Preparing for Culturally Responsive Teaching

Gay, Geneva

doi:10.1177/0022487102053002003

Cited by 1,900 publications

(1,749 citation statements)

References 17 publications

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“…It may be due to the teacher education curriculum that contains cultural responsive management elements (Weinstein, Tomlinson-Clarke & Curran, 2004). Gay (2002) recommended that cultural elements have to be embedded in any curriculum design.…”

Section: Ethnicitymentioning

confidence: 99%

Professional Teachers’ Strategies for Promoting Positive Behaviour in Schools

Awang¹,

Ahmad²,

Ali³

2013

ASS

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This study aims to obtain descriptive information on strategies used to promote positive behaviour in the school context from professional teachers' perspectives based on background information. The professional teachers, who play important roles in schools, include principals, class teachers, physical education teachers, discipline teachers, and counselors. The study design employed the survey approach using questionnaire with close-ended questions involving 319 respondents who were selected randomly from 15 urban national secondary schools in Malaysia. Data analysis was conducted using descriptive statistics such as frequency and percentage. Results indicated that the majority of professional teachers used five positive behaviour enhancement strategies, namely treating pupils with respect, co-operating with the government agencies, encouraging pupils to actively participate in school activities, using more praise than criticism in schools and guiding pupils to find a solution to modify their behavioural problems. The data analysis shows that there is a difference in terms of the frequency of strategy use from professional teachers' perspectives based on background information. It is recommended that designing teacher training curriculum and in-service training in relation to positive behaviour enhancement strategies should be updated and appropriate with the professional teachers' needs, and also be congruent with their background information.

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Section: Ethnicitymentioning

confidence: 99%

Professional Teachers’ Strategies for Promoting Positive Behaviour in Schools

Awang¹,

Ahmad²,

Ali³

2013

ASS

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“…T he often-cited data that highlight the disproportionate number of African American and Hispanic students who experience academic failure has prompted researchers from various disciplines to critically examine the educational process and potentially identify alternative approaches to teaching students from culturally and linguistically diverse backgrounds (Gay, 2002;Ladson-Billings, 2000a). Delpit (1995), Gay (2000), Irvine (2003), and others have focused their attention on the cultural context of teaching and learning.…”

mentioning

confidence: 99%

Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy-Forming Experiences: A Mixed Methods Study

Siwatu

2011

The Journal of Educational Research

125

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“…Culturally relevant pedagogy (CRP) is rooted in the belief that learning is a socially mediated process explicitly connecting to students' cultural and linguistic experiences (Groulx and Silva 2010). Gay (2000) and Howard (2003) contend CRP involves teachers connecting classroom experiences and learning to children's home experiences and native language. However, CRP is more than making connections.…”

Section: Culturally Relevant Pedagogymentioning

confidence: 99%

“…It requires teachers to intentionally and effectively use and support the languages, literacies, and cultural tools of students who represent the dominant and marginalized sectors of our society (Beauboeuf-LaFontant 1999). CRP requires teachers not only to be able to effectively implement best practices but also have the belief that such practices are essential to quality teaching and learning of culturally and linguistically diverse students (Gay 2000;Ladson-Billings 2014).…”

Section: Culturally Relevant Pedagogymentioning

confidence: 99%

Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom

Durden

Escalante

Blitch

2014

Early Childhood Educ J

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Using an ethnographic case study approach, we examined how teachers and parents within an ethnically diverse early childhood program conceptualized and implemented culturally relevant pedagogy and how these primary caregivers were encouraging children's sociocultural development and awareness. Data sources included questionnaires, interview transcripts, and observational field notes (classroom and community). Findings suggest there were multiple strategies and resources teachers used to facilitate the sociocultural growth of young children indicative of culturally relevant practices. However, we discovered there were mediating factors that impacted how and whether teachers were able to implement culturally relevant pedagogy in the early childhood classroom.

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Preparing for Culturally Responsive Teaching

Cited by 1,900 publications

References 17 publications

Professional Teachers’ Strategies for Promoting Positive Behaviour in Schools

Professional Teachers’ Strategies for Promoting Positive Behaviour in Schools

Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy-Forming Experiences: A Mixed Methods Study

Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom

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