teaching and learning, and the importance of embracing a culturally responsive, critically literate professional identity as emerging beginning educators.
26
Robins, Jennifer H., Laila Y. Sanguras y Ashley Y. Carpenter. "Development of an Online, Culturally Responsive, Accelerated Language Arts Curriculum for Middle School Students". Gifted Child Today 46, n.º 3 (17 de junio de 2023): 168–79. http://dx.doi.org/10.1177/10762175231168445.
Texto completoResumen
In this article, we focus on two components of the Online Curriculum Consortium for Accelerating Middle School (OCCAMS) project: the curriculum frameworks and the curriculum development process. The frameworks include the Integrated Curriculum Model (advanced content, unit themes, and process/product), culturally responsive curriculum, and talent development. In our discussion of the curriculum frameworks, we share how two accelerated, online courses centered on themes that motivate and engage diverse learners: identity, heroism, conviction, and sacrifice. In addition, we highlight how the exploration of these themes through texts written by diverse authors and featuring diverse characters allows students to go on an even deeper journey into self-discovery. The second focus of this article is on the curriculum development process. We illustrate the iterative nature of the development of the curriculum, including descriptions of the site visits and use of teacher and student feedback in each stage of revisions.
27
Tapung, Marianus. "Workshop on Preparation of Teaching Tools for Local Content of Manggarai Culture with a Culturally Responsive Teaching Model for Elementary School Teachers throughout Manggarai Regency". Jurnal Indonesia Sosial Teknologi 5, n.º 4 (19 de abril de 2024): 1328–45. http://dx.doi.org/10.59141/jist.v5i4.991.
Texto completoResumen
The Workshop on the Preparation of Teaching Tools for Local Content of Manggarai Culture with the Culturally Responsive Teaching (CRT) Model for Elementary School Teachers throughout Manggarai Regency aims to improve teachers' understanding and skills in integrating local culture into learning in schools. This workshop was held in response to the need for a more relevant and inclusive learning approach for students in Manggarai District. Through a series of training sessions, working group discussions, and presentations, participants were given knowledge and practical skills in developing teaching tools that are responsive to Manggarai culture, utilizing CRT principles. Teachers have been in the process of identifying, mapping, and integrating elements of local culture into lesson planning documents and learning tools, thus opening up space for more meaningful and relevant learning experiences for elementary school students in Manggarai. The workshops also provide a space and platform for the exchange of ideas and experiences between teachers, strengthen pedagogic insights, establish communication and collaboration, foster collective awareness, build their professional networks, and build sustainable learning communities. With the involvement of teachers in this workshop, it is expected to contribute to improving the quality of education in Manggarai District, while strengthening and promoting the rich and valuable local cultural heritage.
28
Supriyadi, Edi, T. Turmudi, Jarnawi Afgani Dahlan y Dadang Juandi. "DEVELOPMENT OF SUNDANESE GAMELAN ETHNOMATHEMATICS E-MODULE FOR JUNIOR HIGH SCHOOL MATHEMATICS LEARNING". Malaysian Journal of Learning and Instruction 21, n.º 2 (14 de agosto de 2024): 139–78. http://dx.doi.org/10.32890/mjli2024.21.2.6.
Texto completoResumen
Purpose – This study aimed to conduct a needs analysis for developing the ethnomathematics e-module based on Sundanese Gamelan to facilitate mathematics learning in junior high school. Specifically, this study identified crucial components for module development and to gather feedback from both students and teachers regarding the learning material. Methodology – The Research and Development (R&D) method was used, specifically the Plomp model, to create e-module for mathematics learning. Qualitative data were collected from ethnomathematics experts, a mathematics teacher, and five students via purposive sampling. The instruments used for this data collection included expert validation sheets, student interview recordings, teacher questionnaires, and small group observations. Findings – The results indicated that the integration of Sundanese Gamelan ethnomathematics into junior high school mathematics e-module significantly improved students’ understanding and interest in the subject. This culturally infused approach increased students’ motivation and engagement, indicating a potential shift towards more inclusive and culturally responsive educational practices. Significance – The integration of Sundanese Gamelan ethnomathematics into mathematics curriculum is known for the unique blend of cultural elements with academic content, contributing to enhanced students’ understanding and cultural awareness. In addition, this method offered benefits for students, teachers, curriculum developers, and ethnomathematics researchers, presenting a holistic model that combined educational innovation with cultural appreciation.
