Culturally Responsive Teaching OER Resources

Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In this review, we address how migrant students are affected by assessment, both summative and formative, at the classroom level, with a focus on culturally responsive assessment (CRA).

Mature students are anecdotally thought to be more anxious about technology than younger students, to the extent that they avoid using technology. This is a problem in today’s higher education classrooms which often use a range of learning technologies, particularly as cohorts are becoming more and more likely to contain mature students.

As higher education institutions strive to effectively support an increasingly diverse student body, they will be called upon to provide their faculty with tools to teach more inclusively, especially in science, technology, engineering, and mathematics (STEM) classrooms where recruitment and retention of students from underrepresented and disadvantaged groups present long-standing challenges.

Recent policies have given momentum to the science, technology, engineering, and mathematics (STEM) education in the USA and throughout the world. This has resulted in rapid growth in engineering and STEM curricula, many of which incorporate global contexts to frame student experiences; however, little research has been done on the effects of this contextualization. Thus, it is critical to explore the impact of these curricula on student learning and the development of STEM identities, especially those who have historically been marginalized in STEM fields.

The application of culturally responsive teaching (CRT) in this article is used to provide a background into the instructional concept of CRT in higher educational settings and to provide examples for classroom pedagogical practice. This article provides instructional approaches that can be used in higher education classes to promote a cultural context to engage preservice teaching candidates who are seeking initial certification to become teachers-of-record and graduate-level teachers who are certified to understand and embrace the intersection of race, gender, religion, and regional cultures that contribute to identity.

Students benefit from culturally responsive teaching (CRT). CRT is central to dual language (DL) education - an additive approach that is effective for educating emergent bilinguals and closing the achievement gap.

In response, schools continue to face the challenges of the impact of a range of different cultures, languages and religions among their student and school communities. How effectively schools deal with difference and how well they are supported in their endeavours to build culturally response classrooms is a perennial issue for both teachers and educators.

In order to advance authentic equity in science education, it is salient to have frameworks that allow educators and researchers to design learning environments, activities, and research agendas that centers students’ strengths in order for them to achieve full participation in science.

In this paper, we describe the development of a learning community focused on culturally responsive teaching that bridges indoor and outdoor settings. Our diverse group of teacher candidates, university instructors and elementary students came together during a summer alternative route program designed to help prepare a group of 15 elementary teacher candidates for science inquiry.

This study is an exploration of the views of non-indigenous Australian tertiary educators (N = 22) on multiculturalism and its effects on Australian society. Thematic analysis was used to identify four dominant themes in interviews conducted with the participants. The results are discussed within the themes of Australian identity, attitudes toward multiculturalism, the role of education/educators in multiculturalism, and the future of multicultural Australia.

The application of culturally responsive teaching (CRT) in this article is used to provide a background into the instructional concept of CRT in higher educational settings and to provide examples for classroom pedagogical practice. This article provides instructional approaches that can be used in higher education classes to promote a cultural context to engage preservice teaching candidates who are seeking initial certification to become teachers-of-record and graduate-level teachers who are certified to understand and embrace the intersection of race, gender, religion, and regional cultures that contribute to identity.

The purpose of this paper is to investigate how teachers at the International Primary School of Sarajevo in Bosnia and Herzegovina facilitate Intercultural Communicative Competence (ICC) among students from different cultural backgrounds to establish welfare in the classroom environment.

The paper is based on the first, extensive, qualitative study on immigrant students’ experiences of university education in Iceland. The theoretical framework is based on culturally responsive teaching that derives from multicultural education theory which focuses on analysing the position of minority groups, including immigrants in societies with special attention to their access to education.

This article explores the findings of a qualitative study conducted to better understand how students who identify as members of the LGBT* community and as people of color describe the ways in which student affairs professionals can meet their needs for persistence through college. This study also sought to assess how the students’ perception of the race, gender identity, and sexual orientation of the student affairs professionals impacted the degree to which the students felt their needs were being met. Using a hypothesis coding structure, the researcher explored whether students would describe their needs being met through practices of transgressive teaching, a style of engaged pedagogy described in the seminal text Teaching to Transgress: Education as the Practice of Freedom by bell hooks. This article will also make recommendations for future research and for student affairs practice.

