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The Dreamkeepers: Successful Teachers of African American Children.
... Notions of culturally relevant instruction embrace the significance of high expectations but move beyond it to highlight the significance of culture and power as both a means to an end and goals in and of themselves. Culturally relevant instruction views student culture and cultural experiences as a strength and use this knowledge as a bridge to learning (Ladson-Billings, 1994, 1995 Because mathematics tends to be presented as a set of objective and universal facts and rules, it is often viewed as -culture free‖ and not considered as a socially and culturally constructed discipline (Banks, 1993;Peterson & Barnes, 1996;Secada, 1989). Instructional practices have traditionally relied on examples, analogies, and artifacts that are often unfamiliar to non-mainstream students (Ninnes, 2000). ...
... The third signifier of teachers' expectations involved their beliefs about student ability. Teachers who exhibit high expectations believe that students have the potential to succeed (Ladson-Billings, 1994). The results show some variation in teachers' expectations of a low-achieving student with regard to student behavior including good or poor academic performance, potential for success, and descriptors of the student (e.g., smart). ...
... In Arbor City, teachers at highly effective schools couched their conceptions in terms of their own and their students' cultural backgrounds. The teachers stated that they shared similar cultural backgrounds (either through race/ethnicity or upbringing) with their students, and noted that their students brought knowledge acquired in their homes and communities that could enrich or make the teaching of mathematics more meaningful (Banks, 1993;Ladson-Billings, 1994, 1995. ...
In this study, the authors examined what distinguished highly effective from typical elementary schools in mathematics by examining the conceptions of fourth-grade teachers with regards to mathematics education (curriculum, instruction, and assessment) and student diversity (ability, culture, language, and socioeconomic status). The study was conducted in two large urban areas with high proportions of racially/ethnically and linguistically diverse student groups. Interviews were conducted with 32 fourth-grade teachers from 16 elementary schools, including 10 highly effective and 6 typical schools in the two areas. Compelling evidence was found that teachers at highly effective schools had better developed and better articulated conceptions of mathematics education and student diversity. While similar findings were found across the two areas (e.g., teachers’ beliefs about the influence of high-stakes assessment and the academic ability of low-achieving students), differences were also found across the two areas (e.g., teachers’ beliefs about the importance of implementing multiple instructional strategies and expectations for college attendance).
... In this work, Ladson-Billings identifies common characteristics of culturally relevant teachers of Black students. Through interviews and observations, several themes about student-teacher relationships emerged: student-teacher relationships are "fluid and equitable" (Ladson- Billings, 2009, p. 28); these teachers cultivate relationships beyond the classroom; they are careful to demonstrate a "connectedness" with each student; finally, they have the belief that all students can succeed (Ladson-Billings, 2009). Culturally relevant teachers want students to value and perpetuate their unique cultures and help students put their school experiences in a socio-historical context. ...
... Culturally relevant teachers want students to value and perpetuate their unique cultures and help students put their school experiences in a socio-historical context. Teachers with strong relationships with their Black students demonstrate a valuing of students' cultures and communities (Delpit, 2006;Ladson-Billings, 2009). ...
... Many student voice researchers center strong student-teacher relationships as fundamental to the creation of meaningful democratic learning experiences for students (Bourke et al., 2018;Fielding, 2012;Ginwright, 2015). These relationships are especially fundamental for Black male students, not only because the student-teacher relationships are foundational to Black cultural modes of learning (Ladson-Billings, 2009), but because these relationships "provide the conditions in which [educational] rights become real" (Fielding, 2015). This research situates students as active respondents within Fielding's (2012) typology of how adults listen and learn with students. ...
Research has consistently shown that Black boys experience opportunity gaps in the American public education system. Beyond disproportionate outcomes in academics and behavioral outcomes, Black boys have less access to mental health support and may experience heightened symptoms due to systemic inequities. Despite many hypotheses, few explanations account for the lived experiences of Black boys. Research indicates that positive student–teacher relationships may increase academic, mental health, and behavioral outcomes for diverse learners. An exploration of the teacher–student relationship that centers the voices of Black males is needed to understand how to best develop a school culture that promotes the well-being of all students. This paper explores Black middle school male students’ perceptions of the student–teacher relationship. Participants included 12 Black boys in a public middle school in two urban districts in the Midwest. Students identified the need to be recognized as individuals, the need for warm, authentic relationships to feel connected to the school environment and acknowledge that racism is a barrier to student–teacher relationships and the overall sense of connectedness. These findings have potential implications for fostering better student–teacher relationships, thereby impacting students’ well-being, identity development, and addressing the student achievement gaps for Black boys.
... Through culturally specific critical feminist ethics of care within their own communities, Black and Latina female educators have, for centuries, academically prepared Black and Latina/o students to resist dehumanization, claim full citizenship, and transform oppression (Collins, 2000;Cross, 1998;Donato, 1997Donato, , 1999Ladson-Billings, 1994;Maestas, 2011;Walker, 2001;Walker & Snarey, 2004). It is important to note that each of these educators demonstrates key components of their respective communities' critical ethics of care. ...
... These examples of censorship highlight the urgency and political vulnerability of antiracism work; but they also remind us of the generations of educational advocacy within communities of color which undergird our current moment. Black, Latina, and Chicana feminists have long espoused critical, authentic, and feminist caring committed to fostering resistance/resilience to oppression, civic engagement, intellectual challenge, connection, and human thriving (Cooper, 2009;Knight, 2004;Ladson-Billings, 1994;Rolón-Dow, 2005;Thompson, 1998;Valenzuela, 1999;Walker & Snarey, 2004). ...
... Within racially and linguistically segregated Black and Spanish-speaking communities, educators of color held local power, especially female educators engaged in holistic, culturally relevant, humanizing pedagogies of community (re)building (Blum Martinez & Habermann López, 2020;Ladson-Billings, 1994;Thompson, 1998;Valenzuela, 1999). Black feminist ethics of care scholarship emerging out of the Jim Crow South highlights Black female educators who were foundational to the education of Black children (Ladson-Billings, 1994;Walker, 2001). ...
New Mexico is comprised predominantly of People(s) of Color: 23 sovereign Indigenous nations, diverse Mexicana/o and Black communities, and African, Middle Eastern, and Asian immigrant and refugee groups. Recently, Yazzi/Martinez v. New Mexico (2018) found the state failing its constitutional mandate to equitably educate socioeconomically disadvantaged children, English Language Learners, Native American and Mexicana/o students, and children with disabilities. This research highlights the pedagogy of three diverse high school Ethnic Studies educators who teach predominantly low income youth of color. Findings reveal a life-giving, political In-the-Flesh Ethic of Care (IEC) infusing critical, culturally relevant ethics of care with pedagogies and epistemologies situated in the Brown and Black body. These educators’ IEC engages knowledge emanating from the enfleshed body and its emotionality in order to academically prepare and intellectually nourish multiethnic, multiracial students. Herein, body and emotionality are teacher/healers forging critical consciousness regarding sexism, queerphobia, anti-Indigenous, anti-African racism, and communing students as one collective.