29
Priyangga, Brian, Qoriati Mushafanah, Ikha Listyarini y Dewi Natalia Kristanti. "Pengembangan Komik dengan Pendekatan Culturally Responsive Teaching untuk Menumbuhkan Literasi Sains pada Kelas V SDN Kalicari 01 Semarang". JURNAL KRIDATAMA SAINS DAN TEKNOLOGI 5, n.º 01 (14 de abril de 2023): 97–110. http://dx.doi.org/10.53863/kst.v5i01.705.
Texto completoResumen
This research is a comic development with a Culturally Responsive Teaching approach to foster scientific literacy. Learning media can help achieve learning objectives. This study aims to develop amusing learning media with a Culturally Responsive Teaching approach to foster scientific literacy in fifth-grade elementary schools. The type of research used is Research and Development with the ADDIE development model, namely Analyze, Design, Development, Implementation, and Evaluation. This study used test subjects by carrying out validity tests on media experts, material experts, learning experts, and the responses of ten fifth-grade elementary school students—data collection using a questionnaire instrument. Research data were analyzed through descriptive quantitative and descriptive qualitative. The results of the media expert validator are categorized as very valid. The results of the material expert validator are classified as very accurate. The results of the expert learning validator are categorized as very accurate as well as the results of the responses of ten fifth-grade elementary school students who were categorized as very valid. The overall results of the validator test are can be used as an alternative for teachers in adding a variety of learning media, it can increase understanding of concepts because the media helps students in improving scientific attitudes, remembering material and learning is more fun in class V SD. Keywords: ADDIE, media expert, scientific literacy, natural science.
30
Fathani, Abdul Halim y Ismi Nurafdila Pangestu. "Development of Problem-Based Senior High School Mathematics Learning Tools with a Culturally Responsive Teaching Approach". VYGOTSKY 6, n.º 2 (31 de agosto de 2024): 111–18. http://dx.doi.org/10.30736/voj.v6i2.1037.
Texto completoResumen
This development research aims to produce valid, practical, and effective senior high school mathematics learning tools through problem-based learning with a Culturally Responsive Teaching approach. The research employed a 4-D model, consisting of the Define, Design, Develop, and Disseminate stages. The research subjects were 36 students in Class X-4 of SMAN 3 Lumajang for the 2022/2023 academic year. The learning tools outcomes included teaching modules, students’ worksheets (LKPD), student activity observation sheets, and test questions. The established criteria revealed that the learning tools outcomes were valid, effective, and practical. Hopefully, further research could develop more varied learning tools regarding materials, learning models, and integrated culture.
31
Bryant, Jr., James A. "Gadugi: Reclaiming Native American Education through a Culturally Reflective Pedagogy". Athens Journal of Education 10, n.º 4 (16 de octubre de 2023): 685–700. http://dx.doi.org/10.30958/aje.10-4-7.
Texto completoResumen
The history of American Indian education has been one of colonialism and cultural erasure. From the first missionary educators who first came to the Indigenous nations of the Americas well into the twentieth century, Native children have been subjected to physical, mental and emotional abuse. This paper examines one program’s efforts at reclaiming the educational process for American Indian children and youth through an immersive, culturally relevant and reflective pedagogy. The Gadugi Partnership is a dual enrollment collaboration between Appalachian State University and Cherokee High School that endeavors to use traditional Cherokee values and practices within the classroom to promote Cherokee culture, history, and language. With particular focus on the ancient Cherokee ideal of gadugi—service—I argue that this model of education holds promise for making formal education responsive to the needs of Cherokee youth, as well as allowing them the chance to practice and promote this ideal within their community. The Cherokee people have always valued education; it is time education value the Cherokee people. I will argue that the methods and approach of the Gadugi Partnership is a step in that important direction. Keywords: indigenous education, history, culturally responsive pedagogy, Cherokee education, Gadugi, Native Americans
32
Ava, Aue Te. "Culturally responsive pedagogy for sustainable quality education in the Cook Islands setting". Waikato Journal of Education 25 (24 de noviembre de 2020): 31–41. http://dx.doi.org/10.15663/wje.v25i0.714.
Texto completoResumen
The provision of a culturally responsive pedagogy is considered to be an important part of delivering a quality education that is ongoing and able to be sustained over time in Pacific developing nations. A quality sustainable education is considered to encourage cultural inclusivity, policy and curriculum practices in schools. By ensuring an inclusive and quality education, education can serve as a powerful vehicle for wider sustainable economic development in the Pacific region. To meet this end, United Nations Pacific signatories pledged support for the educational goal, endorsing an inclusive and equitable quality education for all that promotes relevant learning.
