Location

CSU Ballroom

Start Date

20-4-2015 2:00 PM

End Date

20-4-2015 3:30 PM

Student's Major

Elementary and Early Childhood Education

Student's College

Education

Mentor's Name

Elizabeth Sandell

Mentor's Email Address

elizabeth.sandell@mnsu.edu

Mentor's Department

Elementary and Early Childhood Education

Mentor's College

Education

Description

Cultural Responsive Teaching, according to Irvine and Armento, may be defined as “incorporating elements of the students’ cultures into their teaching” (2001). The purpose of this study was to apply Cultural Responsive Teaching (CRT) to the review of classroom-based learning materials and instructional strategies. The question was: What instructional strategies will respond to cultures of students in ways that meet academic standards? 1. What is Culturally Responsive Teaching (CRT)? 2. What are the most frequent home languages of students in Mankato Public Schools? The literature review demonstrated the importance of integrating students’ cultural backgrounds into the traditional academic domains of teaching and learning (Gay, 2004; Wang, 1998; Banks, 1993; McIntosh, 2000; and Thompson & Cuseo, 2012). This study was based on Banks’ five dimensions of multicultural education: (1) content integration, (2) knowledge construction, (3) equity pedagogy, (4) prejudice reduction, and (5) empowering school culture and social culture (Banks, 1998). An investigation into the most frequent home language of students in Mankato Public Schools showed the ten most frequent languages were: English (6783 individual students), Somali (178), Spanish (99), Nuer (81), Anuak (31), Arabic (18), Vietnamese (18), Chinese,/Mandarin (16) (Minnesota Department of Education, 2012). These ten most frequent home languages were used to search for curriculum that may be appropriate instructional strategies for teachers of kindergarten through secondary school. The presentation will describe the results and make recommendations. Outcomes of the study will be used for course re-design by faculty in the Department of Educational Studies: Elementary and Early Childhood.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

 
Apr 20th, 2:00 PM Apr 20th, 3:30 PM

Enhancing Pre-Service Teachers' Capacity for Culturally Responsive Teaching

CSU Ballroom

Cultural Responsive Teaching, according to Irvine and Armento, may be defined as “incorporating elements of the students’ cultures into their teaching” (2001). The purpose of this study was to apply Cultural Responsive Teaching (CRT) to the review of classroom-based learning materials and instructional strategies. The question was: What instructional strategies will respond to cultures of students in ways that meet academic standards? 1. What is Culturally Responsive Teaching (CRT)? 2. What are the most frequent home languages of students in Mankato Public Schools? The literature review demonstrated the importance of integrating students’ cultural backgrounds into the traditional academic domains of teaching and learning (Gay, 2004; Wang, 1998; Banks, 1993; McIntosh, 2000; and Thompson & Cuseo, 2012). This study was based on Banks’ five dimensions of multicultural education: (1) content integration, (2) knowledge construction, (3) equity pedagogy, (4) prejudice reduction, and (5) empowering school culture and social culture (Banks, 1998). An investigation into the most frequent home language of students in Mankato Public Schools showed the ten most frequent languages were: English (6783 individual students), Somali (178), Spanish (99), Nuer (81), Anuak (31), Arabic (18), Vietnamese (18), Chinese,/Mandarin (16) (Minnesota Department of Education, 2012). These ten most frequent home languages were used to search for curriculum that may be appropriate instructional strategies for teachers of kindergarten through secondary school. The presentation will describe the results and make recommendations. Outcomes of the study will be used for course re-design by faculty in the Department of Educational Studies: Elementary and Early Childhood.

Recommended Citation

Currens, Anna. "Enhancing Pre-Service Teachers' Capacity for Culturally Responsive Teaching." Undergraduate Research Symposium, Mankato, MN, April 20, 2015.
http://cornerstone.lib.mnsu.edu/urs/2015/poster_session_B/13

 

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