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Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
Gay is a consultant for the Teaching Diverse Students initiative through Learning For Justice, a project of the Southern Poverty Law Center. [citation needed] In 1994, Gay was the first recipient of The G. Pritchy Smith Multicultural Educator Award given by the National Association for Multicultural Education.
While studies have shown that "the longer these students of color remain in school, the more their achievement lags behind that of White mainstream students", [5]: 3 it is still highly debated whether or not learning styles, are indeed culturally distinctive, and furthermore, whether implementing different teaching strategies with different ...
Happy back to school! Parents, teachers and students, find funny and motivational back-to-school quotes about education, learning and working with others.
[18] One theme that came up was "pedagogical re-envisioning", which are pedagogies and understandings of culturally responsive teaching to address writing and understand that each student has individual needs. With understanding this, teachers are able to give students the opportunity to include oral storytelling so students have their own ...
It is a natural extension of culturally responsive teaching, which uses students' backgrounds, rendering of social experiences, prior knowledge, and learning styles in daily lessons. Teachers, as culturally responsive classroom managers, recognize their biases and values and reflect on how these influence their expectations for behavior and ...
Learning also promotes the aggregation of knowledge of cultural practices and spirituality. For example, the Mazahua fifth- and sixth-grade students shifted their roles within the class by making a transformation between being a bystander and actually being considerate enough to contribute without being told to do so.
This falls into the area of culturally responsive teaching and requires teaching education and teachers to address issues of diversity education and disadvantage as a part of a teacher education curriculum. Jabbar & Hardaker (2013) [26] argue that this is an essential process in helping students of ethnicity, colour and diversity achieve and ...