The implementation of culturally relevant teaching and learning environments have long remained a challenge for Pacific nations. In order to realise a sustainable quality education, the question that needs to be asked is: what does sustainable education look like in Pacific regions? This paper explores how the tivaevae as a culturally responsive pedagogy model creates opportunities for a sustainable education and curriculum in the Pacific region and, in turn, contributes to an inclusive and quality education.
33
Banner, Terron. "Columbus Africentric Early College: Building the Black identity through art and culture". Visual Inquiry 10, n.º 1 (1 de junio de 2021): 65–88. http://dx.doi.org/10.1386/vi_00026_1.
Texto completoResumen
This article examines the Columbus Africentric Early College public school from multiple perspectives, including that of the founder, the architect and a graduate of the school, to better understand the school’s cultural impact. A thematic analysis of those viewpoints, coupled with the philosophical framework outlined in the Kaiwada theory, will provide a theoretical and practical context of effective teaching–learning environments. Furthermore, this article will analyse Columbus Africentric Early College as a physical and virtual space where formal and informal learning occurs through responsive education. Responsive education is a term used to describe the type of education that is sensitive, aware and critical of the lived experiences and societal influences that affect students and their respective communities. Columbus Africentric Early College, founded by Charles Tennant, opened its doors in 1996 in downtown Columbus, Ohio, and recently relocated to a 55-acre, $45-million ‘urban campus’ created by Nigerian architect Kay Onwuke. Columbus Africentric Early College is guided by the African spiritual principles and value systems of Maat and Nguzo Saba, which are reinforced through the school’s teaching, art and architecture that is designed for the transmission of culture. Columbus Africentric Early College is the nation’s only public Africentric school and provides a proven curricular model that implements culturally relevant and responsive pedagogy manifested through a non-western and non-Eurocentric perspective.
34
Yull, Denise y Marguerite Wilson. "Keeping Black Children Pushed Into, Not Pushed Out of, Classrooms: Developing a Race-Conscious Parent Engagement Project". Journal of Black Psychology 44, n.º 2 (31 de enero de 2018): 162–88. http://dx.doi.org/10.1177/0095798417753519.
Texto completoResumen
Black students in prekindergarten through Grade 12 (P-12) schools across the United States experience persistent educational disparities involving disproportionate disciplinary practices. This research study, using a qualitative methodological approach, describes and analyzes the impact of the Parent Mentor Program, which brings together Black parents, community members, school district personnel and university researchers working together to implement a race-conscious parent engagement project to transform the experiences of Black parents and Black children in the school district. Themes that emerged from the qualitative narratives include Black parents moving from marginalized outsiders to feeling accepted, teachers’ perspectives on the impact of the program, and the final theme—pushing kids into, not out of the classroom—which delineates the critical role of Black parents in addressing pervasive racialized disciplinary practices within school systems. Findings provide support for this culturally responsive innovative parent engagement program with Black parents based on a model that does not subscribe to a traditional framework of race neutrality and colorblindness situated in educational systems. This program instead proposes a race-conscious parent engagement model.
35
Aisah, Dian Nur, Kukuh Munandar, Gandu Wadiono y Salsta Ridlotul Jannah. "Increasing Students' Creative Thinking Through Differentiated Learning with an CRT-Integrated PjBL Model". Bioeduca : Journal of Biology Education 5, n.º 2 (29 de septiembre de 2023): 35–42. http://dx.doi.org/10.21580/bioeduca.v5i2.17299.
Texto completoResumen
Students’ creative thinking skills need to be continuously improved. However, the creative thinking of students at SMAN Arjasa (Arjasa Senior High School) based on the observation results is still low. This research aimed to improve students' creative thinking skills through the application of differentiated learning models of Project-Based Learning (PjBL), integrated with Culturally Responsive Teaching (CRTs). This research employed classroom action research, consisting of 2 cycles including planning, acting, observing, and reflecting. The data were analyzed using a Paired Sample t-Test to determine the differences in each cycle, and an n-gain analysis was used to determine the increase in students' creative thinking skills. The results showed that the application of differentiated learning with the PjBL integrated with CRT was able to improve students' creative thinking skills in the biology subject. Learning according to students' characteristics and cultural integration provides a more meaningful learning experience for students.
