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
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons
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.
https://cornerstone.lib.mnsu.edu/urs/2015/poster_session_B/13
