Download or read book Culturally Sustaining Pedagogy and the Development of Student Self efficacy as a Pathway to Equity written by Rachael L. Smith and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined how six educators utilized professional development training designed to foster equity in the classroom through culturally sustaining pedagogy, critical reflection, and the development of student self-efficacy. Research participants engaged in professional learning during the Fall or Spring of 2018-2019 and this study, two years later, looked for continued demonstrations of this learning and its impact on teaching and learning in culturally responsive classrooms. The current educational environment is one in which racial tensions and historic structures of inequity are increasingly more questioned, but rarely are there actionable strategies for radically improving learning outcomes for marginalized students. Transforming teaching and learning environments to be antiracist and liberatory may well require educators understand the historical context of their current structures, curriculum, practices, and disengaged learners. The research questions sought to understand the relationships between critically reflective teachers, the use of culturally sustaining practices, and the shifts in a student's self-efficacy. Previous literature study provided evidence that Black, Brown, Indigenous, and Students of Color participating in self-efficacy research studies revealed low self-efficacy and academic efficacy in Black and Brown students, especially males. Further studies sighted the lowering of classroom expectations, teacher failure to believe in intellectual capacity, and disengaging, culturally exclusive curriculum as further evidence in the low self-efficacy and academic success of marginalized students. The use of culturally responsive curriculum also had marginal success in developing a student's self-efficacy and academic efficacy if students reported their teachers' belief in their intellectual capacity was less than that of their peers. During the literature review search, there was an absence of studies that attempted to examine a student's self-efficacy and increased abilities as a result of the convergence of a) critically reflective teachers who have interrogated their deficit ideology and confirmation biases based upon historical racial exclusion, b) the presence of culturally sustaining practices, and c) a teachers intentional and routine development of student self-efficacy. As a bounded case study, data was collected through online survey, two classroom observations, lesson plans and/or unit documents, and three-part interviews. This research was collected during the Covid-19 pandemic and the findings were influenced by the constraints of teaching and learning in a hybrid environment. The key findings of this study may add to a body of study regarding student self-efficacy and academic efficacy. Evidence showed the depth of a teacher's critical reflection did impact student self-efficacy. Teacher beliefs matter. The data provided emerging evidence that teacher beliefs impact how educators maintain learning barriers or create opportunities beyond utilizing culturally sustaining practices. Data suggested teacher beliefs about student intellectual capacity resulted in higher expectations or beliefs than those that maintained deficit ideology and confirmation biases; and thus, impacted student self-efficacy and academic success. Also evidenced was the influence of teacher beliefs on the critical development of curriculum. Critically conscious and reflective teachers showed clear commitment to deconstruct practices within curriculum and instruction, though culturally sustaining practice could be utilized during instruction without shifting student self-efficacy, nor have a positive impact on student academic success. Student self-efficacy routines were shown to be more routinely and intentionally incorporated by educators with a deeper understanding of historical power structures and the resulting disenfranchisement and lowered success of their marginalized students. Findings suggested the convergence of these three may increase student self-efficacy and academic success. Four of the six educators within this study were consistently employing culturally sustaining practices, deepening and expanding their critical reflection, and learning to develop their students' self-efficacy. This study has potential implications for professional development as districts and buildings attempt to develop equity. Implications for curriculum and instructional coaches as they serve to improve teaching and learning can be found in suggested high impact teaching practices. The use of the culturally sustaining teaching and learning framework would benefit administration in shifting district mission of equity from theory to measurable and observable practices. Overall, this study has shown the theoretical applications of equity work must dramatically shift to also include teacher learning about historical systems alive and well in education, the actionable strategies of culturally sustaining pedagogy, and the importance of developing marginalized students' self-efficacy to see significant academic success. The potential of professional learning to significantly impact student academic success has clear evidence when equity work is supported with actionable strategies. This study also implies the need for professional development to interrupt historical systems and interrogate personal bias, develop culturally sustaining practices and curriculum, and urgently develop routines that not only show students' their teachers believe in their capacity, but also increase a student's belief in their own academic potential. The greater implication for educators, considering the supporting literature reviews in conjunction with this study, supported the critical reflection of educators as an essential component of student success. Educators that employed culturally sustaining practices had an impact on student access to academic opportunities and success, but their critical reflection in conjunction with their practice was crucial. Finally, educators that believed in their students' capacity, especially those that had considered the historical systems that had thwarted their academic opportunity had more success incorporating routines of self-efficacy for their marginalized students and supporting their academic success.