36
Sabuk, Bethrace Sylvester y Azlina Abdul Aziz. "Writing Lyrics in English to An Indigenous Iban Song-Towards The Efficacy of Culturally Responsive Pedagogy". Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, n.º 3 (8 de marzo de 2021): 377–95. http://dx.doi.org/10.47405/mjssh.v6i3.709.
Texto completoResumen
The main purpose of this study was to examine the use of Indigenous Iban song in enhancing the level 2 pupils’ writing skills. Culturally responsive pedagogy is a progressive approach that shapes the future learning process This research was conducted in a rural school of the Limbang district in Sarawak. The participants of this research comprised of 20 pupils from Year 4 until Year 6. Year 6 pupils were included as they were not sitting for UPSR due to Pandemic. Action Research with the model Kemmis & McTaggart employed in this study. The findings from the questionnaires indicated a high level of agreement from the participants on implementation of writing lyrics in English to an indigenous Iban song.
37
Yuninda, Dewi, Nurlaksana Eko Rusminto, Pramudiyanti Pramudiyanti y Mohammad Mona Adha. "Developing a Culturally Responsive Picture Storybook to Enhance Reading Literacy in Indonesian Primary Schools". Lectura : Jurnal Pendidikan 15, n.º 2 (10 de agosto de 2024): 444–58. http://dx.doi.org/10.31849/lectura.v15i2.20398.
Texto completoResumen
In the current era of globalization and the development of information technology, literacy skills have become critical skills that every student must master to face the challenges of the times. Literacy skills are related to reading, writing, and thinking activities that focus on increasing the ability to critically, creatively, and innovatively understand information. By reading, students will apply speaking and writing skills. Based on the results of interviews at one school, teachers have not made maximum use of interesting learning media. Therefore, it is necessary to create exciting learning media for reading skills. One of them is picture storybook media. Picture storybook media are suitable learning media to develop because engaging learning media can be used as teaching aids to illustrate material explained in related subject books. This research aims to produce picture storybooks based on the CRT approach to improve students’ reading literacy in lower grades. This research method uses the ADDIE model. Data collection uses scales, interviews, observations, and questionnaires. Data analysis techniques use descriptive analysis t-tests. In validating media, material, language, learning, and evaluation, the v-aiken results were 0.88, 0.85, 0.88, 88.3, and 65, respectively, with decent classification. Then the t-test obtained a significance result 0.000, which means 0.000 < 0.05. In short, developing picture storybooks based on the CRT approach has increased students’ reading literacy in lower grades.
38
Maaruf, Siti Zuraida y Ahmed Waliyuddin Basri. "Learning by Nature: The Implementation and Evaluation of Culturally Responsive Pictorial Module of Nature Tie-Dye Batik Craft". Social and Management Research Journal 16, n.º 2 (21 de octubre de 2019): 117. http://dx.doi.org/10.24191/smrj.v16i2.7067.
Texto completoResumen
The aim of this study is to determine the usefulness of Culturally Responsive Pictorial Module of Nature Tie-Dye Batik Craft for teaching and learning the topic ‘Batik Pelangi’ in Visual Art Education (VAE). The pictorial module was developed using the ADDIE Model that was supported by Zone of Proximal Development (ZPD) – Scaffolding by Lev Vygotsky (1978). This study uses the Design Development Research (DDR) approach. The Pictorial Module was evaluated by two expert panels which is one experienced VAE school teacher and one Visual Art senior lecturer at a local university. A purposive sampling consisting of 29 VAE students and one VAE teacher were used in this research to measure their acceptance using the module. Both the responding groups of students and VAE teacher provided positive feedbacks toward learning and teaching using the module. Based on the findings, the Pictorial Module is relevant and appropriate to be implemented at secondary school level for art education in Malaysia.
39
Siswaningsih, Wiwi, Asep Kadarohman, Triannisa Rahmawati, Nahadi Nahadi, Florentina Maria Titin Supriyanti, Zackiyah Zackiyah y Sjaeful Anwar. "Training Teaching at the Right Level (TaRL) and Culturally Responsive Teaching (CRT) [Pelatihan Pembelajaran Berbasis Level Berpikir serta Berlatar Belakang Budaya]". Jurnal Pengabdian Isola 2, n.º 2 (15 de noviembre de 2023): 135–41. http://dx.doi.org/10.17509/jpi.v2i2.64547.
