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Добірка наукової літератури з теми "Culturally responsive school model"

Автор: Grafiati

Опубліковано: 10 грудня 2024

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Статті в журналах з теми "Culturally responsive school model"

Kressler, Benikia, Lindsey A. Chapman, Amy Kunkel, and Katrina A. Hovey. "Culturally Responsive Data-Based Decision Making in High School Settings." Intervention in School and Clinic 55, no. 4 (June 20, 2019): 214–20. http://dx.doi.org/10.1177/1053451219855737.

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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.

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Kozleski, Elizabeth, Donna Sobel, and Sheryl Taylor. "Embracing and Building Culturally Responsive Practices." Multiple Voices for Ethnically Diverse Exceptional Learners 6, no. 1 (September 1, 2003): 73–87. http://dx.doi.org/10.56829/muvo.6.1.54558065122030q7.

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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.

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García, Shernaz, and Alba Ortiz. "A Framework for Culturally and Linguistically Responsive Design of Response-to-Intervention Models." Multiple Voices for Ethnically Diverse Exceptional Learners 11, no. 1 (September 1, 2008): 24–41. http://dx.doi.org/10.56829/muvo.11.1.gu04327p723217t0.

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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.

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Taylor, Julia V., Faith Zabek, Jen Koide, Aloise D. Phelps, Kathryn L. Zeanah, and Michael D. Lyons. "Utilizing a Telementoring Model to Promote the Evidence-Based School Counseling Model." Professional School Counseling 27, no. 1a (March 2023): 2156759X2311607. http://dx.doi.org/10.1177/2156759x231160717.

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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.

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Abou-Rjaily, Kathleen, and Susan Stoddard. "RTI for Students Presenting with Behavioral Difficulties:Culturally Responsive Guiding Questions." International Journal of Multicultural Education 19, no. 3 (October 31, 2017): 85. http://dx.doi.org/10.18251/ijme.v19i3.1227.

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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.

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Fullam, Jordan P. "From seeing to believing: using instructional video to develop culturally responsive teaching." Journal for Multicultural Education 11, no. 2 (June 12, 2017): 131–48. http://dx.doi.org/10.1108/jme-09-2016-0053.

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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.

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Shiller, Jessica T., and Inte’a DeShields. "Meet students in the middle: A culturally responsive, near-peer literacy program." Phi Delta Kappan 104, no. 2 (September 26, 2022): 17–21. http://dx.doi.org/10.1177/00317217221130627.

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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.

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Bal, Aydin, Kemal Afacan, and Halil Ibrahim Cakir. "Culturally Responsive School Discipline: Implementing Learning Lab at a High School for Systemic Transformation." American Educational Research Journal 55, no. 5 (May 8, 2018): 1007–50. http://dx.doi.org/10.3102/0002831218768796.

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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.

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Berlian, Zainal, and Miftachul Huda. "Reflecting Culturally Responsive and Communicative Teaching (CRCT) through Partnership Commitment." Education Sciences 12, no. 5 (April 21, 2022): 295. http://dx.doi.org/10.3390/educsci12050295.

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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.

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Blitz, Lisa V., Denise Yull, and Matthew Clauhs. "Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools." Urban Education 55, no. 1 (May 30, 2016): 95–124. http://dx.doi.org/10.1177/0042085916651323.

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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.

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Дисертації з теми "Culturally responsive school model"

Feola, Frank J. "Culturally Responsive Professional Development through Conceptual Change: A Case Study of Substitute Teachers in Urban School Districts." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1247838651.

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Thesis (Ph.D.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on July 29, 2009). Includes bibliographical references (p. 376-390). Available online via the OhioLINK ETD Center and also available in print.

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McLaughlin, Sarah L. "Enhancing Culturally Responsive Practice in a District: Engaging Families through Culturally Responsive Practice." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108810.