Download or read book Culturally Responsive Education in the Classroom written by Adeyemi Stembridge and published by Routledge. This book was released on 2019-11-26 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: This exciting book helps educators translate the concept of equity into the context of pedagogy in the K-12 classroom. Providing a practice-oriented framework for understanding what equity entails for both teachers and learners, this book clarifies the theoretical context for equity and shares rich teaching strategies across a range of content areas and age groups. Unpacking six themes to understand Culturally Responsive Education (CRE), this powerful book helps teachers incorporate equity into behaviors, environments, and meaningful learning opportunities. Culturally Responsive Education in the Classroom provides specific, practice-based examples to help readers develop a culturally responsive pedagogical mindset for closing equity gaps in student achievement.

Download or read book Culturally Sustaining Pedagogies written by Django Paris and published by Teachers College Press. This book was released on 2017 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong “All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles “This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley

Download or read book Culturally Responsive Teaching and The Brain written by Zaretta Hammond and published by Corwin Press. This book was released on 2014-11-13 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: A bold, brain-based teaching approach to culturally responsive instruction The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten "key moves" to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection With a firm understanding of these techniques and principles, teachers and instructional leaders will confidently reap the benefits of culturally responsive instruction. "An essential, compelling, and practical examination of the relationship between culture and cognition that will forever transform how we think about our role facilitating the learning of other people’s children—and our own children! —LaShawn Routé Chatmon, Executive Director National Equity Project "All students can and will learn at high levels when provided the type of instruction described in this book. This work calls us to action by mandating that we move beyond looking for student outcomes that rely heavily on the regurgitation of memorized facts to applying the information learned to new situations." —Kendra Ferguson, Chief of Schools Kipp Bay Area Schools, Oakland, CA

Download or read book Guiding Teams to Excellence With Equity written by John Krownapple and published by Corwin Press. This book was released on 2016-10-28 with total page 429 pages. Available in PDF, EPUB and Kindle. Book excerpt: Guide your school through its cultural proficiency transformation Despite the best efforts of equity leaders, our schools suffer from persistent inequities. Guiding the Journey to Excellence with Equity is a must-read for anyone who supports professional learning in our schools. It defines a process of “inside-out” growth that helps develop culturally proficient educators with the facilitation skills needed to navigate the obstacles that arise during equity transformations. Written with an equity lens, this book: Includes a powerful vignette that illustrates common challenges and solutions Focuses on mental models for managing group energy Is grounded in a systems model for personal and organizational transformation Provides tools for planning culturally proficient learning experiences

Download or read book Collective Equity written by Sonja Hollins-Alexander and published by Corwin Press. This book was released on 2021-10-06 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a powerful model for using relational trust, cultural humility, and appreciation of diverse perspectives to build learning communities that collectively uplift all students and all members of the learning community.

Download or read book Cultivating Culturally Responsive Reform written by Michelle Sadrena Pledger and published by . This book was released on 2018 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite numerous education reform efforts, national academic achievement data continues to reflect a marked disparity between culturally and linguistically diverse students and their white counterparts. Currently, 50% of K-12 public school students are students of color, and this percentage is projected to increase as the cultural composition of United States diversifies. Research indicates that, regardless of race, the vast majority of educators are not adequately prepared to respond to the academic and socioemotional needs of culturally and linguistically diverse students, further emphasizing the need for legitimate reform in educational policy and pedagogical practice. This study explored how the practice of culturally responsive pedagogy can help close opportunity gaps and improve instructional practices and academic success rates for students of color. The study takes a comprehensive look at federal policy, theoretical frameworks, and the foundations of culturally responsive pedagogy. It goes on to examine culturally responsive pedagogy in practice, as well as teacher, school, and leadership characteristics that help promote a culturally responsive educational environment. This multiphase mixed methods approach utilized surveys, background questionnaires, and case study data from self-selected improvement pathways to 1) better understand the intersectionality of teachers' backgrounds and beliefs and its impact on pedagogical behavior, and 2) identify the impact of collegial coaching and personalized professional development design on the improvement of culturally responsive teaching and classroom management self-efficacy. The study found that cultural disposition awareness, values-influenced teaching philosophy, and propensity for professional growth impact culturally responsive teaching behavior. The study also determined that culturally responsive pedagogy self-efficacy beliefs, which are predictive of behavioral change, increased for teachers in all three improvement pathways, though the extent of increase varied based on the selected pathway and case study participant. These findings have implications for practice as teachers can improve their ability to meet the needs of culturally and linguistically diverse students, and implications for policy, in that schools and districts can design policy that supports effective implementation of professional development and coaching that centers on cultivating self-efficacy in culturally responsive instruction for the purpose of improved academic and socioemotional outcomes for all students.