Texto completoResumen
Kegiatan Pengabdian pada Masyarakat (PkM) dilaksanakan dengan memberikan pelatihan pada guru di Kabupaten Sukabumi. Kegiatan ini bertujuan untuk memberikan wawasan mengenai pengembangan keprofesionalan guru, lebih khusus seberapa dalam penerapan Teaching at the Right Level (TaRL) dan Culturally Responsive Teaching (CRT) dalam kegiatan pembelajaran di sekolah, juga bagaimana guru dapat menuliskan data kegiatan pembelajaran di sekolah menjadi suatu bentuk artikel. Kegiatan dilaksanakan dengan terstruktur dan sistematis dengan total waktu kegiatan setara 32 Jam Pelajaran (JP) secara daring dan luring. Hasil dari pengabdian ini diketahui bahwa guru mendapat banyak pengetahuan strategi menghubungkan pembelajaran kimia berlatar belakang budaya dan mengacu pada tingkat kemampuan siswa. Selain itu, lebih dari 65% siswa menyukai kegiatan pembelajaran kimia dengan pendekatan budaya lokal, dan hampir 100% siswa merasa puas dengan pembelajaran yang dilakukan oleh guru, yang didasarkan pada tingkat pengetahuan siswa, serta guru berhasil mendiseminasikan tiga tulisan pada topik pemahaman konsep dan pengetahuan prasyarat kimia, profil kemampuan berpikir logis siswa dengan pendekatan TaRL, dan pemahaman siswa SMA kelas X pada materi ikatan kimia dengan menggunakan model guided discovery learning.Community Service activities are carried out by providing training to teachers in Sukabumi Regency. This activity aims to provide insight into teacher professional development, more specifically how deeply Teaching at the Right Level (TaRL) and Culturally Responsive Teaching (CRT) are implemented in learning activities at school, as well as how teachers can write data on learning activities at school into article form. Activities were carried out in a structured and systematic manner with a total activity time equivalent to 32 JP online and offline. As a result of this service, it is known that teachers gain a lot of knowledge about strategies relating to chemistry learning with cultural backgrounds and referring to students' ability levels. Apart from that, more than 65% of students liked chemistry learning activities with a local cultural approach, and almost 100% of students were satisfied with the learning carried out by the teacher, which was based on the student's level of knowledge, and the teacher succeeded in disseminating three articles on understanding chemistry concepts and prerequisite knowledge; profile of students' logical thinking abilities using the TaRL approach, and class X high school students' understanding of chemical bonding material using the guided discovery learning model.
40
Sani, Ridwan Abdullah, Yul Ifda Tanjung, Ridwan Abdullah Sani, Budiman Nasution, Yohandri y Festiyed. "Science Teachers’ Understanding of Culturally Responsive Teaching on Independent Learning Curriculum". Jurnal Penelitian Pendidikan IPA 10, n.º 1 (25 de enero de 2024): 156–64. http://dx.doi.org/10.29303/jppipa.v10i1.4821.
Texto completoResumen
This research aims to describe teachers' understanding of Culturally Responsive Teaching (CRT), difficulties to implement it, and its relation to higher order thinking skills through descriptive qualitative method using interview instrument. The research subjects were twenty science teachers from three senior high schools that have implemented Independent Learning Curriculum in Medan City and Deli Serdang Regency in North Sumatera. The results revealed that 70% of teachers have limited understanding and only 30% of the teachers who understand the concept of this learning correctly. The research results also showed that only 20% had ever implemented CRT in their classrooms and 80% had never implemented. This is all due to difficulties. Based on previous research, it shows that CRT make many positive contributions to learning processes and outcomes, improving the learning process and outcomes, improving higher order thinking skills and building student’s character. Therefore, teachers need to understand, be able to design and implement learning model based on CRT to serve diverse students.
41
Ford, Donna Y., Tanya J. Middleton, Erik M. Hines, Edward C. Fletcher y James L. Moore. "Theories and Models: Anti-Racist, Culturally Competent Counselors for Black Gifted and Talented Students". Gifted Child Today 46, n.º 1 (27 de noviembre de 2022): 63–69. http://dx.doi.org/10.1177/10762175221131063.
Texto completoResumen
This article focuses on what school-based mental health counselors need to know to be anti-racist and culturally responsive for Black students, while recognizing that many of the presented theories and frameworks have implications for other minoritized gifted and talented (GATE) students/clients. The authors provide an overview of the most promising works for guiding counselors (and all educators) in their efforts to effect meaningful, equity-driven changes, to disrupt prejudice and discrimination, and to be advocates and allies for Black clients/students.
