Biography-Driven Strategies as the Great Equalizer: Universal Conditions that Promote K-12 Culturally Responsive Teaching

Perez, Della; Holmes, Melissa A.; Miller, Stuart S.; Fanning, Cristina

doi:10.3776/joci.2012.v6n1p25-42

Cited by 8 publications

(2 citation statements)

References 16 publications

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“…Another study of 58 grade-level elementary and secondary teachers yielded similar results. In this study, Perez, Holmes, Miller, and Fanning (2012) found that when no BDI strategy was being implemented, elementary teachers outperformed secondary teachers on a classroom observation measure of effective teaching practices. On the other hand, when BDI strategies were implemented, teachers of every grade level significantly improved their performance.…”

Section: Affirmation Phase (Closing)mentioning

confidence: 79%

Reaching Rigor for English Learners Through Responsive Interactions of Care

Holmes

Kavimandan

Herrera

2018

Advances in Early Childhood and K-12 Education

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This chapter explores what happens when teacher-student and student-student interactions reflect a higher level of responsiveness to the human beings involved. It describes biography-driven instruction (BDI), a research-based method of instruction that supports all learners to reach high academic standards, while at the same time ensuring that English learners have the scaffolds and tools needed to engage fully in the curriculum. Teachers who implement BDI develop a holistic understanding of students' sociocultural, linguistic, cognitive, and academic dimensions. They use students' background knowledge as a springboard to new learning. To determine the impact of BDI on the education of English learners in elementary classrooms, this chapter explores the perspectives of 16 teachers (Grades 1-6) who received professional development on BDI and then implemented the method with their own communities of learners. Interview data was collected in Spring 2016, transcribed, and qualitatively analyzed. Findings in the form of themes in participant voice are discussed throughout the chapter.

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Section: Affirmation Phase (Closing)mentioning

confidence: 79%

Reaching Rigor for English Learners Through Responsive Interactions of Care

Holmes

Kavimandan

Herrera

2018

Advances in Early Childhood and K-12 Education

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“…Despite obtaining diplomas from Philippine higher education institutions, many professionals find themselves in jobs unrelated to their fields (SEAMEO-INNOTECH, 2010). Moreover, the landscape of educator preparation has evolved towards accountability models emphasizing performance assessment, employer feedback, and accreditation standards focused on K-12 student learning outcomes (Donovan, et al, 2014). A systems perspective is advocated, involving candidates, institutions of higher education (IHEs), and K-12 schools in the evaluation process and its interconnectedness with other aspects of the education profession.…”

Section: Introductionmentioning

confidence: 99%

Response of Students to K-12 Program Implementation Using Dropout Rates as Basis in Secondary Schools in Iligan City, Lanao Del Norte

E. Baroro,

D. Perpetua,

B. Trinidad

et al. 2024

IJSMS

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Dropout rates were observed among secondary schools upon the implementation of the K-12 program. Interviews using survey questionnaires were employed to selected schools in Iligan City. Results revealed that dropout rates among secondary level were relatively high among males against female gender. Major reasons for dropping out for both male and female involved family problems indicating that parents have a major role in educating their children. To control the dropout rates, major interventions must include activities that would promote family case assessment and management; parents, teachers and students bonding affairs; and health intervention programs. These must be supported by all stakeholders including the school administrators.

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Using flexible grouping instruction to create culturally relevant PK-12 learning communities for culturally and linguistically diverse learners with exceptionalities

Hunter

Barnes

Taylor

et al. 2021

Multicultural Learning and Teaching

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In this article, two instructional practices, Numbered Heads Together (NHT) and Carousel Brainstorming (CB), are discussed to guide instructors through the intentional practice of incorporating flexible groupings (CEC, HLP 17) in their daily instruction for the purpose of creating Culturally Relevant PK-12 Learning Communities for CLD Learners with Exceptionalities. Although NHT and CB are not the only approaches for implementing cooperative learning groups as an effective instructional tool, it is the authors’ premise that both practices successfully promote academic achievement and provide a positive, culturally relevant design for diverse learners, as well as a practitioner-friendly framework that is easily implemented. NHT and CB also serve as a means to provide students with a voice for their learning and to promote positive student behaviors. Regardless of the setting or identified disability, when facilitated with foresight and careful planning, evidence-based instructional best practices are supported, and inclusive course content is attained through the use of NHT and CB. Example lesson plans to intentionally incorporate both strategies are included within the article.

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Biography-Driven Strategies as the Great Equalizer: Universal Conditions that Promote K-12 Culturally Responsive Teaching

Cited by 8 publications

References 16 publications

Reaching Rigor for English Learners Through Responsive Interactions of Care

Reaching Rigor for English Learners Through Responsive Interactions of Care

Response of Students to K-12 Program Implementation Using Dropout Rates as Basis in Secondary Schools in Iligan City, Lanao Del Norte

Using flexible grouping instruction to create culturally relevant PK-12 learning communities for culturally and linguistically diverse learners with exceptionalities

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