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Thesis advisor: Martin Scanlan
As the populations of public schools in the United States grow increasingly more diverse, it is critical for district and school leaders to understand how educators make sense of their responsibility to improve outcomes for historically marginalized students. Culturally responsive practice (CRP) is a framework of beliefs and practices to enhance these students’ success. Additionally, it is well established that family engagement in schools also supports student achievement. This qualitative case study explores the intersection of CRP and family engagement by focusing on two research questions: (1) How do educators understand CRP in efforts to engage families of marginalized students and (2) How do educators enact that understanding in practice? It is part of a larger case study examining understanding and enactment of CRP in a diverse Massachusetts school district. Along with Mapp’s (2013) Dual Capacity Building Framework of family engagement, I apply Maitlis’ (2005) organizational sensemaking theory to data collected from semi-structured interviews, document review and an online survey. Findings reveal that educators understood CRP in regards to family engagement as the need to know students and families and recognize differences in their cultures. Also, educator understanding emanates from both personal and professional experiences including learning from colleagues, students and families. However, educators lack a common definition or understanding of CRP in regards to family engagement. Consequently, family engagement practices vary and tend to be more traditional versus reflective of CRP. This study revealed the need for stronger district direction and support for CRP and family engagement
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Rogers, Tina C. "Enhancing Culturally Responsive Practice in a District: A District's Support of Principals' Culturally Responsive Leadership Practice." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108776.

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Thesis advisor: Martin Scanlan
This qualitative single-site case study examined how district administrators in one racially, culturally, and linguistically diverse Massachusetts school district supported and strengthened principals’ culturally responsive leadership practice. Building coherent culture and structures that provide space to critically self-reflect and collaboratively learn are essential. Data collection included interviews with district administrators and principals, observations of leadership meetings, document review, and a survey. Findings revealed district administrators established collaborative relationships with principals by employing a coherent service-oriented approach. Participants perceived the intentionality of the superintendent’s efforts as foundational to building trust, however prior experiences with district leadership impeded these efforts. The superintendent controlled sensemaking to signal equity as a district priority, yet the lack of a shared understanding of culturally responsive practice led participants to conflate culturally responsive practice with other district endorsed equity practices. Attempts were made to align structures and tools to equity priorities, however culturally responsive practices were subsumed within other equity initiatives creating variance in the perception of the effectiveness of how structures and tools support principals’ culturally responsive leadership practice. Implications include developing a district definition of culturally responsive practice and using equity practices as a scaffold to support principals’ understanding and enactment of culturally responsive practices that bring critical self-reflection and conversations about racial and cultural bias to the forefront. Future research may extend this study to analyze sensegiving interactions and examine the impact of these interactions on principals’ culturally responsive leadership practice
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Vergara, Victor H. "Culturally Responsive School Leadership For Latino/a Students Success." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3770.

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Historically, education in the United States has been tailored to fulfill the needs of White students. As the Latina/o population increases in the United States, we must prepare teachers and school administrators to provide opportunities for an equal education for minority students of all races, cultural backgrounds, or ethnicities. School leadership plays an important role in the effectiveness of educational access for minority students. Leaders must review and modify their practices to ensure that minority students have the opportunity to be productive citizens in our society. The purpose of this research was to evaluate the characteristics of effective high school Leaders of Color and White leaders for Latina/o students in secondary schools and to provide recommendations for further investigation. This study revealed findings related to culturally responsive school leadership for Latina/o student success, with leaders of Color and White allies reporting different perspectives on equity leadership.

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Byrd-Wright, Angela Nicole. "How Culturally Responsive Leaders and Teachers Influence the Mathematics Performance of High School and Middle School African American Students in One Urban Virginia School Division." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97061.