42
Zaidi, Rahat, Christine Oliver, Tom Strong y Hanan Alwarraq. "Behind Successful Refugee Parental Engagement: The Barriers and Challenges". Canadian Journal of Education/Revue canadienne de l'éducation 44, n.º 4 (14 de diciembre de 2021): 907–37. http://dx.doi.org/10.53967/cje-rce.v44i4.4537.
Texto completoResumen
This two-year study examined the barriers and challenges encountered by refugee parents as they negotiate their children’s successful transition into a new school system. The researchers sought to determine what can be learned from parent and educator experiences of these obstacles in order to optimize parent–teacher collaboration for refugee families. Contextualized within a LEAD (Literacy, English and Academic Development) program in an urban centre in Western Canada, the study triangulated data from focus groups comprising Syrian and Iraqi Arabic-speaking families, teachers, and settlement workers. The data were qualitatively analyzed by incorporating Epstein’s six types of parental involvement, a culturally responsive model accounting for parental engagement within the context of home-school-community collaboration (Epstein & Sheldon, 2006). From this model, the researchers make recommendations that include province-wide initiatives to support leadership and teacher training, mandated programming to support refugee and immigrant youth, and the establishment and expansion of board and in-school settlement best practices province-wide.
43
Bahtiar, Reza Syehma, Noviana Desiningrum y Ellena Aurellia Putri. "Social Inquiry Learning Model in Improving Elementary School Students' Critical Thinking Skills". Education and Human Development Journal 9, n.º 1 (30 de abril de 2024): 48–59. http://dx.doi.org/10.33086/ehdj.v9i1.5432.
Texto completoResumen
The importance of developing critical thinking skills in elementary education has gained increasing recognition, particularly through the implementation of inquiry-based learning (IBL) models. This study aims to evaluate the effectiveness of the social inquiry learning model in enhancing critical thinking skills among fourth-grade students at an public elementary school in Surabaya. Employing a qualitative case study methodology, data were collected through interviews, classroom observations, reflective journals, and document analysis. The thematic analysis revealed significant improvements in critical thinking for 75% of the participants, highlighting key themes such as "Engagement in Critical Thinking" and "Interaction Patterns in Learning Activities." These findings support the theoretical frameworks of Vygotsky and Piaget, demonstrating the model's applicability in non-Western educational contexts. The study suggests that culturally responsive teaching methods, incorporating social interactions and structured inquiry, can significantly enhance cognitive development. However, the limited scope of a single school and a small sample size suggest the need for further research across diverse settings. Future research should explore the long-term impacts of inquiry-based learning and the role of teacher preparation in implementing these strategies. This research underscores the importance of interactive, student-centered learning frameworks in fostering critical thinking and calls for a shift towards more dynamic educational approaches to prepare students for complex global challenges.
44
Calvert, Eric, Paula Olszeswki-Kubilius, Tracy L. Cross y Jennifer R. Cross. "Project OCCAMS: A Five-Year, Collaborative Intervention of an Online Intensive, Accelerated, Two-Year Language Arts Program Designed to Address Systemic Disparities Among High Ability Middle School Students". Gifted Child Today 46, n.º 3 (17 de junio de 2023): 159–67. http://dx.doi.org/10.1177/10762175231168804.
Texto completoResumen
Project OCCAMS (Online Consortium for Accelerating Middle School) developed and piloted an accelerated curriculum through a design-based research approach combining the Integrated Curriculum Model, principles of culturally responsive instructional design, and extensive compacting. The program created a pathway for diverse middle school students to complete a 3-year course of study in English Language Arts (ELA) in only 2 years and enter high school a year advanced of grade peers in language arts. Curricula were developed through collaboration of two university-based gifted education centers and a large urban school district. The program was designed primarily to serve students from subgroups underrepresented in gifted education who demonstrated advanced learning potential but did not yet meet state criteria for formal gifted identification. Evaluation data indicate participating students, as a group, made more rapid achievement gains in language arts than local comparison groups and equal to a comparison group of students formally identified as gifted participating in a regional talent search program. The use of a common online learning platform facilitated implementation by providing forums for collaboration and support among educators at multiple schools and universities and opportunities for continuous observation and data collection and allowed frequent iteration of the curriculum.
45
KURNIAWATI, AGIL y MAWARDI MAWARDI. "IMPLEMENTASI PENDEKATAN CULTURALLY RESPONSIVE TEACHING TERINTEGRASI MODEL TEAMS GAMES TOURNAMENT UNTUK MENINGKATKAN KETERAMPILAN KOLABORASI PADA MATEMATIKA SISWA KELAS 4 SD". SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA 4, n.º 3 (10 de septiembre de 2024): 281–90. http://dx.doi.org/10.51878/science.v4i3.3240.
