edlc772 culturally responsive teaching journal critique
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Coastal Carolina University *
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772
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Arts Humanities
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Apr 3, 2024
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docx
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Uploaded by tnhumphri
CULTURALLY RESPONSIVE TEACHING 1
Article Critiques: Culturally Responsive Teaching
Taylor Humphries
School of Education, Liberty University
CULTURALLY RESPONSIVE TEACHING 2
Summary of article one
The first article, “A culturally responsive disposition: how professional learning and teachers’ beliefs about and self-efficacy for culturally responsive teaching relate to instruction”, the authors look at the teachers’ ability to teach in a culturally responsive way in seven urban districts across the country. The authors look at having self-efficacy for the topic, the abundance (or lack thereof) for professional development opportunities surrounding the topic, as well as the teachers’ self-reported teaching practices for culturally responsive teaching. Based on prior literature, the authors’ predictions were that teachers’ self-efficacy and beliefs surrounding culturally responsive teaching positively trend with how often the teachers use culturally responsive teaching. After this two-year study, the authors predictions were correct, and also that if a teacher had positively aligned beliefs regarding culturally responsive teaching, the more it was to be taught in the classroom.
Summary of article two
The second article, “Is good teaching culturally responsive?”, the authors conduct a study
on twenty-two secondary mathematics and science teachers in an urban setting. The study starts out by noting that in urban schools, there is starting to be an increase in the diversity of the student population, which the authors note directly contrasts with the lack of diversity at the educator level. The researchers looked at specific teaching strategies in these mathematics and science classrooms, as well as if these strategies were both student-centered and classified as culturally responsive teaching. The strategies that were included discovery learning, centers, group work, and games and all were found to be student-centered. The research also found that by creating a learning environment that was welcoming and engaging, it was easy to implement culturally responsive teaching into many lessons. These teachers paid attention to students’
CULTURALLY RESPONSIVE TEACHING 3
interests and incorporated those interests into the lessons. A few teachers used the media culture to implement CR teaching, and one teacher eliminated the language barrier, learning different cultures’ slang. Overall, the researchers found different ways that educators can create a culturally responsive classroom. Comparison and contrast
Both articles touched on the importance of culturally responsive teaching in the classroom. In the second article, the authors did a great job of expressing ways to make the classroom learning environment more student-centered. I believe that if an educator is unsure of how to effectively implement culturally responsive teaching into their classroom, making small changes such as switching to student-centered learning would be a good pathway to start, as it would start making the students more comfortable in that classroom. The second article also gave
examples on how to bring culturally responsive teaching into the classroom. The first article expressed the importance of educators having self-efficacy surrounding the topic of culturally responsive teaching. Justification and importance
Overall, both articles display the importance of culturally responsive teaching in the classroom. As the second article stated, the diversity in the classrooms is steadily increasing, and it is our job as educators to create a learning environment where every student feels seen, heard, and welcome. Creating a learning environment that connects students’ language, culture, and life experiences with one another as well as what they are learning in school will provide an equitable experience for all students and will increase the students chance of success in the classroom.
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CULTURALLY RESPONSIVE TEACHING 4
References
Comstock, M., Litke, E., Lee Hill, K., & Desimone, L.M. (2023). A culturally responsive disposition: how professional learning and teachers’ beliefs about and self-efficacy for culturally responsive teaching relate to instruction. AERA Open, 9. https://doi.org/10.1177/23328584221140092
Tanase, M. (2020). Is good teaching culturally responsive
? Journal of Pedagogical Research, 4(3),
187-202. http://dx.doi.org/10.33902/JPR.2020063333