The DOI matches its Crossref record.
Culturally Responsive Teaching
Abstract
This chapter presents thirty-sixth innovative and research-based instructional strategy [culturally responsive teaching (CRT)] which teachers can use to support all levels of English Language Learners (ELLs). It describes this strategy by explaining what it is; why teachers like it; what research it supports, its common core connections, and its applications; and what could go wrong about it and its technology connections in more detail. Two of the most-common philosophies guiding how teachers of all races can be better teachers to students of color are CRT and culturally sustaining pedagogy (CSP). CSP is an emerging perspective that builds on the tenets of CRT. Although the focus of CRT isn't on meeting certain Standards, it is on leveraging students‘ cultural and linguistic tools in order for them to learn at high levels. Recent research has found CRT to be vitally important to educating ELLs with disabilities.
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Cited by
Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen
Milner, H. R. (2007) · Educational Researcher · doi:10.3102/0013189x07309471 · Cited by 1,714
Social Justice Leadership as Praxis: Developing Capacities Through Preparation Programs
Furman, G. (2012) · Educational Administration Quarterly · doi:10.1177/0013161x11427394 · Cited by 591
CORNO, L. (2008) · Educational Psychologist · doi:10.1080/00461520802178466 · Cited by 456
Funds of Knowledge: An investigation of coherence within the literature
Hogg, L. (2011) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.11.005 · Cited by 306
Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools
Brown, M. R. (2007) · Intervention in School and Clinic · doi:10.1177/10534512070430010801 · Cited by 222
Garza, R. (2009) · Urban Education · doi:10.1177/0042085908318714 · Cited by 155
Examining cultural socialization within African American and European American households.
Tyler, K. M., Dillihunt, M. L., Boykin, A. W., Coleman, S. T., Scott, D. M., Tyler, C. M. B., & Hurley, E. A. (2008) · Cultural Diversity & Ethnic Minority Psychology · doi:10.1037/1099-9809.14.3.201 · Cited by 28
Linking Home-School Dissonance to School-Based Outcomes for African American High School Students
Tyler, K., Brown-Wright, L., Stevens-Watkins, D., Thomas, D., Stevens, R., Roan-Belle, C., Gadson, N., & Smith, L. T. (2010) · Journal of Black Psychology · doi:10.1177/0095798409353758 · Cited by 21
(2015) · Canadian Journal of Education / Revue canadienne de l éducation · Cited by 11
Thomassen, W. E. (2016) · Acta Didactica Norge · doi:10.5617/adno.2340 · Cited by 9
(2009) · Deep Blue (University of Michigan) · Cited by 8
Metadata
- Venue
- The ELL Teacher's Toolbox
- Publisher
- Wiley
- Published
- 2018-04-16
- Pages
- 351-357
- OpenAlex
- W2478869548
- Cited by
- 580
- References
- 0
- Type
- other
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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