The purpose of this study is to evaluate how well rural preservice teachers are prepared to interact and support LGBT youth. A single-case design method was employed, in which six preservice teachers participated in a workshop on inclusivity practices, then subsequently contrasted their pre-workshop knowledge of these topics through a retrospective group interview. This study examines perceived barriers that these preservice teachers experience in employing inclusivity practices in their professions. Findings from this study have the potential to help refine teacher education programs, as well as to provide direction for rural-specific interventions to support LGBT-inclusive education.

The increasing mismatch between the cultural backgrounds of teachers and students has caused teacher education programs (TEPs) to scramble to identify effective pedagogy that will prepare preservice teachers (PSTs) to work with diverse populations.

This study aimed to address a gap in current research on cultural responsiveness by introducing the Culturally Responsive Practices for Māori Scale (CRPMS), a self-report instrument designed to measure schools’ culturally responsive practices in relation to Māori students.

As the classrooms in higher education are growing increasingly diverse, it is imperative that higher education practitioners build a responsive learning environment for diverse learners to optimize their potential. Continuing professional development programmes (CPD) are central to such strategic approaches that equip educators with essential knowledge and skills to handle diversity related issues, achieve equity and increase participation by students. Therefore, the present study aims to examine strategies used by higher education practitioners to address diversity and inclusion in teaching and learning.

Malaysia is a country with multi-race, which comprised of Malay, Chinese, Indian and so on. When it comes to education, all students from these different cultural backgrounds will be a group in the same classroom to learn and grow together. Therefore, to ensure that the pedagogy delivered is relevant to the students, a culturally responsive pedagogy should be practiced by the teachers. Culturally responsive pedagogy is a student-centered teaching approach that is sensitive to students’ cultural orientations, including students’ cultural references and getting to know students’ cultural backgrounds as well as students’ previous experiences which would affect their learning.

International studies on teacher learning communities (TLCs) emphasise that TLCs that are formed within the school context are powerful to help teachers improve their teaching practices. This paper presents a qualitative case study that analyses teacher-learning activities in a school-based professional learning community (PLC). The PLC aimed at staff developing teachers on how to connect mathematics education to cultural activities in the context of curriculum reform.

Culturally responsive teaching (CRT) has been associated with increased student engagement and achievement. Its practice in classrooms, however, has been shown to be less than optimal. Nonetheless, certain teacher qualities have been suggested to facilitate its practice.

Amidst the ethnic and linguistic diversity in adult English language classes, there is heightened importance to using culturally responsive teaching practices. However, there are limited quantitative examinations of this approach in adult learning environments. The purpose of this investigation was to describe patterns of culturally responsive teaching practices of adult ESOL teachers and to establish the psychometric properties of the Culturally Responsive Teaching Survey (CRTS), a newly-developed self-assessment survey.

Race and gender disparities remain a challenge in science, technology, engineering, and mathematics (STEM) education. We introduce campus racial climate as a framework for conceptualizing the role of racial microaggressions (RMAs) as a contributing factor to the lack of representation of domestic students of color in STEM programs on college campuses.

Inclusive policies that attend to sexual orientation and gender identity (SOGI) are associated with more supportive school environments for lesbian, gay, bisexual, and transgender (LGBT) youth. We use the 2013–2015 California Healthy Kids Survey (n = 113,148) matched with principal reports of school policies from the 2014 California School Health Profiles to examine differential effects of SOGI-focused policies for LGB and transgender youth.

This survey research describes English language arts teachers’ comfort levels in integrating literature with lesbian, gay, bisexual, or transgender (LGBT) themes or characters into their curricula and classroom practices.

The goals of this teaching guide are threefold: 1) to discuss the importance of inclusivity in the classroom, 2) to present examples of teaching more inclusively, and 3) to provide additional resources for further guidance.