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Analysis of multiple data sources revealed a prevalent gap between high school and middle school African American students and their White counterparts in mathematics. Based on these data and a gap in the literature, further research was needed regarding how the mathematics performance of African American students is influenced by culturally responsive leadership and culturally responsive teaching. The purpose of this study was to determine if culturally responsive behaviors of high school and middle school principals influence the behaviors of mathematics teachers resulting in building conceptual understanding of their students; and, how teachers' culturally responsive actions impact the mathematics performance of African American students. The research questions guiding this qualitative study were (1) To what extent, if any, do principals at the high school and middle school levels that exemplify culturally responsive leadership influence mathematics teachers' use of culturally responsive teaching that results in building conceptual understanding in mathematics? and, (2) To what extent, if any, do culturally responsive teaching practices impact the mathematics performance of African American students at the high school and middle levels? The results indicated that the purposive sample of high school and middle school principals (n = 7) exhibited critical consciousness (self-awareness) and interrelationships amongst teachers and students; communication and being present; and, data- driven decision-making. The purposive sample of high school and middle school mathematics teachers (n = 23) exhibited content knowledge that allowed for differentiated instruction inclusive of building conceptual understanding through multiple mathematical representations; and, engaged their students in mathematical discourse requiring students to reason and justify their solutions. Thus, such actions created a familial-like atmosphere inherent in optimal learning environments for African American students. Students with culturally responsive teachers performed better on division-wide assessments, with the effect of reducing the achievement gap between African American and White students compared to teachers not self-identified as having high levels of cultural responsiveness with results statistically significant at the 0.01 level after conducting a two-proportions z-test.
Doctor of Education
The purpose of this study was to determine if culturally responsive behaviors of high school and middle school principals influence the behaviors of mathematics teachers resulting in building conceptual understanding of their students; and, how teachers' culturally responsive actions impact the mathematics performance of African American students. The synthesis of the literature review and the results of this study could provide information that would assist school leaders and teachers in not only understanding their respective roles impacting and influencing the mathematics performance of African American students at the high school and middle school levels, but also understanding the pedagogical, conceptual understanding, and leadership practices and factors that can lead to this improvement. A qualitative study design was used in one urban Virginia school division encompassing a preliminary screening of high school and middle school principals and mathematics teachers; observations of high school and middle school principals and mathematics teachers; and, a culminating culturally responsive leadership practices survey. The researcher sought to examine (1) To what extent, if any, do principals at the high school and middle school levels that exemplify culturally responsive leadership influence mathematics teachers' use of culturally responsive teaching that results in building conceptual understanding in mathematics? and, (2) To what extent, if any, do culturally responsive teaching practices impact the mathematics performance of African American students at the high school and middle levels? Data from division-wide assessments demonstrated that the students of culturally responsive teachers performed better and with a reduced achievement gap between African American and White students compared to teachers not having self-identified with high levels of cultural responsiveness. Observations from the high school and middle school principals and mathematics teachers revealed specific behaviors and strategies used consistently across the sample. From the findings, implications for practices and recommendations for future studies were rendered.

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Vaughn, Timothy Wayne Jr. "CULTURALLY RESPONSIVE LEADERSHIP: REIMAGINING THE 21ST CENTURY URBAN PRINCIPAL." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1479904824392231.

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Cohen, Matthew. "Culturally Responsive Teaching in the 21st Century: Elementary School Teachers' Perceptions of Culturally Responsive Teaching and Their Characterizations of its Implementation Process." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384851047.

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Mamat, Nordin. "Culturally responsive pre-school education : multicultural Malaysia on a small scale." Thesis, University of Strathclyde, 2012. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=16825.

