Grounded in the theoretical frameworks of constructivism and social cognitive theory, this study examined utilising culturally responsive pedagogy through a Latino themed reading task with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted in an urban middle school in the south-western United States with 43 seventh grade students whose age ranged from 12 to 13 years. The majority of participants in this study reported to be Hispanic or multiracial with Hispanic origins. This study's findings added to the existing knowledge base regarding the effectiveness of culturally responsive teaching practices. More specifically, culturally responsive pedagogy was utilised in the form of a reading task to examine its influence on students' recall and reading comprehension performance. Furthermore, the findings of this study suggest that a culturally familiar reading task may increase reading self-efficacy beliefs. Implications for primary and secondary teachers, administrators, parents, and students pertain to the importance of utilising culturally responsive pedagogy as a teaching method to increase reading achievement and reading self-efficacy for culturally and linguistically diverse students.
Theoretical frameworks grounded in the social cognitive theory are used to discuss the need for assessing motivation, self-efficacy for learning and performance, metacognitive self-regulation of dually enrolled students. This study assessed motivation and learning strategy usage by Dually Enrolled Students participating in Georgia’s Dual Enrollment program. The research was conducted on 213 high school aged 14 to 18 years, in grades 9–12, and attended a high school in a seven-county service area in southwest Georgia. Participants all were taking classes under a program that allows them to simultaneously earn high school and college credit, and required them to attend a high school and college concurrently either at a technical college of the Technical System of Georgia, or a state college of the University System of Georgia. The research questions were answered using a cross-sectional survey, the Motivated Strategies for Learning Questionnaire, and demographics were used to classify participants based on age, grade, gender, number of classes completed in the Dual Enrollment program, teacher type for instruction, and the format/location of college class taken. The study’s findings added to the existing knowledge base regarding teenage students who are expected to conform to the role of college student simply because they were deemed academically equipped to take college classes. Furthermore, the findings of this study suggest the importance of implementing additional acceptance requirements to make sure students possess the maturity, motivation, and learning strategy application knowledge to be successful in college classes and that faculty has been trained to accommodate the learning needs of this specific type of learner.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.