Texto completoResumen
Collaboration skills are an important part of a set of 21st century skills that learners need to master to prepare them for future challenges. The problem faced in Grade 4 of SDN Cebongan 03 is the low collaboration skills of students, which is largely due to the lack of active involvement of students in group learning, so that a learning approach that is appropriate to the local cultural context, and a learning model that triggers collaboration between students, is needed. Therefore, this study aims to improve learners' collaboration skills through the application of the Culturally Responsive Teaching (CRT) approach integrated with the Teams Games Tournament (TGT) learning model. This research is a type of Classroom Action Research with a research design that follows the Stringer model which was carried out in 2 cycles. The results showed an increase in students' collaboration skills from pre-cycle to cycle 2, reaching a success rate of 81% so that it has exceeded the success indicator of this study. Thus, this study shows that the combination of CRT approach and TGT learning model can be used as an innovative learning practice to improve collaboration skills at the elementary school level. ABSTRAKKeterampilan kolaborasi menjadi bagian penting dari seperangkat keterampilan abad 21 yang perlu dikuasai oleh peserta didik untuk mempersiapkan mereka menghadapi tantangan masa depan. Permasalahan yang dihadapi di Kelas 4 SDN Cebongan 03 adalah rendahnya keterampilan kolaborasi peserta didik, yang sebagian besar disebabkan oleh kurangnya keterlibatan aktif peserta didik dalam pembelajaran secara berkelompok, sehingga diperlukan pendekatan pembelajaran yang sesuai dengan konteks budaya setempat, dan model pembelajaran yang memicu kolaborasi antar peserta didik. Oleh karena itu, penelitian ini bertujuan untuk meningkatkan keterampilan kolaborasi peserta didik melalui penerapan pendekatan Culturally Responsive Teaching (CRT) yang diintegrasikan dengan model pembelajaran Teams Games Tournament (TGT). Penelitian ini merupakan jenis Penelitian Tindakan Kelas (PTK) dengan desain penelitian yang mengikuti model Stringer yang dilaksanakan dalam 2 siklus. Hasil penelitian menunjukkan adanya peningkatan dalam keterampilan kolaborasi peserta didik dari pra-siklus hingga siklus 2, mencapai tingkat keberhasilan 81% sehingga telah melebihi indikator keberhasilan dari penelitian ini. Dengan demikian, penelitian ini menunjukkan bahwa kombinasi pendekatan CRT dan model pembelajaran TGT dapat dijadikan praktik pembelajaran yang inovatif untuk meningkatkan keterampilan kolaborasi di tingkat sekolah dasar.
46
Hoover, John J., Lucinda Soltero-González, Chao Wang y Shelley Herron. "Sustaining a Multitiered System of Supports for English Learners in Rural Community Elementary Schools". Rural Special Education Quarterly 39, n.º 1 (29 de mayo de 2019): 4–16. http://dx.doi.org/10.1177/8756870519847466.
Texto completoResumen
A 5-year model demonstration project designed to improve literacy instruction and special education referrals for English learners (ELs) in grades K–3 in three rural community elementary schools was completed with specific attention to sustainability 1 year after implementation. The model, which was developed and implemented through a university–school district collaborative partnership, incorporated sustainability as a critical component. Findings show that the sustainability component (a) embedded into project development, (b) periodically revisited during project implementation, and (c) personalized by participating schools developing their own sustainability plans proved to be a successful approach to maintaining select literacy best practices and improved referrals of ELs. A minimum of 80% of classroom teacher participants reported 1 year after project implementation that key aspects of the project continued to be beneficial or very beneficial for delivering their classroom instruction to ELs. Each of the five multitiered system of supports (MTSS) for EL model components was somewhat addressed, with several being mostly addressed 1 year after implementation in all three elementary schools. Also, the culturally and linguistically responsive referral was maintained. Project sustainability findings are shared and discussed along with recommendations for educators to apply in their MTSS models in rural elementary schools with high populations of ELs with and without disabilities.
47
Mize, Min y Crystal Glover. "Supporting Black, Indigenous, and Students of Color in Learning Environments Transformed by COVID-19". International Journal of Multicultural Education 23, n.º 1 (30 de abril de 2021): 162. http://dx.doi.org/10.18251/ijme.v23i1.2559.
