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’