... This literature emphasizes the importance of cultural congruence, indicating that when teachers and students share the same language and culture, they interact in ways that promote students' participation and engagement (Au & Kawakimi, 1994;Trueba & Wright, 1992). While earlier research on culturally congruent instruction focused on teachers and students sharing the same linguistic and cultural background, recent research indicates that teachers who come from backgrounds different from those of their students can also provide effective instruction when they have an understanding of students' linguistic and cultural experiences (Au, 1980;Ballenger, 1992;Brenner, 1998;Foster, 1993;Ladson-Billings, 1994Reyes & Pazey, 1999). Pedagogies addressing linguistic and cultural diversity have various designations, including "culturally relevant," "culturally appropriate," "culturally responsive," "culturally compatible" and "culturally congruent" (Gay, 2002;Ladson-Billings, 1995;Osborne, 1996;Villegas & Lucas, 2002). ...
... According to the multicultural education literature, school knowledge represents the "culture of power" of dominant society (Banks, 1993a(Banks, , 1993bCochran-Smith, 1995;Delpit, 1988Delpit, , 1995Ladson-Billings, 1994Nelson-Barber & Estrin, 1995;Reyes, 1992). For students who are not from the culture of power, teachers need to provide explicit instruction about the dominant culture's rules and norms, rather than expecting students to figure out these rules on their own. ...
As the student population in the nation's schools becomes more linguistically and culturally diverse, it is essential to establish a knowledge base that promotes academic achievement and equity for all students. Based on the conception of equity from a cultural anthropology or cross-cultural perspective, the article addresses issues of equity in science learning and teaching for students from diverse languages and cultures. It provides a synthesis of major issues and research findings for effective classroom practices in the multicultural science education literature. Recommendations are also offered for a research agenda that contributes to achieving the goal of science for all, including students from diverse languages and cultures.
... As the achievement gap continued, researchers focused more specifically on the cultural context of teaching and learning and furthermore suggested inclusiveness through multiculturalism was not culturally responsive (i.e., relevant, sensitive, contextualized, congruent) for non-White racial groups (Delpit, 1995;Gay, 2000;Irvine, 2003). Scholars in the field of cultural responsiveness observed effective teaching of Black and Hispanic students and concluded effective teachers included an infusion of students' cultures throughout the educational process (Foster, 1994;Ladson-Billings, 1994;Milner, 2006). Ladson-Billings (1994), along with researchers of culturally relevant pedagogy theory (Au, 1993;Delpit, 1995;Irvine, 2003;Moll & Gonzalez, 2004;Nieto, 2010), postulated that the lack of cultural responsiveness created cultural disparities which did not support the academic achievement of culturally different groups. ...
... Scholars in the field of cultural responsiveness observed effective teaching of Black and Hispanic students and concluded effective teachers included an infusion of students' cultures throughout the educational process (Foster, 1994;Ladson-Billings, 1994;Milner, 2006). Ladson-Billings (1994), along with researchers of culturally relevant pedagogy theory (Au, 1993;Delpit, 1995;Irvine, 2003;Moll & Gonzalez, 2004;Nieto, 2010), postulated that the lack of cultural responsiveness created cultural disparities which did not support the academic achievement of culturally different groups. Gay (2010), acknowledged by Banks (2010) as a progenitor of culturally responsive teaching, defined culturally responsive teaching as "using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them" (Gay, 2010, p. 31). ...
... During subsequent sessions, assigned readings focused on cultivating a mindset informed by culturally relevant pedagogy and applying these principles to classroom management practices (Ladson-Billings, 2009;Milner, & Tenore, 2010;Weinstein et al., 2003). After reading about the framework, preservice teachers analyzed case studies depicting scenarios in which teachers should consider issues of equity in making decisions about consequences for behavior. ...
... The community commitments became key when preservice teachers worked in small groups to tackle controversial topics related to education and teaching. During one whole group discussion of the text, The Dreamkeepers by Gloria Ladson-Billings (2009), Greg (who seldom participated in whole group discussion) shared a vulnerable moment from his student teaching experience. When asked by Bettez about his decision to do so, he pointed to the work we did to build the community commitments as "something that bonded the group together." ...
Studies show that effective partnerships between schools and families improve students’ academic outcomes. Schools often struggle to implement effective strategies with low-income families, however. This multiple case study examines family-school partnership activities at eight demographically diverse schools in the state of Hawaiʻi and examines successful family outreach strategies that cut across SES. Drawing from interview transcripts, which were selectively coded, the study identified successful modes of communication as identified by participants. Overall, participants reported that personalized, informal, and face-to-face communications were the most effective modes of communication. These findings have implications for K-12 teachers’ online communication with families.
... Several scholars, instead, have advocated for a pedagogical approach that affirms and sustains BICOC. Often referred to as culturally relevant, responsive, and sustaining (Gay, 2000;Ladson-Billings, 1994Paris, 2012;Paris & Alim, 2017) and community-responsive (TFAEvents, 2016) teaching, these approaches have been shown to support BICOC's academic, social, and emotional learning and growth (Esposito & Swain, 2009;Howard, 2003;Milner, 2011;Tate, 1995). Early childhood, in many ways, has led the way, with a long history of advocating for and enacting anti-bias and anti-oppressive practices (Derman-Sparks & Olsen Edwards, 2010). ...
... " (Audre Lorde, 1984, pp. 2-3) The rise of SEL programs has coincided with increased calls for education to be culturally relevant (Ladson-Billings, 1994;, responsive (Gay, 2000), sustaining (Paris, 2012;Paris & Alim, 2017), and equitable. Yet, according to Simmons and colleagues (2018), there have not been parallel, substantial efforts to ground SEL in the larger context of equity efforts in education. ...
In this paper, we seek to critically address the enactment and impact of social-emotional learning (SEL) curriculum and implementation in early childhood and elementary (PK-5th) classrooms. Specifically, we argue that SEL, as frequently operationalized, is a dehumanizing process that seeks to assimilate non-dominant children into dominant ways of being while concurrently seeking to enforce compliance and normalize children to oppressive structures. SEL is often seen as a "nice" form of classroom management , perfect for a field dominated by "nice" white women who see their work as apolitical and neutral rather than political and rooted in the maintenance of white supremacy (Galman et al., 2010). As such, it makes sense that PK-5 contexts, deeply rooted in a "Just be Kind" sense of morality as opposed to one rooted in justice and student empowerment (Turner, 2019), turn to SEL programs as "fixers" of student behavior. But SEL programs are often anything but "nice. " Despite presenting as humanizing and kind, the focus on compliance makes it inherently dehumanizing.