Download or read book Mindframes for Belonging Identities and Equity written by Nicole Law and published by Corwin Press. This book was released on 2024-02-29 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: The essentials for creating a supportive and inclusive space for all Learning is hard work and the latest education research shows that a sense of psychological safety is a must if we want students to successfully progress along their education journey. In Mindframes for Belonging, Identities, and Equity, you′ll discover 10 unique mindframes backed by extensive education research and real-life scenarios. Through self-reflection and powerful vignettes, you′ll learn how to apply these core principles in your daily life to foster a more inclusive and understanding learning environment. Inside, the authors explore the five critical themes behind these mindframes, including Impact and Efficiency Feedback and Assessment Challenging Growth Learning Culture and Relationships Ownership and Accountability Harnessing the power of these mindframes is not just about improving education--it′s about fostering an environment where every student feels valued, safe, and able to learn without fear.

Download or read book Transforming Equity Into Lasting Solutions written by Aliceia Varriale and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Culturally relevant teaching is proposed as a powerful method for increasing student achievement and engagement and for reducing achievement gaps. Nevertheless, the research demonstrating its effectiveness consists primarily of case studies of exemplary classrooms. This research sought to find any disparities that may arise due to challenges in equity policies by examining teachers' racially conscious belief in operationalizing culturally responsive teaching. Due to its constructivist nature, culturally relevant pedagogy (CRP) approach relies on the beliefs and attitudes of educators with respect to cultural efficacy, their view-points of the world and its cultures and their dispositions on race. The Culturally Responsive Teaching Self-Efficacy (CRTSE; Siwatu, 2007) scale and the Color-Blind Racial Attitude Scale (CoBRAS; Neville et al., 2000) along with teachers' race and academic subject were used to gauge teachers input for possible relationships and to answer the research questions. Study participants consisted of 195 in service public school teachers taken from two school districts located in the suburbs of Eastern New York. Comparative and correlational analysis were utilized to explore the correlation between teachers' self-reported information. Findings revealed significant differences amongst teachers' racial groups with regards to color blinded racial attitude (CoBRAS) and all of CoBRAS factors; Unawareness of Racial Privilege, Unawareness of Institutional Discrimination and Unawareness of Blatant Racial Issues. The results also showed significance between African American teachers' group levels in culturally responsive self-efficacy and color blinded racial attitude. Culturally responsive teaching demands that teachers have a critical attitude towards the social forces that generate inequality. Understanding teachers' experiences of culturally sensitive teaching and their racially conscious stance provides insight into the support structures and professional development that are needed for teacher self-efficacy. With modifications to this study, such as sample size and region, further analysis may bring a different response. There must be a continuation of lift and promotion of the race consciousness of educators in order to overcome their own cultural prejudices and tackle the structural origins of racism in school policies and practices.

