Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice

Larson, Kristine E.; Pas, Elise T.; Bradshaw, Catherine P.; Rosenberg, Michael S.; Day‐Vines, Norma L.

doi:10.17105/spr-2017-0070.v47-2

Cited by 79 publications

(56 citation statements)

References 77 publications

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“…39 Research on the use of culturally responsive teaching has demonstrated marked improvements in classroom climate and student cultural humility; therefore, it may be a viable vehicle for implementing a blended approach to infusing curricula with cultural diversity. [41][42][43] Thus, the appeal in adopting culturally responsive teaching as a pedagogy is its ability to address cultural diversity training of student pharmacists, improve school environments and conceivably reduce student achievement disparities.…”

Section: Culturally Responsive Teaching As a Bridge Between Frameworkmentioning

confidence: 99%

The Case for Culturally Responsive Teaching in Pharmacy Curricula

Rockich‐Winston

Wyatt

2019

American Journal of Pharmaceutical Education

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Cultural diversity training in pharmacy education has evolved from standalone lectures to longitudinal courses, service-learning initiatives, rotation experiences and global health opportunities. Cultural competency frameworks have served as the scaffold for cultural diversity training, yet educators in other health care disciplines have called into question the utility of such frameworks and offered cultural humility as an alternative to foster development and lifelong learning. In order to implement and assess outcomes tied to cultural diversity successfully, this commentary discusses the five elements of culturally responsive teaching that will provide the tools necessary to integrate cultural humility across pharmacy curricula. In addition, we address how to approach faculty development to avoid common maladaptations in pedagogical movements and conclude with addressing the salient objectives to evaluate gains in student, institutional, and societal outcomes.

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Section: Culturally Responsive Teaching As a Bridge Between Frameworkmentioning

confidence: 99%

The Case for Culturally Responsive Teaching in Pharmacy Curricula

Rockich‐Winston

Wyatt

2019

American Journal of Pharmaceutical Education

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“…School counselors can use this ASCA template to increase their advocacy efforts for marginalized students. School counselors should use culturally responsive approaches to advocate for equitable practices and close achievement gaps (Larson et al, 2018; Schellenberg & Grothaus, 2009). The findings from this study provide support for using the ASCA Closing-the-Gap Action Plan template as an advocacy tool.…”

Section: Discussionmentioning

confidence: 99%

School Counselors’ Use of the ASCA Closing-the-Gap Action Plan Template to Address Educational Disparities

Gay

Swank

2021

Professional School Counseling

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The American School Counselor Association Closing-the-Gap Action Plan template is a tool created to help school counselors identify educational gaps and track interventions. We applied a transcendental, phenomenological qualitative research method to explore school counselors’ use of the template to advocate for students. Our findings demonstrate the rationale for using the Closing-the-Gap Action Plan template and we discuss how school counselors use it for advocacy. We also present implications for using the template as a training tool for school counselors in training.

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“…Pengelolaan pembelajaran sangat dibutuhkan dalam rangka mengefektifkan pembelajaran, khususnya pada pembelajaran di lembaga Pendidikan Anak Usia Dini (PAUD) (Rohmat, 2017). Manajemen penyelenggaraan pendidikan berkaitan dengan tata laksana dan kelola lembaga (Azeez, 2016), berkaitan dengan pengelola administrasi, pengaturan, atau penataan kegiatan di lembaga (Larson et al, 2018). Manajemen sangat berperan penting dalam sebuah PAUD karena keberhasilan sebuah PAUD tidak lepas dari manajemen yang baik (Suharni, 2019).…”

Section: Pendahuluanunclassified

Manajemen Pembelajaran melalui Pendekatan BCCT dalam Meningkatkan Multiple intelligences Anak

Mustajab¹,

Baharun²,

Iltiqoiyah³

2020

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Kecerdasan majemuk sangat penting untuk dikembangkan pada anak didik, sehingga diperlukan pendekatan yang tepat guna untuk mencapai target tersebut, salah satunya adalah pendekatan BCCT (Beyond Centre And Circle Time). Penelitian ini bertujuan untuk menganalisis dan memahami tentang manajemen pembelajaran pada anak usia dini melalui pendekatan BCCT (beyond centre and circle time) dalam meningkatkan multiple intelligences anak. Penelitian ini menggunakan metode kualitatif jenis studi kasus. Penelitian ini dilakukan pada siswa di TK Namira School dan TK Islam Terpadu Permata, Kraksaan, Probolinggo, Jawa Timur. Hasil penelitian menunjukkan bahwa Dalam menerapkan BCCT guna meningkatkan multiple intelligences anak, diperlukan pengelolaan yang terencana, terstruktur dan sistematis. Melalui perencanaan desain pembelajaran, pelaksanaan pembelajaran dan evaluasi pembelajaran yang sistemik, multiple intelligences anak dapat dikembangkan dengan baik.

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Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice

Cited by 79 publications

References 77 publications

The Case for Culturally Responsive Teaching in Pharmacy Curricula

The Case for Culturally Responsive Teaching in Pharmacy Curricula

School Counselors’ Use of the ASCA Closing-the-Gap Action Plan Template to Address Educational Disparities

Manajemen Pembelajaran melalui Pendekatan BCCT dalam Meningkatkan Multiple intelligences Anak

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