... Culturally relevant literacy, which uses learners' cultural knowledge and ways of being in the world to support learning, offers a way to address literacy-related issues. Ladson-Billings (1994) argued that cultural relevance "empowers learners intellectually, socially, emotionally, and politically by using cultural referents' knowledge, skills, and attitudes" (p. 18). ...
One of the major objectives of this book, Perspectives on Issues in Education: Charting the Course for Sustainable Development in Nigeria, is to provide experts with the medium to share experiences, knowledge and evidence-based research findings that can help to update the public and other users on critical educational issues such as management, funding, gender, inclusiveness, Information and Communications Technology (ICT); research, pedagogy, pre-primary and primary education, values, culture and others. A major strength of the book is its multi-authorship: It is rich with ideas from over fifty erudite scholars with different academic backgrounds drawn from various educational institutions and research institutes within and outside Nigeria. The contributors as well as the editors, as clearly shown in their abridged profiles, are experienced and sound members of the academia.
The book is comprised of seven (7) sections and thirty-eight (38) chapters. Section 1 is made up of three (3) chapters which addressed the issues of management and funding; section 2 comprises four (4) chapters relating to gender and issues of inclusiveness, and section 3 has four (4) chapters which addressed the issues of Information and Communications Technology (ICT). Other sections of the book include: Section 4 which comprises twelve (12) chapters that focused on research and pedagogical discourses; section 5 which consists of three (3) chapters that examined pre-primary and primary education; and section 6 which is made up of four (4) chapters which discuss issues relating to values and culture. The last section, section 7, comprises eight (8) chapters which addressed special subject areas.
Each chapter of the book begins with an introduction which gives a general idea of the focus of the chapter. This is followed by other subheadings where the main issues under consideration are discussed. The presentations in the various chapters ended with a conclusion where each author summarized the key ideas that formed the perspective of the chapter and presented his/her final impression on the central idea/focus of the chapter. Recommendations, suggestions or way forward – depending on the choice of an author and type of article – are also provided in every chapter. This is where each contributor proposes solutions to identified problems for the improvement of the status quo to engender sustainable development. Lastly, each of the chapters has references where every contributor provides detailed information on the sources of materials used to develop each chapter. The references are also to reinforce credibility and guide readers who may wish to further explore the various subjects.
With the caliber of intellectuals who contributed to Perspectives on Issues in Education: Charting the Course for Sustainable Development in Nigeria, there is no gainsaying that it is a rich book. We, therefore, recommend it to educational policy makers and administrators, scholars, research students and the general public to study and maximize the relevant information it contains.
Finally, we are sincerely grateful to all the scholars from various institutions who contributed to the book. Our profound gratitude also goes to the leadership of the Department of Educational Foundations, Faculty of Education, University of Benin, for entrusting us with the task of editing this book. A special note of appreciation is due the Dean of Faculty of Education, Prof. Kingsley O. Omorogiuwa and the Vice-Chancellor of the University of Benin, Prof. Lilian Imuetinyan Salami, for their visionary leadership and support to the Department which inspired a lot of developments including the execution of this book project.
PROF. C. N. MUSA
DR VICTOR EKWUKOMA
DR O.E.OSAGIOBARE
... The international-mindedness element of an IB education also aligns with culturally responsive pedagogy, described by Nieto (2016) as a mindset that respects and builds on students' backgrounds and experiences through the use of materials and specific teaching approaches. Ladson-Billings (1994) coined the term culturally relevant teaching to describe "a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural references to impart knowledge, skills, and attitudes" (p. 18). ...
The purpose of this narrative inquiry was to explore the experiences of English learners (ELs) participating in the International Baccalaureate Middle Years Programme (IB MYP) at a suburban middle school in Southeast Michigan. The International Baccalaureate Organization recognizes several key ideas that align with established theories of second language acquisition and culturally responsive pedagogy. While in theory, ELs should thrive in IB programs, little research is available on their experiences in American IB schools, and some research has brought to light discrepancies in the stated and actual language ideologies at play in such programs. The aim of this study was to document the lived and told stories of ELs who are participating in the IB MYP to identify how the program shapes their conceptions of self and acknowledges their academic, linguistic, and social needs. Findings suggest that key elements of the IB MYP, including the IB learner profile and focus on international-mindedness, contribute positively to participants’ strong identity as learners, self-esteem, and developing social and ethnic identities as multilingual students. Participants strongly believe their needs are being met, particularly through the efforts of individual teachers as they implement the IB approaches to teaching that remove barriers to learning and promote conceptual understanding of content through inquiry, real-life contexts, and collaboration. Examining the findings through the lens of LangCrit reveals that the IB MYP does not appear to overcome dominant cultural ideology that perpetuates meritocracy and traditional definitions of intelligence and success.
... Culturally responsive scholars state that to teach an emancipatory culturally centred or culturally responsive pedagogy, teachers need to irst understand the cultural frames of reference for the students they teach (Gay, 2000;Ladson-Billings, 1994 and to engage students in meaningful learning to change their educational situations. Culturally responsive scholars emphasize that without some basic understanding of the students' cultures and histories, it is diicult for teachers to help students develop a socio-cultural consciousness toward educational transformation (Phuntsog, 1999;Villegas & Lucas, 2002;Villegas & Lucas, 2007). ...
... This paper addressed research related to teacher education program completers' unintentional biases and how early service ESL teachers' views of their CLD students influence their culturally responsive pedagogy and dispositions to teach diverse learners. Within the diverse US school culture, every student should be an equal member (Ladson-Billings, 2009). Educational equity can be quantified by how much students are empowered within a school and classroom culture (King et al., 2009). ...
... As Fergurson (2001); U.S. Department of Education (2014); Balfanz, Byrnes, and Fox (2015); and Gjelten (2017) reported, Black males are suspended more than their White student counterparts. Many studies reveal the zero-tolerance policy nationwide approach to punitive discipline subjected students to degrading treatment in the classroom, unfair discipline, and security measures (Ladson-Billings, 2009;Mental Health America, 2014;Skiba & Losen, 2015). In fact, the zero-tolerance policy has led to a loss of instructional time and low student achievement, causing many urban high schools to have high suspension rates (Anafara et al., 2013;Howard, 2017;Skiba & Losen, 2015;Teske, 2011). ...
... From an equity and social justice stance, statistics about lower graduation rates and the academic success of students of diverse backgrounds, when compared to that of their White peers (Ladson-Billings, 2006), raise questions about the extent to which we have gathered sufficient information about their experience in school or developed appropriate ways to better prepare and support continued learning for educators (Ladson-Billings, 1994, and teacher educators, in order to enhance equity and access of educational resources for students at risk of early school leaving. When reflecting upon what was known about Jordan at Midwest High, so many questions arose that it became obvious that we needed more information about how to better engage him in school learning as a way of improving upon his school experiences. ...