Download or read book Equity in the Classroom written by Todd M. Mealy and published by McFarland. This book was released on 2022-11-02 with total page 299 pages. Available in PDF, EPUB and Kindle. Book excerpt: Almost 200 years after public schools moved toward free education for all children, educators are still exploring the best approaches for promoting equitable student growth. In early 2020, Covid-19 operational changes and the challenge to confront America's most profound racial problems exposed many equity issues in schools. As a result, educators were called to reimagine the field of education as the curtain closed on the first quarter of the 21st century. The essays in this book challenge classroom instructors to consider new approaches to education theory, classroom praxis and teaching content. The chapters herein draw on mixed-methods and narrative form essays to provide practical tools and techniques for building equitable schools. Viewing schools as extensions of society-at-large, this book delivers innovative curricular approaches to STEM education, the Humanities and applied theater. The authors offer methods for empowering student voices, managing moments of crisis, increasing representation in computer science and implementing restorative justice disciplinary practices in learning institutions. Essays provide all educators with proven instructional models for curricular equity with the goal of moving America closer to a multicultural democracy.

Download or read book Pathways To Success in School written by Etta R. Hollins and published by Routledge. This book was released on 1999-03-01 with total page 355 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text is designed to help preservice and in-service teachers identify pathways to productive teaching and learning for students from culturally and experientially diverse backgrounds. To better serve an increasingly diverse population, teachers need to be competent in selecting and developing culturally responsive curricula and instructional approaches that better facilitate learning for all students. They must be able to attend to diversity within and across cultural groups, and validate students' cultural knowledge acquired outside the classroom. To provide equitable access to learning, they must be able to strategically select or develop instructional approaches that build upon their students' learning propensities, cognitive schemata, experiential backgrounds, and perceptions. The chapter authors in this text present ways of understanding ones' own thinking (metacognition), and ways of thinking about teaching and learning situations and constructing productive strategies. The reader is engaged in: *Learning about the context in which he or she will practice, *Understanding key aspects of student's cultural and experiential background and learning preferences, *Exploring ways to bring these factors together in framing and selecting meaningful curriculum content and learning experiences. The volume is organized into three interrelated sections: Part I presents two approaches to becoming a competent practitioner; Part II offers approaches to developing and using culturally relevant pedagogy; Part III addresses curriculum content and design. Helpful pedagogical features are included to facilitate its use as a textbook: Each of the three main parts begins with an overview that provides an introduction and summary of the main ideas addressed and the relationship among ideas presented by different authors; each chapter opens with focus questions and concludes with suggested learning experiences; chapter-end references may be used to expand the reader's knowledge in specific areas.

Download or read book Handbook of Research on Social Justice and Equity in Education written by Keengwe, Jared and published by IGI Global. This book was released on 2022-05-06 with total page 417 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is growing pressure on teachers and other educators to understand and adopt the best ways to work with the various races, cultures, and languages that diverse learners represent in the ever-increasing culturally-diverse learning environments. Establishing sound cross-cultural pedagogy is also critical given that racial, cultural, and linguistic integration has the potential to increase academic success for all learners. To that end, there is also a need for educators to prepare graduates who will better meet the needs of culturally diverse learners as well as support their students to become successful global citizens. The Handbook of Research on Social Justice and Equity in Education highlights cross-cultural perspectives, challenges, and opportunities pertaining to promoting cultural competence, equity, and social justice in education. It also explores multiple concepts of building a bridge from a monocultural pedagogical framework to cross-cultural knowledge. Covering topics such as diversity education and global citizenship, this major reference work is ideal for academicians, researchers, practitioners, policymakers, instructors, and students.

Download or read book Challenges to Integrating Diversity Equity and Inclusion Programs in Organizations written by Griffen, Aaron J. and published by IGI Global. This book was released on 2020-10-30 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: Throughout the past several years, diversity, equity, and inclusion initiatives have been a part of a growing phenomenon to address the diverse needs of organizations. However, the act of diversity training and implementation in programs has traditionally been reactive as a result of a scandal rather than proactive. As more industries see the benefits of diversity, equity, and inclusion training, we will continue to see the benefits of a sustainable, healthy working environment for all. Challenges to Integrating Diversity, Equity, and Inclusion Programs in Organizations is an essential reference source that shares the challenges and opportunities faced by diversity, equity, and inclusion officers who are leading their organizations to becoming more diverse, equitable, and inclusive working environments. Featuring research on topics such as institutional equity, organizational culture, and diverse workplace, this book is ideally designed for administrators, human resource specialists, researchers, business professionals, academicians, and students, as well as organizations looking to make the intentional shifts necessary to develop and foster a more inclusive working and learning environment.

