Cultural Competencies: Essential Elements of Caring-Centered Multicultural Education

Pang, Valerie Ooka; Stein, Rachel; Gómez, Mariana; Matas, Amanda; Shimogori, Yuji

doi:10.1080/01626620.2011.627050

Cited by 29 publications

(17 citation statements)

References 12 publications

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“…Teachers with expert content knowledge are able to use research-based instructional strategies to develop students' academic competence and critical thinking about the subject matter (Perkins et al 1993;Cohen et al 2003). The extent to which teachers engage students in critical thinking is dependent on the tasks they design and the scaffolds they put in place that allow students at varying levels of ability to use higher order thinking skills to make meaning of content (Anderson et al 2001;Bowen 2003;Hatano and Osuro 2003;Pang et al 2011;Sawyer 2006;Shulman 1986).…”

Section: Theoretical Framework: a Vision And Definition Of Common Cormentioning

confidence: 98%

“…Relevance is present when the teacher uses his or her knowledge of students along with his or her knowledge of content and curriculum to craft tasks students understand, enjoy, are interested in, and take seriously (Bowen 2003;Costa et al 2008). Relationships are strengthened when a teacher's pedagogical skills interact with a positive classroom culture which values, respects, and appreciates students' contributions to the teaching and learning process (Cohen et al 2003;Davis 2006;Haberman 1992;Nystrand 1997;Olson 2003;Pang et al 2011;Resnick and Hall 2001;Wentzel 1997).…”

Section: Theoretical Framework: a Vision And Definition Of Common Cormentioning

confidence: 98%

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Protocol for the Assessment of Common Core Teaching: the Impact of Instructional Inclusion on Students with Special Needs

Gallagher

Odozi²

2015

Contemp School Psychol

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The quality of instruction in the classroom is the most powerful leverage point for school improvement because it is the only thing over which educators have a significant degree of control. As student assessments change to reflect the higher expectations of Common Core State Standards (CCSS), it is important that the assessment and development of teaching correspond with those expectations. The purpose of this study was to assess the quality of student engagement in general education classrooms and then compare the engagement of individual students with special needs with the engagement of their general education peers. The goal was to determine whether or not Individual Education Plan (IEP) goals were being met when services were provided in the general education classroom. The Protocol for the Assessment of Common Core Teaching (ProACCT) is an integrated observation instrument that measures academic engagement on three dimensions: student participation, the cognitive demand of lesson tasks, and the academic language used by students when they are learning content. The protocol was adapted to measure academic engagement individually so stakeholders could understand the levels of support required to ensure students with special needs have access to effective Common Core instruction.

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Section: Theoretical Framework: a Vision And Definition Of Common Cormentioning

confidence: 98%

Section: Theoretical Framework: a Vision And Definition Of Common Cormentioning

confidence: 98%

Protocol for the Assessment of Common Core Teaching: the Impact of Instructional Inclusion on Students with Special Needs

Gallagher

Odozi²

2015

Contemp School Psychol

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“…For example, Ladson-Billings's (2010) work with successful African American teachers demonstrated that the teachers were concerned with both the academic growth and the social/emotional development of their students. According to Pang, Stein, Gomez, Matas, and Shimogori (2011), the development of caring, trusting relationships is key to the creation and implementation of effective, student-centered multicultural instruction in which students' identities are affirmed and their community connections are used as resources to mediate their own learning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Communities of Caring: Developing Curriculum That Engages Latino/a Students’ Diverse Literacy Practices

Ordoñez-Jasis

Dunsmore²,

Herrera

et al. 2016

Journal of Latinos and Education

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“…Teachers are likely drivers of these processes within the larger school ecology, through establishing classroom environments, interpersonal relationships, and teaching approaches that contribute to student connectedness (Daly, Buchanan, Dasch, Eichen, & Lenhart, 2010; Klem & Connell, 2004; Waters et al, 2009). Teacher caring (Noddings, 1992,1996; Pang, 2001), effectiveness (Ladson-Billings, 1994), and cultural sensitivity (Delpit, 2006; Noguera, 2008; Valenzuela, 1999) all impact students’ academic achievement and likely connectedness. Furthermore, teachers may contribute to a broad array of developmental asset-building through interactions that provide role models and facilitate internal and psychosocial assets.…”

Section: Introductionmentioning

confidence: 99%

They Just Respect You for Who You Are: Contributors to Educator Positive Youth Development Promotion for Somali, Latino, and Hmong Students

et al. 2016

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Youth from immigrant communities may experience barriers to connecting with schools and teachers, potentially undermining academic achievement and healthy youth development. This qualitative study aimed to understand how educators serving Somali, Latino, and Hmong (SLH) youth can best promote educator-student connectedness and positive youth development, by exploring the perspectives of teachers, youth workers, and SLH youth, using a community based participatory research approach. We conducted four focus groups with teachers, 18 key informant interviews with adults working with SLH youth, and nine focus groups with SLH middle and high school students. Four themes emerged regarding facilitators to educators promoting positive youth development in schools: (1) an authoritative teaching approach where teachers hold high expectations for student behavior and achievement, (2) building trusting educator–student relationships, (3) conveying respect for students as individuals, and (4) a school infrastructure characterized by a supportive and inclusive environment. Findings suggest a set of skills and educator-student interactions that may promote positive youth development and increase student-educator connectedness for SLH youth in public schools.

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Cultural Competencies: Essential Elements of Caring-Centered Multicultural Education

Cited by 29 publications

References 12 publications

Protocol for the Assessment of Common Core Teaching: the Impact of Instructional Inclusion on Students with Special Needs

Protocol for the Assessment of Common Core Teaching: the Impact of Instructional Inclusion on Students with Special Needs

Communities of Caring: Developing Curriculum That Engages Latino/a Students’ Diverse Literacy Practices

They Just Respect You for Who You Are: Contributors to Educator Positive Youth Development Promotion for Somali, Latino, and Hmong Students

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