In this study, I examined interactions between an English teacher and her students to illustrate ways in which issues of equity and social justice may play out in nuanced ways in the implementation of school curriculum in a diverse, Midwestern high school. These stories of classroom teacher and student experiences reveal complexities of how equity and social justice might unfold for students, and be understood by a teacher as she works with her students, to build a body of “teacher knowledge” (Clandinin and Connelly, 1996) that grows as the teacher gains experience. Examining complexities of “teacher knowledge” as a classroom teacher attempts to acknowledge her students’ social and cultural backgrounds while also implementing curriculum that meets requirements established by her school board, offers insight into challenges a teacher might encounter while working with students of diverse backgrounds in a school context.
... One possible way of bridging this divide could be to foreground the implementation of CRT in HWS classrooms. Research undertaken in the discourse indicates that teachers who implement CRT in their classes, result in more equitable teaching and learning experiences for all learners [8], [15] [19], [23], [35], [38], [48]. ...
The purpose of this paper is to report on white teacher perceptions of the characteristics associated with multicultural education and the related classroom practices in promoting Cultural Responsive Teaching (CRT) in historically white schools (HWS) in the Northern Cape province of South Africa. The pre-democratic South African education system was characterised by inequality based mainly on race. There were enormous inequalities between the education provided for blacks and whites. The advent of a democratic South Africa in 1994 made it possible for black learners to enroll at HWS. The majority of schools reacted by assuming an assimilation approach. This resulted in a number of challenges for HWS’s. The authors argue that the promotion of CRT in HWS’s could serve as a bridge to address the diversity divide experienced in most HWS’s. The researchers are elected to employ the quantitative research method, to ascertain white teachers’ perceptions of the characteristics of multicultural education and their perceptions of multicultural classroom practices in promoting CRT in HWS’s in South Africa. Some of the findings of the study indicate that white teachers regard the eradication of fear and suspicion as an important multicultural characteristic to promote CRT.
Keywords Culturally Responsive Teaching, Diversity Divide, Multicultural Schools
... Culturally relevant pedagogy also extends to families-to empower families to demand the best for their children from the school board, trustees, local and state government. The major tenets of culturally relevant pedagogy/teaching (Ladson-Billings, 1995, 2009) are the following: academic success learning; sociopolitical consciousness; and cultural competence. ...
The main focus of this paper is to put forward an argument about the value of asset-based, culturally relevant/responsive and sustaining pedagogies in science education, especially in former colonial contexts. Countering the framing hegemony of science education through a historically Euro-dominant lens, we call for a critical analysis of the state of science education in the Netherlands by exploring, specifically, the Dutch Caribbean community which includes Suriname and the former Dutch Antilles and Aruba and the need to respond with a more culturally relevant and sustaining pedagogical stance. In doing so, we provide a concrete example of a CR-SP-focused community-based STEAM program for young children and their parents in the north of the Netherlands. We hope that this paper will provide the foundation to springboard conversations among educators and researchers with an interest in designing, enacting and researching CR-SP-informed programs and curricula geared for historically marginalized families and children.
... Through commitments to CRP, teacher educators work to improve the learning outcomes of students historically marginalized within the U.S. (Ladson-Billings, 2009;Gay, 2018), as well as manifestations of this marginalization experienced by multilingual, multiliterate, and transnational learners within the U.S. and around the globe (Thomas and Carvajal-Regidor, 2020). ...
... Colorblindness shares similarities with the theoretical underpinnings of Whiteness Studies, a framework that centers Whiteness as a default category used to discriminate against non-White groups (Doane & Bonilla-Silva, 2003). Whiteness studies are especially useful in schools because most teachers are White and come from privilege or a space that privileges Whiteness and fails to see the residual outcomes of White power within cultural locations such as a classroom (Ladson-Billings, 2009). According to Done et al (2003) Whiteness studies is a useful frame to analyze the impact of Whiteness on non-Whites: ...
In schools throughout the United States the racial compositions of classrooms are undergoing a demographic shift consistent with national census data indicating increases in the numbers of racial minorities attending k -12 institutions. In schools however, historically marginalized populations remain significantly and disproportionately underrepresented within advanced academic environments. Research into the phenomenon of underrepresentation presents several limitations. First, a preponderance of the scholarship focuses exclusively on high school students, neglecting other grade bands. Secondly, a majority of the research narrowly examines statistical representations of underrepresented populations, in absence of other qualitative information. Third, a further gap exists in the scholarship around historically marginalized middle school students in advanced programs. This proposed dissertation seeks to understand the factors that attribute to underrepresentation among middle school students in predominantly white advanced environments. This qualitative phenomenological study seeks to document the experiences of historically marginalized middle school students participating in advanced programming and AVID, a teaching and learning program centered on academic and social/emotional support. Theories of Critical Race, adolescent racial and social identity development, and Relational Cultural Theory are evaluated to form a theoretical framework that examines the experiences of historically marginalized AVID students within predominantly white advanced programs. Qualitative methodologies involved interviews that sought to 1) privilege the experiences of students, 2) explore the complexities of adolescence and racial/ethnic identity development, 3) identify the extent to which the relational cultural framework (used within the AVID elective class) supports or fails to support historically marginalized students within advanced learning environments. Developing an understanding of prohibitive factors or positive assets in support of school achievement within the AVID program has the potential to inform practices and/or diminish barriers to student participation in advanced classes.
... Although the majority of teachers-84 percent in 2011-are White females (Feistritzer, 2011), many teacher education programs are working to bridge this cultural divide between educators and their K-12 students. Programs are bolstering curriculum and field experiences to help preservice teachers develop culturally relevant, equityoriented instructional approaches and dispositions that will help students make academic gains and achieve robust educational outcomes (Hollins & Guzman, 2005;Ladson-Billings, 1994). However, as Cochran-Smith (2004) noted, few empirical studies exist on the experiences of these "diversity-prepared" teachers once they are hired. ...
... Culturally responsive teaching focalizes using culture to enhance the academic and social achievement of students (Bassey, 2016;Ladson-Billings, 2009). That is why the argument here is that using popular culture while implementing interculturally responsive pedagogy serves a complementary orientation. ...
Although culturally responsive pedagogy has been geared towards students' cultures, interests, and needs, it does not meaningfully consider intercultural communication dynamics that are always existing in almost all classrooms, especially highly multicultural ones. This assumption is problematized by the current academic discussion on individuals' tendency to oscillate between different identities/cultures and the significance of intersubjectivity in the epistemological complexity of interculturality. This chapter makes a case for interculturally relevant pedagogy as an educational approach that recognizes the importance of considering students' cultures while emphasizing intercultural communication in K-12 classrooms procedures with the aim of simultaneously attaining social justice and scholastic achievement. It argues for the plausible need of integrating popular culture in order to present sociopolitical realities and accordingly enable students, along with teachers' guidance, to critically question the current power imbalances and the cultural hegemony of dominant group.