Texto completoResumen
This article sheds light on the challenges that Black, Indigenous, and students of color in the U.S. face in dealing with uncertainties and prejudice caused by the worldwide pandemic. It provides recommendations on culturally relevant, responsive, and sustaining teaching strategies based on the cultural competence model (Pedersen, 1994; Sue, 2001; Sue et al., 1992;) and curriculum reframing. Teachers of Black, Indigenous, and students of color around the world will find this article particularly useful because there are limited research-based recommendations applicable to schools in the U.S. and around the world.
48
Hayba, Nematullah, Yumeng Shi y Margaret Allman-Farinelli. "Enabling Better Nutrition for Adolescents from Middle Eastern Backgrounds: Semi-Structured Interviews with Parents". Nutrients 13, n.º 11 (1 de noviembre de 2021): 3918. http://dx.doi.org/10.3390/nu13113918.
Texto completoResumen
The unyielding obesity epidemic in adolescents from Middle Eastern (ME) backgrounds warrants culturally-responsive and co-designed prevention measures. This study aimed to capture the opinions of ME parents residing in Australia on the crisis and their enablers and barriers to healthy eating interventions given their influence on adolescent eating behaviors. Twenty-six semi-structured interviews were conducted with ME mothers, aged 35–59 years, and most residing in low socioeconomic areas (n = 19). A reflexive thematic analysis using the Capability, Opportunity, Motivation-Behaviour model and Theoretical Domain Framework was conducted. Parents expressed confidence in knowledge of importance of healthy eating, but were reluctant to believe behaviours were engaged in outside of parental influence. Time management skills are needed to support working mothers and to minimize reliance on nearby fast-food outlets, which was heightened during COVID-19 with home-delivery. Time constraints also meant breakfast skipping was common. A culture of feeding in light of diet acculturation and intergenerational trauma in this diaspora was also acknowledged. Parents pleaded for upstream policy changes across government and school bodies to support parental efforts in the form of increased regulation of fast-food and subsidization of healthy products. Opportunities for weight-inclusive programs including parenting workshops underpinned by culturally-responsive pedagogy were recommended.
49
Castagno, Angelina E., Pradeep Max Dass, Darold H. Joseph, Chesleigh Keene y Crystal Macias. "Strengthening STEM Teaching in Rural, Indigenous-Serving Schools through Long-Term, Culturally Responsive Professional Development". Education Sciences 13, n.º 8 (11 de agosto de 2023): 825. http://dx.doi.org/10.3390/educsci13080825.
Texto completoResumen
This paper describes a particular teacher professional development model offered in schools on and bordering the Navajo Nation in the southwestern United States. The Diné Institute for Navajo Nation Educators (DINÉ) offers professional development across all content areas and grade levels, but here we focus specifically on our work in science, technology, engineering, and mathematics (STEM) content areas. Our work is situated explicitly within the literatures on Indigenous education, Native Nation Building, and culturally responsive schooling, but we also draw broadly on research in STEM education and teacher professional development. The research question explored in this paper is: To what extent and in what ways do teachers in the DINÉ develop STEM curriculum units that evidence culturally responsive principles and STEM education best practices? We share findings from three cohorts of teachers in the DINÉ’s STEM-focused professional development seminars. Teacher-authored curriculum units developed in the DINÉ were analyzed with two specific protocols: the CRAIS Tool, and the SCOOP notebook. Finally, we look closely at the curriculum units written by a single teacher in the DINÉ across the three years in order to get a clearer understanding of the nuances and richness of the findings and themes reported from the aggregate data.
50
Sherry Brown, Carmen. "Remote Family Engagement Through Virtual Tutoring: An Emergency Response to Support Children, Families, and Students". Journal on Education in Emergencies 8, n.º 3 (2022): 231. http://dx.doi.org/10.33682/an7j-4v2y.
Texto completoResumen
Family engagement is a reciprocal relationship between educators and families that supports whole child development. In response to the unique contexts and situations created by the COVID-19 pandemic, a faculty member in the School of Education at Hunter College, City University of New York (SOE), and families that had opted in to one-hundred percent remote instruction for their children conceptualized a remote virtual tutoring model that supplemented and supported asynchronous instruction, learning, and development. The model also gave fieldwork interns in the SOE early childhood program the opportunity to engage in authentic teaching and learning experiences; to plan and implement culturally and linguistically responsive activities; and to assess development, learning, and engagement. In this field note, I discuss the virtual tutoring model and its impact on the participating families, children, and fieldwork interns. I also describe lessons learned during the implementation and provide suggestions for replicating the model.