Navigating the journey to culturally responsive teaching: Lessons from the success and struggles of one first-year, Black female teacher of Black students in an urban school

Coffey, Heather; Farinde-Wu, Abiola

doi:10.1016/j.tate.2016.07.021

Cited by 51 publications

(41 citation statements)

References 37 publications

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“…With regard to teacher training, efforts are now being made to modify the teacher education curriculum by infusing elements of culturally responsive teaching, CRT (Chou et al, 2018). The importance of CRT is further underpinned in a case study by Coffey and Farinde-Wu (2016). The case study reports on how a Black trainee teacher, with White-middle class values teaching Black students, was forced to evaluate the perspectives of culturally responsive teaching (CRT) to fit and be effective in her class.…”

Section: Cultural Responsive Practices In Teaching and Learningmentioning

confidence: 99%

Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications

Mundia¹

2020

EUROPEAN J ED RES

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Teacher education has been innovated in Brunei to support the ongoing inclusive education and curriculum reforms. This survey investigated the development of essential instructional skills in initial Brunei trainee teachers. The sample consisted of 109 student teachers (71 females and 38 males). Significant mean scores (Mean ≥ 4, p< .05) and 95% confidence intervals were used to identify the levels of proficiency and enablers of success in teaching. Participants were proficient on 15 of the 28 skills measured by the Teacher Behaviors Checklist (Approachable; Confident; Effective communicator; Encourages; Enthusiastic; Flexible; Good listener; Humble; Prepared; Professional; Rapport; Respectful; Sensitive; Striving to be a better teacher; Understanding). From independent groups, T-tests and One-Way ANOVA analyses, other significant trends in participants' performance emerged at p< .05 level of evaluation. Females scored highest on Humble and Realistic expectations while males scored highest on Understanding. Trainee teachers aged 31-35 scored highest on: Promoting critical thinking; and Providing constructive feedback, than counterparts. Participants with higher degrees (e.g. Master of Arts) scored higher on Authoritative skills than those with lower degrees (e.g. Bachelor of Arts). Trainees with teaching experience scored significantly higher on: Accessible; Knowledge about the subject matter; and Technological competence, than those with no experience. The findings suggest the need to help pre-service teachers to gain proficiency in all teacher skills to improve the quality of education in the country. Further research was recommended.

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Section: Cultural Responsive Practices In Teaching and Learningmentioning

confidence: 99%

Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications

Mundia¹

2020

EUROPEAN J ED RES

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“…Plus if the speech is no extended the focus of the learner-centered class, some pupils need a regular educational performance of the body to help those master system designs. Technology prepares the chance for the learners to reach the talks, presentations or reviews when required quickly than when performed by a single program (Coffey & Farinde-Wu, 2016). These elements can be digitally stored and delivered on-order by the net, CD-ROM or DVD.…”

Section: Review Of Literaturementioning

confidence: 99%

The Impact of Student-Based Instruction on Improving IBT TOEFL Scores of Iranian Students

Afsahi¹,

Biria²

2016

IJEL

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Student-based instruction is a form of collaborative education that students play an active role in learning the process. Student's activity is in group forms. The teacher is presenting in class just to answer students' questions. The paradigm and pattern shifting away from teaching to an emphasis on learning have persuaded power to be changed and moved from the teacher to the student. Being a qualitative research paper, it is an attempt to investigate the impact of student-based instruction on improving IBT scores of Iranian students. The participants of this study will include two groups of male and female students each consisting of 15, all of whom are enrolling in TOEFL classes in Kish English Institute in Tehran. The participants will be assigned to control (N=15) and experimental (N=15) groups. The participants in the experimental and control groups exposed to the same content, but a different instructional method. The participants are 30 students in Advance level in one class, male and female, aged 25-35 years old. SPSS and Independent T-test are used to measure hypothesis of research and to analyze data, respectively. According to the results of this investigation, student-based instruction significantly affects IBT TOEFL scores of students.

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“…Relationships are a central component to closing gaps for diverse learners. Creating a space of mutuality and respect works best when learners and leaders work together (Coffey & Farinde-Wu, 2016). Knowing and connecting students' strengths and learning styles to pedagogy; fosters classroom relationships, places value on students' diverse assets, and maintains high academic expectations for all students; which bridges gaps for diverse 132 learners (Gardiner & Enomoto, 2006;Khalifa, Gooden, & Davis, 2016).…”

Section: Relationshipsmentioning

confidence: 99%

“…"If we dare to take on the challenge of learning about our students and truly caring about the information they choose to share, we have the chance to create a classroom culture that inspires growth and higher order thinking" (Samuels, Samuels, & Cook, 2017, p. 20). Coffey and Farinde-Wu (2016) also stated that students are more willing to take risks, if they feel valued and respected in the classroom community.…”

Section: Relationshipsmentioning

confidence: 99%

“…Relationship-building can also support instructional leaders in becoming "warm demanders" (Bondy & Ross, 2008;Irvine & Fraser, 1998;), which refers to educators' ability to foster relationships with students and communities through both culturally responsive measures and by maintaining high expectations for all (Khalifa et al, 2016). Developing synergistic relationships between home, culture, and school, as teachers center their pedagogical practices at the intersection of students' home and school lives (Coffey & Farinde-Wu, 2016) further supports fostering relational capacity. Therefore, making sure students and families know that students are not only expected to demonstrate high achievement, but that they will also be supported in doing so, is essential to a culturally responsive classroom.…”

Section: Relationshipsmentioning

confidence: 99%

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Intentionality in facilitating shifts towards equity : an intrinsic case study of instructional leaders supporting implementation of culturally responsive teaching

Rodney¹

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This intrinsic case study using interviews, a focus group, document analysis, and observation explored the impact of utilizing the 6Ms Framework, a locally developed instructional tool for implementing culturally responsive strategies, as a means of facilitating pedagogical shifts towards culturally responsive teaching (CRT) in an elementary context. Using the 6Ms Framework as a lens, this study explicitly examined the academic gaps between Black and non-Black elementary students in a school district within the southeastern United States. The perspectives of instructional leaders, including coaches and teacher leaders, were examined based on their use of or support of the 6Ms and CRT. Findings point to how intentional planning of culturally responsive lessons fosters educational equity for marginalized learners; studentcentered instructional practices lead to bridging gaps for diverse students; and engaging in the 6Ms facilitates shifts toward culturally responsive pedagogy for educators.

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Navigating the journey to culturally responsive teaching: Lessons from the success and struggles of one first-year, Black female teacher of Black students in an urban school

Cited by 51 publications

References 37 publications

Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications

Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications

The Impact of Student-Based Instruction on Improving IBT TOEFL Scores of Iranian Students

Intentionality in facilitating shifts towards equity : an intrinsic case study of instructional leaders supporting implementation of culturally responsive teaching

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