... My motivation for exploring teacher-student relations during a time of crisis comes from an interest in humanizing educational interactions and exchanges. The well-documented racial/ethnic disparity between teacher and student populations in the United States, as well as the implications of those disparities, has long encouraged educational researchers to find ways to see and teach children of color as full human beings (Delpit & Ladson-Billings, 1996;Ladson-Billings, 1995;Moll et al., 1992). The removal of social protections, social blinders, and the restructuring of daily life, made it difficult if not impossible to ignore a social partner's emotional well-being and life transformations. ...
In the effort to “flatten the curve” of the COVID-19 pandemic, teachers were required to adapt their curricula, pedagogy, and relationships with their students to remote learning structures. Using data gathered through an online qualitative survey of over 800 Chicago teachers in July 2020, this article will examine the ways that the shift to remote learning challenged teachers’ relationships with their students during the spring of 2020. By utilizing social presence theory and considering the significance of emotional connection in teacher-student relationships, the study captures some of the relational challenges that teachers experienced during the initial months of remote instruction. The study identifies increased individualization, deeper holistic understandings of students, and a diversity of mechanisms of engagement as pedagogical techniques that allowed teachers to maintain and even improve their relationships with students.
... Non-racist practices and culturally relevant teaching is also critical component. Ladson-Billings (2009) found that teachers supporting and allowing children to embrace their own culture and lived experiences was a transformative experience for both teachers and students. Thus, anti-racist training can be a source of education and transformation within the classroom that reduces the negative racial stereotypes that teachers have about children of color. ...
This study examined the mediating role of self-efficacy to combat racism on the effect of school-based racial discrimination and African American adolescents’ racialized educational beliefs. Our study analyzed data from a total of 525 African American adolescents’ boys (N = 256) and girls (N = 269). For African American boys and girls, teacher racial discrimination was associated with racialized educational beliefs, conceptualized by how hard African American adolescents believe they have to work in a school-based on their race. The results further revealed that for African American boys’ self-efficacy to combat racial discrimination in school mediated the relationship between teacher and peer racial discrimination and racialized educational beliefs. However, for African American girls’ self-efficacy to combat racial discrimination mediated the relationship between peer racial discrimination and racialized educational beliefs. The results did illustrate that feeling less self-efficacious to combat racial discrimination was associated with endorsing racialized educational beliefs for African American girls and boys. Research and practice implications are provided as well as the importance of considering gender differences amongst African American adolescents.
... It is necessary to understand the sociopolitical structures that impact the living experiences of students (colleagues too). Culturally responsive practices involve the recognition of students' strengths and the incorporation of approaches that empower learners socially, intellectually, and politically (Ladson-Billings, 1994). It centers the intentional work of cultivating loving, caring communities where students are equipped with tools to advocate for themselves and others. ...
... After establishing that we have a moral obligation to help all students succeed, we introduced culturally informed pedagogies that challenge the status quo. We examined how culturally relevant pedagogy (Ladson-Billings, 2009) ensures that students experience academic success, develop or maintain cultural competence, and cultivate a critical consciousness. We described culturally responsive teaching as using the cultural characteristics, experiences, and perspectives of diverse students as a channel for teaching and learning, and the practicing teachers reflected upon their knowledge of and experience with culturally diverse curriculum (Gay, 2002). ...
Research on culturally informed pedagogies (e.g., culturally relevant pedagogy, culturally sustaining teaching, reality pedagogy) has been ongoing for decades, yet very few studies follow teachers into their classrooms after they are introduced to the topic. We conducted an intrinsic case study of three practicing maths teachers after they completed a graduate course specifically on culturally responsive teaching. Our analysis of the data revealed mixed findings. The participants demonstrated sociopolitical consciousness and affirming views of students. However, other aspects of culturally responsive teaching were absent or partial. By interviewing and observing our participants in their classrooms, we gained access to specific and authentic examples from their curriculum and instructional practices, which extended and enhanced their learning about culturally responsive teaching and prompted us to reconsider our course content and pedagogy. We conclude by advocating for continued research that investigates and exemplifies best practices in culturally responsive teacher education.
... To understand these tendencies and to explore the possibilities for political and pedagogical alternatives, our research project built on theoretical inspiration from critical multiculturalism (May & Sleeter, 2010;Nieto, 2010), critical pedagogy (Freire, 2005;Giroux, 1997), post-colonial theory (Phillips et al., 2020), and critical race theory (Ladson-Billings, 2009). These traditions offer a critique of the disconnections between education and communities, arguing that the insensitivity of educational systems to local communities and forms of knowledge leads to a reproduction of colonial, national, or racial power structures. ...
The aim of this article is to discuss how participatory methods might contribute to research concerning the development of inclusive, socially just and community-oriented pedagogical practices within the field of early childhood education, as well as contributing to shared knowledge production about relations between kindergartens1 and local communities. The article starts from a critique of dominant political and institutional approaches in Denmark to patterns of cooperation between kindergartens, parents, and local communities, which often in practice lead to top-down and compensatory approaches to cooperation, in which parents are expected to adapt to the agendas of the institutions. We argue that there is a need to develop alternatives to these approaches. This article explores how kindergartens might respond to the needs and views of parents and local communities, rather than the other way around. We explore this by asking what (local) communities for children and parents are and might be, and how kindergartens as significant shapers of children’s lives and experiences might create links between children’s lives inside and outside of the kindergarten. We discuss how communities, pedagogues and children might cooperate in pedagogical research processes and how such research processes affect (understandings of) children’s lives, communities, and kindergartens. Furthermore, we look at how these cooperations and insights might contribute to the development of more inclusive, community-oriented pedagogical practices. Our findings show that shared explorations of the many relations between kindergartens and communities have the potential to build more respectful and reciprocal dialogues and innovative pedagogical practices. Yet at the same time they show that this is an unfinished, imperfect endeavor that requires continuous attention to the complex and changing nature of communities, and to the closures and exclusions entailed by any community practice. Also, the findings point to an understanding of communities as performative phenomena that develop and grow through the very process of involvement and shared engagement. We argue that participatory, community-oriented pedagogical research methods should reflect these dynamics. The article describes and discusses research methods, showing how participatory research methods can deepen our understanding of the complex roles of early childhood education for children and communities, while also inspiring inclusive and community-oriented pedagogical practices.
... This finding aligns with core elements of the concept of critical ethic of care. Critical ethic of care emerged through Black and Chicana feminists who argued for a critical theory of caring that reveals power relations and aims to prepare people to challenge discrimination in their communities (Antrop-González and De Jesús 2006;Roberts 2010;Sosa-Provencio 2017;Ladson-Billings 2009). According to this body of research, components of a critical ethic of care include: (a) practices that reveal power relations and capture complexities and contradictions inherent within caring interactions (b) practices framed as an ethical calling toward recovering dignity and equity -struggle with 'the oppressed'; (c) the recognition of young people's identities and lived realities. ...