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Malaysian Government policy aims to meet the challenge of a culturally integrated society by 2020. As part of its approach it has established the PERPADUAN (National Unity) Pre-school. The primary aim of this study is to understand whether Malaysian pre-school education is culturally responsive to and inclusive for all cultures present in the setting by investigating positive and constructive parent-child relationships across three cultures. It is important to understand the social and cultural capital of parents and PERPADUAN pre-school‘s ethos effects on children‘s behaviour. The design and methodology in this study have been guided by Bronfenbrenner‘s (1979) Ecological Theory, which investigates the contextual domains affecting children‘s behaviour from ethnically diverse families. The study involved 25 children from one PERPADUAN Pre-school in an urban area, and their parents and teachers. A qualitative methodology was applied in this study. Naturalistic observations of the children were conducted over 12 weeks, in classroom activities and free play, and were recorded in field notes and with a digital camera to gain understanding of the children‘s behaviour. The children were interviewed based on observations and photographs conducted earlier. In-depth interviews were conducted with the parents and teachers according to the child observation and interview data. This research methodology was devised to produce a perspective of social behaviour from three dimensions: researcher, parents and teachers. The first findings in this study of a multi-ethnic pre-school in Malaysia considered children‘s social behaviours (i.e., helping, sharing, cooperation and respect) and relationships (i.e., friendships and peer networks) between ethnic groups. I observed that children from different ethnic groups shared common objects among themselves especially during the learning period. There was obviously developed reciprocity and interrelations between them. Children relate to each other through play activities and the use of language; they learn Malay because the social relationship is being developed across language groups. The second finding shows ethnicities and religious capital help to develop children‘s behaviour. Norms and values are based on ethnicity and religion. There are commonalities, such as respect, within and between ethnicities. Third, PERPADUAN Pre-school has regulated acceptable behaviour across the three ethnic groups which is in line with the home, emphasising polite language and the practice of ―budi bahasa” as a symbol of respectfulness for ethnic groups. Every child has been exposed to different cultures and has sensitivity to other ethnic groups. Finally, the most important outcome of this study is the development of the theoretical framework and methodology. Through my synthesis of evidence and framework, I have constructed a model of an ecological study of a Malaysian multi-ethnic pre-school, developed from the data of this study. In conclusion, the study gives a picture of the importance of contextual factors influencing child‘s development. The implications of these results for research in children‘s behaviour along with the practical implications of the findings are discussed and opportunities for future research are provided. Such longitudinal study may be needed in order to answer issues about how the level and quality of children‘s relationships remains consistent over the years until the end of primary and secondary school.

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Roybal, Diana M. "Influence of Culturally Responsive Education on School Climate within a Title School| Case Study." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975760.

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Through interviews with the principal, teachers, and parents, the researcher describes how teacher training and implementation of culturally responsive education (CRE) has influenced the climate in a Title I school. Educators teaching in schools that serve racially diverse students from low socio-economic communities face challenges that lead to low teacher morale, high discipline, and low student achievement. The problem is that these indicators often result in a negative school climate. CRE training provides teachers with knowledge and skills to help teachers better connect with and teach racially diverse students. In addition to the interviews, another point of data collection included the review of seven years of suspension rates and discipline referrals for Black and Latino children at the selected Title I school to determine if there was a decline following the training and implementation of CRE practices. Principals are key to leading change in their schools. Schools that fall in the Title I category present unique and significant challenges for improvement. Research shows that schools with a positive climate reflect low rates of discipline, higher student learning, strong relationships among staff and students, and higher teacher morale. The narrative data tables presented in this study indicate improvements in the overall school climate with emerging themes in relationship, culturally responsive education, school climate, and decreased discipline. There was more than a 30% decline in suspensions and more than a 25% decline in office referrals for Black and Latino students at the selected Title I school.

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Thompson, Lucinda R. "Teachers' perceptions toward culturally responsive teaching of African American high school students." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708714.

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The purpose of this qualitative, exploratory case study was to explore teachers’ perceptions toward culturally responsive teaching (CRT) of African American high school students in reading and language arts classrooms. Reading scores have increased for both African American and Caucasian students, but on average, African American students do not perform as well on reading tests as their Caucasian peers. Fifteen reading and language arts teachers from one high school in Florida were interviewed using a semistructured, open-ended interview format. Analysis of the data led to answers to the research questions for the study. The findings indicate that teachers are not prepared to teach in culturally responsive ways. The findings add to the current literature indicating that teachers support CRT but struggle to apply the strategies because of a lack of CRT training and culturally enriched reading material. Based on the findings, leaders are encouraged to engage teachers in conversations to become aware of their cultural biases, acquire knowledge of CRT, evaluate the CRT practices of teachers to determine what CRT strategies and support are needed for teachers, develop a CRT professional development plan and require all school personnel to participate in training, provide supplemental culturally enriched material for teachers to use in the classroom, and follow-up with teachers to evaluate additional needs.

