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Articles 1 - 9 of 9
Full-Text Articles in Education
Enhancing Culturally Responsive Practices: A Phenomenological Study On How Elementary School Leaders Demonstrate Cultural Proficiency In Teacher Development, Dana Synora Jones
Enhancing Culturally Responsive Practices: A Phenomenological Study On How Elementary School Leaders Demonstrate Cultural Proficiency In Teacher Development, Dana Synora Jones
Doctoral Dissertations and Projects
In education, a lack of culturally responsive pedagogy (CRP) may mute the success of students of color. A lack of culturally responsive pedagogy practices can drastically alter students’ educational outcomes and their outlook on the value of education. This hermeneutic phenomenology explored the experiences of elementary school leaders on their mission to implement culturally responsive practices through teacher professional development. The theory guiding this study is Khalifa’s theory on Culturally Responsive School Leadership which was developed to make teaching and the entire school environment responsive to the schooling needs of all demographics of children. This phenomenological study focused on teachers’ …
Experiences During The Implementation Of Two Different Project-Based Learning Assignments In A Fluid Mechanics Course., Orlando Ayala, Kristie Gutierrez, Francisco Cima, Julia Noginova, Min Jung Lee, Stacie Ringleb, Pilar Pazos, Krishnanand Kaipa, Jennifer Kidd
Experiences During The Implementation Of Two Different Project-Based Learning Assignments In A Fluid Mechanics Course., Orlando Ayala, Kristie Gutierrez, Francisco Cima, Julia Noginova, Min Jung Lee, Stacie Ringleb, Pilar Pazos, Krishnanand Kaipa, Jennifer Kidd
Engineering Technology Faculty Publications
There is growing evidence of the effectiveness of project-based learning (PBL) in preparing students to solve complex problems. In PBL implementations in engineering, students are treated as professional engineers facing projects centered around real-world problems, including the complexity and uncertainty that influence such problems. Not only does this help students to analyze and solve an authentic real-world task, promoting critical thinking, but also students learn from each other, learning valuable communication and teamwork skills. Faculty play an important part by assuming non-conventional roles (e.g., client, senior professional engineer, consultant) to help students throughout this instructional and learning approach. Typically in …
"We, As Parents, Do Have A Voice": Learning From Community-Based Programs Effectively Engaging Parents In Urban Communities, Elizabeth Gil, Ashley Johnson
"We, As Parents, Do Have A Voice": Learning From Community-Based Programs Effectively Engaging Parents In Urban Communities, Elizabeth Gil, Ashley Johnson
GSE Faculty Publications
Utilizing Yosso’s community cultural wealth framework as a theoretical lens, we sought to examine how nontraditional, community-based family engagement programs impacted adult family members’ thoughts and actions about engagement with their children's schools. The study drew primarily from the interviews, observations, and document analysis of two nontraditional family engagement programs in urban communities. Findings indicate that program approaches built upon and extended families’ social and navigational capitals. Educational leaders can more meaningfully engage urban families by learning from and incorporating practices implemented by the programs we examine and discuss in this article.
Advocating For Culturally Responsive Practices In The Ib Diploma Programme: Tapping In The Potential Of Acid Tests To Foster Coherence Between The Ib Principles And Teaching Practices, Timizay Ruiz Pineda
Advocating For Culturally Responsive Practices In The Ib Diploma Programme: Tapping In The Potential Of Acid Tests To Foster Coherence Between The Ib Principles And Teaching Practices, Timizay Ruiz Pineda
Critical and Creative Thinking Capstones Collection
International education programs, like the one proposed by the IB Organization, offer students across the world education for global, internationally-minded citizens. Nonetheless, the definition and often, the use of these terms are vague and, for the most part, refers to education and practices of Western countries that are Eurocentric in nature. It is necessary to develop coherence between the principles expressed in many international education frameworks and the reality of their practices. For this, it is fundamental that explicit guidance on culturally responsive teaching practices is acknowledged and provided by organizations like the IB. This paper provides theoretical support explaining …
Learning To Teach In An Urban Teacher Residency, Lauren Gatti
Learning To Teach In An Urban Teacher Residency, Lauren Gatti
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In this article, I employ sociocultural theory to analyze the learning to teach process of two novice teachers enrolled in one Urban Teacher Residency (UTR). Findings show that Genesis and Jackie were differentially drawing on programmatic, disciplinary, relational, experiential, and dispositional resources as they learned to teach in an urban context. I show that programmatic resources of supervision and classroom management requirements (i.e., Doug Lemov’s Teach Like a Champion) not only differentially influenced teachers’ learning and development but also differentially impacted the development of trust with students.
Literature Review Relating To The Current Context And Discourse On Indigenous Cultural Awareness In The Teaching Space: Critical Pedagogies And Improving Indigenous Learning Outcomes Through Cultural Responsiveness, Jacynta Krakouer
Indigenous Education Research
This literature review seeks to provide an overview of current understandings and discourse about culturally responsive teaching and cultural awareness in education in Australia. Although some of the literature considered within this review is from an international perspective, the purpose of this review is to provide background information regarding culturally responsive teaching with Aboriginal and Torres Strait Islander students. This literature review was completed in a short time frame and is by no means exhaustive on the topic of culturally responsive teaching and cultural awareness with Indigenous students. It was completed as part of a contract with the VET Development …
The Diversity Dialogue: Rethinking Pedagogical Practices To Provide Hope For Pre-Service Teachers, Mildred Pearson, Samantha Cantu
The Diversity Dialogue: Rethinking Pedagogical Practices To Provide Hope For Pre-Service Teachers, Mildred Pearson, Samantha Cantu
Faculty Research and Creative Activity
This study examines how a diverse dialogue addresses cultural differences and social injustices and how cultural responsiveness helps teachers approach education more equitably. When teachers use a diverse dialogue, they are able to create a classroom curriculum that includes all voices, experiences, and activities and satisfies the needs of all learners. The study also suggests that teachers adjust their pedagogical practices to the ever-changing multicultural classrooms. Through an examination of best practices, teachers will be able to invest in more creative and diverse approaches that will not only benefit the individual student, but also the entire classroom. Applying positioning theory …
The Diversity Dialogue: Rethinking Pedagogical Practices To Provide Hope For Pre-Service Teachers, Mildred M. Pearson Dr., Samantha Cantu
The Diversity Dialogue: Rethinking Pedagogical Practices To Provide Hope For Pre-Service Teachers, Mildred M. Pearson Dr., Samantha Cantu
Faculty Research and Creative Activity
This study examines how a diverse dialogue addresses cultural differences and social injustices and how cultural responsiveness helps teachers approach education more equitably. When teachers use a diverse dialogue, they are able to create a classroom curriculum that includes all voices, experiences, and activities and satisfies the needs of all learners. The study also suggests that teachers adjust their pedagogical practices to the ever-changing multicultural classrooms. Through an examination of best practices, teachers will be able to invest in more creative and diverse approaches that will not only benefit the individual student, but also the entire classroom. Applying positioning theory …
Teaching Social Justice Through The Lens Of Multicultural Education, Alana Cimillo
Teaching Social Justice Through The Lens Of Multicultural Education, Alana Cimillo
Pell Scholars and Senior Theses
With public school populations growing in socio-economic and racial diversity, as projected by the Census Bureau, there is a clear need for an understanding of this diversity to occur at the early childhood level. In order to truly adopt multicultural education as an integral part of a student’s academic growth, teachers must consider the meaning of “cultural competence”. In the first years of a student’s education, fundamental values can be developed as the building blocks for future culturally responsive human beings. This presentation will review concrete evidence that supports the incorporation of multicultural education early childhood classrooms.