This collaborative self-study explores the ethical ambiguities and dilemmas that emerged in participatory action research (PAR) with refugee-background young people in a grassroots football programme. The project comprised a six-month PAR in a football programme in Melbourne, Australia. Participants included the first author and 13 African Australian refugee-background young women. The ethical issues encountered concerned: (a) challenges of negotiating identities and the ethics and politics of knowledge production; (b) dilemmas in the collective struggle against, and resistance to, forms of oppression; and (c) the need to share power and the accompanying fear of losing research control. We recommend that PAR projects with refugee-background young people consider critical ethic of care as a framework for anticipating and navigating ethical issues that may arise. Such a framework can give form to sensitive conversations to reveal power relations, capture complexities and contradictions inherent within caring, and guide collective practices towards recovering dignity and equity within PAR.
... Culturally and linguistically competent teachers improve their students' academic success (Gay, 2010;Ladson-Billings, 2009;. In contrast, teachers can disadvantage their students by not being sufficiently prepared to teaching content and academic language simultaneously (Villegas, 2018). ...
https://pub-data.leuphana.de/frontdoor/index/index/docId/1190
... In order to present the way I enact culturally responsive learning, it is useful to contemplate formal understandings of culturally responsive teaching. Education recognized as more accepting of individuals has come to be known by different terms through the years, including Culturally Responsive Teaching ( Ladson-Billings, 1994), Culturally Responsive Instruction ( Teaching Tolerance -Southern Poverty Law Center, 2016), and Culturally and Linguistically Responsive Teaching ( Hollie, 2019). Ladson-Billings described Culturally Responsive Teaching in a way that remains relevant when she said it is: " A pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, to impart skills, and to change attitudes" ( Ladson-Billings, 1994, p. 13).Unfortunately, there has not been as much acceptance of this as one would like to see, as inequitable attitudes toward people with learning challenges still remain ( Page et al., 2020). ...
Designing Intersectional Online Education provides expansive yet accessible examples and discussion about the intentional creation of online teaching and learning experiences that critically center identity, social systems, and other important ideas in design and pedagogy. Instructors are increasingly tasked with designing their own online courses, curricula, and activities but lack information to support their attention to the ever-shifting, overlapping contexts and constructs that inform students’ positions within knowledge and schooling. This book infuses today’s technology-enhanced education environments with practices derived from critical race theory, culturally responsive pedagogy, disability studies, feminist/womanist studies, queer theory, and other essential foundations for humanized and socially just education. Faculty, scholars, technologists, and other experts across higher education, K-12, and teacher training offer fresh, robust insights into how actively engaging with intersectionality can inspire designs for online teaching and learning that are inclusive, intergenerational, anti-oppressive, and emancipatory.
... The detrimental effects of cultural dissonance between teachers and students as well as the lack of multicultural awareness in white teachers leads to ineffective and often harmful disciplinary and teaching practices, particularly for Black and Brown students (Delpit, 2006;Ladson-Billings, 1994). Many teachers' beliefs around what classroom behaviors are acceptable and appropriate as well as habits and mindsets (e.g., perfectionism, paternalism, only one right way, progress is better/more, belief in objectivity; Okun, n.d.) are rooted in white supremacy. ...
This study investigated white teachers’ discourses of whiteness and color-blind racism within the context of their beliefs about the role of race in education and their beliefs about race talk. Participants in this study responded with “no” or “not sure” to at least one of the three Teachers Race Talk Survey (TRTS) items about whether race plays a role in the educational experiences of their students, and if race or racism should be discussed in their classrooms, and then provided follow-up responses to one or more of these questions. In this study, I conducted two stages of analysis: first, an inductive approach through a Reflexive Thematic Analysis (RTA) followed by a deductive Codebook Thematic Analysis (Codebook TA). The research questions, methods, and analyses were framed by Bonilla-Silva’s strategies of color-blind racism and Nakayama and Krizek’s rhetorics of whiteness. Through the RTA process, I organized the teachers’ discourses around race, racism, and race talk around three general themes: (a) race does not matter, especially to those without race (white people); (b) race talk is usually “bad” (term used to represent a collection of negative attributions); and (c) racism is external and visible. Each of these themes included aspects of both color-blind racism and whiteness — in alignment with and extending well beyond the conceptualizations of the two guiding theoretical frameworks. In the Codebook TA stage, I created coding schemes based on five types of color-blind strategies detailed by Bonilla-Silva and six discursive strategies of whiteness as outlined by Nakayama and Krizek. The primary theme that emerged from both of these coding schemes revolved around dismissing race as well as avoiding racial language. These results provide an opening for learning more about how we can inform teacher preparation programs and professional development, both around the historical and ongoing mechanisms of racism in schooling and then learning to discuss race and racism.
Problems in schools are many and quite complex, including a boring learning atmosphere for students, this causesobstacles in efforts to achieve good performance. In addition to efforts to get high academic scores, means for personality development are needed through various activities in the classroom, including extracurricular activities. To find out the problems in Buddhist Foundation Private Elementary Schools, data collection was carried out through questionnaires to elementary school teachers, parents of students with the results showing that the variables that most influenced learning achievement were learning discipline and learning climate. So, this research set the research title Quantitative Analysis of Correlation of Learning Discipline and Learning Climate on Student Achievement of Private Elementary Schools with Buddhist Foundations in Increasing Pramuka’s Extracurricular Skills in Tangerang Regency. The purpose of this study was to find out how the correlation of discipline and learning climate on learning achievement in extracurricular skills improvement. The population of this study were students of private elementaryschools who are auspices of Buddhist foundations in the city and district of Tangerang. The sample was taken based on the Yamane and Isaac and Michael sample formula, namely 133 samples. Inferential analysis is used to test the hypothesis using simple regression and correlation analysis techniques. The results showed that there was a simultaneous and partial influence between learning discipline and learning climate on the learning achievement of extracurricular skills subjects of private elementary school students under the auspices of the Buddhist Foundation in Tangerang Regency, with a coefficient of determination score X1 to Y of r2 = y1 0,218 with a correlation coefficient score generated by ry1 = 0,467 and the X2 to Y determination coefficient scoregenerated by r2 = 0,367 with a correlation coefficient score generated by r = 0,606 and the X1 to X2 determination y2 coefficient score generated by r2 = 0,377 with a correlation coefficient score generated by r = 0,614 the correlation y3 coefficient generated by r2 = 0,377, a contribution or influence of 37.7%, the remaining 62.3% is contributed by other y3 variables that have a relationship with increasing student achievement.