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Книги з теми "Culturally responsive school model"

Clauss-Ehlers, Caroline S., Zewelanji N. Serpell, and Mark D. Weist, eds. Handbook of Culturally Responsive School Mental Health. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-4948-5.

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B, Grant Kathy, and Ray Julie, eds. Home, school, and community collaboration: Culturally responsive family involvement. Thousand Oaks, CA: Sage Publications, 2009.

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Julie, Ray, ed. Home, school, and community collaboration: Culturally responsive family engagement. 2nd ed. Thousand Oaks: SAGE Publications, 2013.

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Crawford, Burns Rebecca, and Kusimo Patricia 1950-, eds. It takes a school: Closing achievement gaps through culturally responsive schools. Charleston, WV: Edvantia, 2006.

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Dissinger, Meagan Elizabeth. On the Journey to Becoming Culturally Responsive in a High School Choir Classroom: A White Woman’s Autoethnography. [New York, N.Y.?]: [publisher not identified], 2019.

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G, Thomas Veronica, Stevens Floraline I, and American Evaluation Association, eds. Co-constructing a contextually responsive evaluation framework: The talent development model of school reform. San Francisco, Calif: Jossey-Bass, 2004.

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McNaughton, S. Designing better schools for culturally and linguistically diverse children: A science of performance model for research. New York, NY: Routledge, 2011.

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Culturally Responsive School Leadership. Harvard Education Press, 2018.

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Khalifa, Muhammad. Culturally Responsive School Leadership. Harvard Education Press, 2018.

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Building culturally responsive family-school relationships. Boston: Pearson Education/Allyn & Bacon, 2009.

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Частини книг з теми "Culturally responsive school model"

Miller, Laura, Lemma Taha, and Elizabeth Jensen. "From Guidance to School Counseling: New Models in School Mental Health." In Handbook of Culturally Responsive School Mental Health, 43–56. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4948-5_4.

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Te Ava, Aue. "Vugalei: A Culturally Responsive Pedagogy Model for Teacher Education in Fijian Schools." In Encyclopedia of Teacher Education, 2168–76. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_479.

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Te Ava, Aue. "Vugalei: A Culturally Responsive Pedagogy Model for Teacher Education in Fijian Schools." In Encyclopedia of Teacher Education, 1–9. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-13-1179-6_479-1.

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Silva, Arlene. "Providing Culturally Responsive Supervision." In The School Psychology Supervisor’s Toolkit, 102–10. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203728581-8.

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Ford, Bridgie A. "Culturally Responsive School-Community Partnerships." In White Teachers / Diverse Classrooms, 329–43. 2nd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448709-28.

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McKoy, Constance L., and Vicki R. Lind. "School Culture." In Culturally Responsive Teaching in Music Education, 118–36. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003208136-9.

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Lichtenstein, Melanie J. "Culturally Responsive Educators and Talent Development." In Talent Development in School, 155–86. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238478-11.

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Williams, York. "Culturally Responsive Counseling and Collaboration." In Working with Students with Disabilities: Preparing School Counselors, 303–32. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781071801284.n13.

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Wilde, Marte Ostvik-de, Denise Park, and Courtland C. Lee. "Training Transformed School Counselors." In Handbook of Culturally Responsive School Mental Health, 189–96. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4948-5_14.

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Yomantas, Elizabeth Laura Hope. "The Culturally Responsive Experiential Education Model." In Developing a Model for Culturally Responsive Experiential Education, 32–70. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003293699-3.

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Тези доповідей конференцій з теми "Culturally responsive school model"

Scanlan, Martin. "Culturally and Linguistically Responsive Educational Models: A Critical Review of the Catholic School Sector." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583867.

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Weekes, Timothy. "Culturally Responsive Urban Charter School Pedagogy." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1446002.

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Caverly, Sarah. "Culturally Responsive Restorative Practices: Implementation of Culturally Responsive and Whole-School Restorative Practices." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582477.

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Ison, Ashley. "Culturally Responsive Practices Among Successful Turnaround School Leaders." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444480.