Download or read book Educating for Equity and Excellence written by Geneva Gay and published by Teachers College Press. This book was released on 2023 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this collection of articles, Geneva Gay invites readers to make educational equity and excellence for all students a reality, not just an ethic or an ideal. Through teaching narratives and pragmatic examples, Gay illustrates that a combination of ideology, ethics, personal commitment, and praxis on the part of educators is essential to achieving equity for underachieving racial and ethnic minority students. The text is organized into three themes: Identity (how the identities and behaviors of educators are influenced by their membership in ethnic and cultural groups); Ideology (how the beliefs, attitudes, and expectations of educators shape their behaviors and instruction); and Action (suggestions for equitable teaching, classroom management, curriculum development, and teacher preparation). Each individual essay can be read separately but they are especially powerful when read in conjunction with each other. Educating for Equity and Excellence is applicable to a variety of teaching contexts across the entire spectrum of the educational enterprise, including early childhood, elementary, secondary, and college. Book Features: A good blend of ideas and actions for teaching diverse students, including Black, Asian American, Native American, and Latinx students. Narratives from the personal experiences of the author as well as those of other education scholars, researchers, and practitioners.Suggested teaching actions applicable to educating students at different grade levels and abilities. Easy-to-understand chapters, with pragmatic explanations, that describe complex conceptual ideas. Recommended actions for promoting and sustaining equity across contexts.

Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.

Download or read book The Road To Equity written by Kayren Gray and published by . This book was released on 2020-06-04 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: In The Road To Equity: The Five C's to Construct an Equitable Classroom, author, Kayren Gray identifies the issue and implements solutions to create inspiring results in your classroom. Utilize the road map to equitable outcomes through my interpretation of Maslow's Hierarchy of Needs as a reference point, moving through each level to reach self-actualization, or in our case, a more equitable classroom. Each chapter is a story and a stop along the road, with application and reflection to embark on your journey towards educational equity to close the gap and change the narrative.The detours in my own life were the driving forces that led to a desire and mission to ensure educational equity. There were more tolls and exits I had to prepare for, while I observed others using cruise control and others being fortunate enough to take the HOV lane. Those moments in life that set me back or directed me to an exit, in order to refuel, changed a little piece of me- sometimes for the better but sometimes for the worse. Those unexpected detours were my "North Star," shaping my experiences to prepare me to deliver a message that hopes to inspire you to do what you can to close the gap. In fact, if we all do what we can, little or much, it's more than we would see accomplished, if we all did nothing at all, and that's why this is so important to me. K-12 Stakeholders will learn to: confront bias and understand barriers to learning; create opportunities to build relationships; collaborate through curriculum, lessons, and practices; commit to building confidence and a growth mindset; celebrate diversity and inclusion to achieve a more equitable classroom.

Download or read book The Role of Culturally Responsive Teaching Multicultural Education and Teacher Self efficacy written by Tracey Jenkins-Martin and published by . This book was released on 2014 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: Numerous studies have documented the importance of the classroom teacher, the personal and professional experiences that the teacher brings to the classroom, and teacher professional development in improving schools for diverse students. Teachers with high self-efficacy feel good about themselves and their students. They feel that their work is important and that their work with students will have a positive and long lasting impact on student learning. This study examined the relationship between the possible affects that culturally relevant pedagogy and responsive teaching strategies can have on the self-efficacy of teachers in working with students of color. This qualitative study involved up to two in-depth interviews with six teachers. An analysis of the data uncovered that teachers had a lack of coursework and subsequent training in culturally responsive strategies and culturally relevant pedagogy. The study also revealed that the teachers enjoyed working with students of color and had a moderate to high sense of self-efficacy. Though the teachers encountered challenges in working with their population of students, they each felt that they could make a positive difference with their students. The results showed that although there was evidence of good teaching and pedagogical practices in these classrooms, the practices and pedagogy were not reflective of those documented in classrooms that regularly demonstrate and embed culturally responsive teaching or culturally relevant pedagogical practices that move students toward advocacy as viewed through a social justice lens. Implications for policy and practice are discussed.