Guided by a theoretical framework underpinned by Critical Multicultural Education (Banks, 2019), this study aimed to understand university faculty members’ attitudes toward the presentation of Caribbean and Louisiana-themed content in French and Spanish textbooks and their associated teaching practices. A Likert-Scale survey was employed, and it was discovered that faculty members felt textbook content about the Caribbean was more or less accurate, but content about Louisiana was inaccurate. Likewise, they had to adjust their teaching practices to be more intentional about how these areas are presented in their teaching and represented in novice and intermediate French and Spanish courses. The findings of this study help to inform curriculum design in higher education World Language courses and assist in curriculum development efforts that align with frameworks that center on Diversity, Equity, and Inclusion as the core of course design.
This chapter examines outdoor education, with a look at its origins in the late nineteenth/early twentieth century in various initiatives such as the camping and scouting movements and as popularized by various institutions such as the National Park Service and the Sierra Club. Growing interest in outdoor education next moved to Europe, where schools in the United Kingdom, Germany, and Scandinavia began the shift to educating children out of the classroom. The distinctions, similarities, and differences between outdoor education, environmental education, sustainability education, and environmental science will be set forth explained. An exploration of some of the successful models of outdoor education currently in use—both those offering an out-of-doors experience and those moving the children almost exclusively outside—will provide some suggestions of what might exist. The benefits for children of outdoor education include increased opportunities for creativity, leadership, critical thinking, and improved group dynamics. Some of the barriers, real and imagined, to outdoor education will be examined, including funding, safety, professional development needs, and resources. Finally, we will look at how outdoor education has benefits for diverse learners (children of color, English language learners [ELLs], and students from low-socioeconomic status [SES] households) that are especially appropriate and tailored to meet their needs.KeywordsDiverse learnersEnvironmental educationOutdoor educationOutward boundSustainability
The underrepresentation of people from culturally and linguistically diverse (CLD) backgrounds in geology, geophysics, and other STEM programs (Science, Technology, Engineering and Mathematics) is well documented in the United States. Only two universities out of about 107 HBCUs have geology and geophysics degree programs, even though there are over 400 universities in the United States that offer geology and geophysics degree programs. The low presence of these degree programs in HBCUs is a major barrier that has visible consequences. For example, Blacks and other CLD individuals are forced to be intellectually unchallenged, suppressed, and underutilized. Other consequences include low opportunities in college admission, employment, promotion, and life success. How can this problem be solved? This article addresses this question.
Learning mathematics in urban settings is often routine and decontextualized rather than inquiry- and culturally-based. Changing prospective teachers’ attitudes about pedagogy in order to change this pattern is often tenuous. The purpose of this pilot study was to provide opportunities for teacher interns enrolled in a graduate certification program to interact with urban students in a community-based program called Math Links. Twelve interns completed 30 hours of fieldwork at church-based sites. Prior to fieldwork, the interns participated in a 3-hour professional development and education session, in addition to their education courses. Three interns’ work with urban children and youth reveal that community-based experiences changed their attitudes about practice and their capacity to teach urban children mathematics in culturally sensitive ways. One in-depth case study of an Asian teacher reveals not only changes in her attitudes and beliefs about urban students but also changes in her pedagogy as she shifted from teaching by telling to guided inquiry.
Racial inequalities embedded in systemic policies have received increased attention, renewing calls for transforming education systems to ensure life success for all students. This article illuminates humanistic counseling responses using Optimal Theory to address racist educational barriers that limit African American students’ success.
Human resources are one of the most vital resources of a country, as it exploits the natural environments for the entire population. The importance and significance of various aspects of development scientific and technological, economic, and social, to name a few can be evaluated on a criterion of their utility and service for the welfare of human being. All the aspects of development in the ultimate analysis are or should be aids to human development. The development is not just about factories dams and roads. Development is basically about people. The goal is people’s material, cultural and spiritual fulfilment. Job satisfaction is solitary of the largely extensively discussed issue in organizational performance and human resource management. In the present study, an effort has been made to identify the major factors affecting the job satisfaction among the collegeteachers. The researchers identified 25 job satisfaction items through extensive literature review. The perceptions of the respondents were collected through structured questionnaire based on 5-point Likert scale. Exploratory factor analysis was done to explore the factors. The Cronbach’s alpha (0.870) confirms the internal consistency of the instrument. The KMO Measure of Sampling Adequacy is 0.798, indicating the present data is suitable for factor analysis. Similarly, Bartlett’s Test of Sphericity is significant (p<0.001) indicating significant correlation exists between the variables to proceed with the factor analysis. Thestudy explored 7 factors having eigen value of more than 1 and explaining 77.078% of the total variance. Further, independent sample t-test is applied to find whether there exists any difference in overall satisfaction with respect to various demographic variables of the respondents. It was found that significant difference exists only with Sector and Education of the respondents. Moreover, age, gender and income bear no impact on job satisfaction.
Researchers have often focused on weaknesses in the instruction offered to Black and Latinx students with dis/abilities, and not on what it looks like when teachers seem to get it right. The purpose of this case study was to understand the instruction and co-teaching partnership in one inclusive, urban high school classroom where the teachers sought to deliver responsive, empowering instruction. Working together, the teachers supported students’ academic success, demonstrated cultural competence, and infused sociopolitical consciousness into lessons while being responsive to students’ dis/abilities. They balanced teaching practices known to be culturally sustaining with those that were responsive to students’ dis/abilities. The findings have implications for how we prepare and support teachers of Black and Latinx students with dis/abilities.
Misalignment between students' communal values and those expressed in classrooms is an obstacle to academic engagement, especially in mathematics, and especially for racial ethnic minority and female students. Using 10 schools across the United States, we conducted a longitudinal field study in 8th grade mathematics classes to investigate: (a) how perceptions of communally oriented classrooms influence student outcomes in early adolescence, (b) what psychological processes mediate these relations, and (c) whether the influence of perceived communal practices in classrooms have similar or different effects on students with varying social identities based on race, ethnicity, and gender. Results showed that middle school classes that emphasize communality (both social relevance of math and peer collaboration) significantly predicted stronger math self-concept, more behavioral engagement, and better performance in math. These associations were mediated through three psychological processes-belonging, challenge, and self-efficacy. Among racial ethnic minority adolescents, feelings of belonging and challenge in math class were key psychological processes that enhanced math learning outcomes. These processes were activated when classes connected communal values to math. Finally, communal learning contexts benefited girls and boys equally. In sum, communal values practiced by emphasizing social relevance of academic content and using collaborative learning practices engage all students, especially students of color, at a formative period of academic learning in mathematics. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
The number of students in the Polish education system from migrant backgrounds has regularly increased in the second decade of the 21st century. Many of them arrive with little to no literacy in Polish. The educational system was not prepared to accommodate these new students; Poland was previously considered an emigration country as opposed to an immigration one. Polish classes were linguistically and culturally homogeneous and teachers rarely had Polish language learners in their classrooms. They were not used to teaching multicultural, mixed, and heterogeneous groups of students and most have to find teaching strategies to best respond to new students who were also learning Polish. Changes in Polish educational laws in 2016 opened up the possibility of preparatory classes (PC) (oddziały przygotowawcze) in schools, although some schools decided to challenge this. In this paper, teachers’ competencies in teaching the newly arrived students in reception classes is discussed. This research was carried out with the goal of understanding teachers’ beliefs, experiences, attitudes, and competencies in this completely new context in their professional experience, namely teaching students from a migrant background in preparatory classes, as well as students who need language or academic support, require intercultural education and a friendly learning environment, or for whom curricula in regular classes were not accessible.