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DeCuir, Amaarah. "Muslim Student Voices Inform Culturally Responsive School Leadership." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1895123.

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Allen, Kelly. "Facilitating Culturally Responsive Professional Development: A School/University Partnership." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585598.

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Williams, Andrew B., Kathleen Baert, and Adrianna Williams. "Culturally Responsive Social Robotics Instruction for Middle School Girls." In HRI '17: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3029798.3038427.

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Uddin, Muhammad. "Exploring Aspiring K–12 School Leaders' Understanding of Culturally Responsive School Leadership." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2095909.

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Uddin, Muhammad. "Exploring Aspiring K–12 School Leaders' Understanding of Culturally Responsive School Leadership." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2095909.

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Constant, Leslie. "A Culturally Responsive Examination of School-Wide Restorative Discipline Practices." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586241.

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Звіти організацій з теми "Culturally responsive school model"

Vergara, Victor. Culturally Responsive School Leadership For Latino/a Students Success. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5654.

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Gooden, Mark Anthony, Muhammad Khalifa, Noelle W. Arnold, Keffrelyn D. Brown, Coby V. Meyers, and Richard O. Welsh. A Culturally Responsive School Leadership Approach to Developing Equity-Centered Principals: Considerations for Principal Pipelines. The Wallace Foundation, July 2023. http://dx.doi.org/10.59656/el-ls5949.001.

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Darling-Hammond, Linda, Matt Alexander, and Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, March 2024. http://dx.doi.org/10.54300/533.285.

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This publication outlines 10 lessons that constitute evidence-based features of effective redesigned high schools that help create safe environments where exciting and rigorous academic work occurs and where all groups of students succeed academically, graduate at high levels, and go on to college and productive work. The 10 features of successfully redesigned schools include: positive developmental relationships; safe, inclusive school climate; culturally responsive and sustaining teaching; deeper learning curriculum; student-centered pedagogy; authentic assessment; well-prepared and well-supported teachers; authentic family engagement; community connections and integrated student supports; and shared decision-making and leadership.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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Prysyazhna-Gapchenko, Julia. VOLODYMYR LENYK AS A JOURNALIST AND EDITOR IN THE ENVIRONMENT OF UKRAINIAN EMIGRATION. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11094.

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In this article considered Journalistic and editorial activity of Volodymyr Lenika (14.06.1922–02.11.2005) – one of the leading figures of Ukrainian emigration in Germany. First outlined basic landmarks of his life and creation. Journalistic and editorial activity of Volodymyr Lenik was during to forty years out of Ukraine. In the conditions of emigration politically zaangazhovani Ukrainians counted on temporality of the stay abroad and prepared to transference of the created charts and instituciy on native lands. It was or by not main part of conception of liberation revolution of elaborate OUN under the direction of Stepan Banderi, and successfully incarnated in post-war years. Volodymyr Lenik, executing responsible commissions Organization, proved on a few directions of activity, which were organically combined with his journalistic and editorial work. As an editor he was promotorom of creation and realization of models of magazines «Avangard», «Krylati», «Znannia», «Freie Presse Korespondenz», newspapers «Shliakh peremogy». As a journalist Volodymyr Lenik left ponderable work, considerable part of which entered in two-volume edition «Ukrainians on strange land, or reporting, from long journeys». Subject of him newspaper-magazine publications directed on illumination of school, youth, student, cultural, scientific problems, organization and activity of emigrant structures, political fight of emigration, to dethronement of the antiukrainskikh Moscow diversions and provocations. Such variety of problematic of works of V. Lenika was directed in the river-bed of retaining of revolutionary temperament in the environment of diaspore, to bringing in of it to activity in public and political life. Problematic of him is systematized publicism and journalistic appearances, which was inferior realization of a few important tasks, namely to the fight for Ukrainian independence in new terms, cherishing and maintainance of national identity, counteraction hostile soviet propaganda. On an example headed Volodymyr Lenikom a magazine «Knowledge» some aspects are exposed him editorial trade.

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