This paper reports findings from a case study of an interactive theatre for young ethnic minority pupils in Hong Kong. Drawing upon Higgins’s (1966) notion of ‘intermedia’ as a configurational principle, this creative project entails collaboratively-designed performances with elements of drama, music, dance, puppetry, and language learning principles. This study explores – from practitioners’ perspectives – the pedagogical affordances of this intermedia-inspired collaborative project in early childhood settings targeting culturally diverse groups in Hong Kong. Qualitative findings emerging out of autoethnographic reflections of five practitioners, complemented with nonparticipant observation, have pointed to the emergence of an interculturalist gestalt in dialogue with an intermedial configuration. We argue that this opens up spaces for artistic participation and learning beyond language(s) in the early years through tapping into the pedagogical potentials of this creative project. Qualitative data also suggest that practitioners’ abilities to exercise flexibility and openness in response to an intermedial configuration have a mediating effect. Concluding remarks are made of the under-utilisation of intermedia as a boundary-destabilising and configurational principle in arts-based endeavours, and as a pedagogical principle in which multimodal and multisensory learning is embraced as the way forward, with insights drawn from cultural democracy and culturally responsive pedagogy.
This article reports on quantitative findings from a design‐based implementation research (DBIR) project Carbon TIME that focused on teaching carbon cycling at multiple scales, from atomic‐molecular to global. We report results from a large dataset from diverse schools, including 59,654 student assessments of three‐dimensional learning aligned with Next Generation Science Standards collected in classrooms of 133 middle‐ and high‐school teachers over a 4‐year period. We used a subset of these data to investigate factors related to students' learning in this large and diverse set of classrooms. Our findings included: First, Carbon TIME's curriculum and professional development were associated with substantial improvements in overall student achievement; within classrooms students with lower pretest scores had higher learning gains. Second, differences among individual teachers accounted for more of the variance in student learning gains than other measures including school demographics and students' prior knowledge. Third, school demographic factors (percent free and reduced lunch and percent marginalized students of color) had statistically significant but small effects on students' learning. Finally, sustained investment and participation were important; student learning gains improved across years for the project as a whole, and for individual teachers as they gained experience and participated in professional development. These findings contribute to programs of systemic changes to support three‐dimensional science learning.
Müzik eğitimi alan yazınında sık kullanılan “yaklaşım”, çok yönlü bir kavramdır. Bazen eğitim ve öğretim sürecinde temel alınan düşünceyi veya anlayışı, bazen dersin ana karakteristiğini, bazen iletişim biçimini veya kimi zaman da yönteme dair işlemleri işaret edebilir. Bu kitapta böylesine farklı kullanım biçimlerinin tümüne değil, “pedagojik yaklaşım” ve “öğretme-öğrenme yaklaşımı (didaktik yaklaşım)” kavramlarına odaklanılmıştır. Pedagojik ve didaktik yaklaşımların bazıları eğitim ve öğretime dair genel çerçeveler sunarken, bazıları kendi içinde sistem oluşturabilecek şekilde çok boyutlu bir yapı göstermekte ve bunlar kitabımızda “çok bileşenli yaklaşım” olarak nitelendirilmektedir. Çok bileşenli olma hâli, yaklaşımın bir veya birden fazla unsurunda bulunabilir. Kitabımızda, müzik eğitiminde çok bileşenli yaklaşımlardan seçki yapılarak bir başucu kaynağının okuyucuya sunulması amaçlanmıştır. 20. yüzyılın ilk yarısında geliştirilen müzik-pedagojik yaklaşımlardan Jaques-Dalcroze Yöntemi, Elementer Müzik ve Hareket Eğitimi/Orff-Schulwerk ve Kodály Yöntemi; 20. yüzyılın ortasından itibaren geliştirilen öğretme-öğrenme yaklaşımlarından da Programlı Öğrenme Yaklaşımı, Tam Öğrenme Modeli, İş Birlikli Öğrenme Yöntemi, Kültüre Duyarlı Müzik Eğitimi ve Yapılandırmacı Öğrenme Kuramı çalışmamıza dâhil edilmiştir. Kitap, yaklaşımların tarihsel gelişiminin, pedagojik ve didaktik niteliklerinin ele alındığı “kuramsal kısım” ve yaklaşımlara ait “uygulama örnekleri” olmak üzere iki ana bölümden oluşmaktadır. Kapsamlı giriş bölümünde ise, her bir yaklaşımın gelişim bağlamı ele alınarak eğitim tarihindeki yerlerinin görünür kılınması amaçlanmıştır.
This mixed-methods study examines the impact of a 2-year/30-credit certificate program in elementary mathematics pedagogy on teacher capacity for teaching mathematics in grades K-8. An online survey with open-ended questions and follow-up teacher interviews generated data for analysis and program review. The goals of the review were to determine the effectiveness of professional growth for mathematics teachers; to gain an understanding of barriers to mathematics education; to gauge teacher preparedness to become leaders in mathematics education; and to identify potential gaps in the program. Teacher feedback included suggestions for course alignment, increased focus on assessment, and enhanced inclusion strategies to ensure success for all in mathematics. Analysis of the results revealed noteworthy findings across three themes: professional development and content knowledge, leadership and culturally responsive pedagogy. Implications included opportunities to modify existing course curriculum in the areas of assessment, inclusion and equity; to enhance course facilitation across the program; and to augment leadership opportunities provincially for mathematics teachers.
This article describes the development of a measure of interventionists' competence in implementing culturally responsive multitiered systems of support (MTSS) practices. We ran an exploratory factor analysis (EFA) on a 30-question survey that measured the multicultural competence of 651 school counselors and psychologists in MTSS implementation. The EFA indicated a five-factor structure of the Interventionist MTSS Multicultural Competence Scale (IMMCS): (a) Cultural Knowledge, (b) Cultural Awareness, (c) Cultural Skills, (d) Cultural Appreciation, and (e) Respect for Cultural Differences.
CITATION: Hunter, J. G., & Stinson, D. W. (2021). Caring in mathematics classrooms: Lessons learned from Black male students and a Black male teacher. Mathematics Teaching, 279, 21–24. ABSTRACT: Share the results of a research project exploring how Black male students described 'care' in their mathematics classroom.
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