Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School

Portes, Pedro R.; Canche, Manuel Gonzalez; Boada, Diego; Whatley, Melissa

doi:10.3102/0002831217741089

Cited by 26 publications

(14 citation statements)

References 71 publications

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“…Planned carefully, learner-centered instructional practices afford students essential presence to shape curricula practice, thus enabling them to take active role in their education (Angelis, 2003;Dewey, 1938). Data from this study showed that caring educators enact learner-centered pedagogy through dialogic instructional process (Portes, Canche, Boada, & Whatley, 2018). Inviting learners to a dialogue is especially powerful because talking engages the social, emotional and cultural dimensions of knowing that are critical to meaningful learning (O'Laughlin, 1992).…”

Section: Discussionmentioning

confidence: 91%

Caring Schools and Educators a Solution to Disparities in Academic Performance: Learners of Colors Speak

Nganga

Han

2019

Sage Open

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All students, irrespective of their differences, both natural and socially constructed should experience and achieve educational success. This is especially true in the United States because the goal of education is to equip learners with knowledge, skills, and dispositions essential for "publicness," that is, learning "what it means to be a public and to start down the road toward common national and civil identity" (Goodlad, Mantle-Bromley, & Goodlad, 2004, p. 35). Unfortunately, attaining educational success has historically eluded many students, learners of color in particular, because their lived experiences and cultures are rarely represented in curricula (Apple, 2004). When education fails to reflect the experiences and contributions of everyone, the excluded groups are likely to refuse to participate (Giroux, 2001; Kohl, 1994; Sleeter & Grant, 2009). Such refusal could lead to poor academic performance. Therefore, Brown (2017) and Williams (2011) reported that perhaps because of learner refusal to participate in exclusive education, students of color have consistently performed dismally on almost every measure of educational achievement. But what is most concerning is the fact that in spite of the proposed solutions by multiple studies, there has been little progress in solving the problem. This conundrum requires the development of other remedies. Therefore, we (researchers) designed this study to identify alternate solutions based on students' lived experiences and perspectives. Specifically, we were interested in investigating the conditions and contexts such as pedagogy, learning environments, resources, opportunities, and challenges (Nieto & Bode, 2012) that the participants experienced. Previous studies concluded that, in general, learners of color in the United States experience unfavorable learning conditions and contexts. For example, Kumar and Lauermann (2018) and Kumar and Hamer (2013) found a positive correlation between teacher attitude toward culturally diverse learners and their motivation to implement learning that meets the needs of all learners. As a result, educators who hold limited worldview, and have negative attitude toward cultural diversity, are less likely to implement culturally inclusive education, thus limiting the academic success for many learners of color (Darling-Hammond, 2010). A culturally exclusive education is problematic because it does not examine, disrupt, and redress unjust learning conditions and contexts that learners of color contend with on a regular basis (

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Section: Discussionmentioning

confidence: 91%

Caring Schools and Educators a Solution to Disparities in Academic Performance: Learners of Colors Speak

Nganga

Han

2019

Sage Open

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“…Culturally responsive teaching has been shown to positively impact the learning outcomes [8]. When compared to standard educational curriculum, culturally responsive pedagogy for ELLs has been found to significantly increase learning gains in computer programming [58] and language outcomes [59]. In fact, it has been shown that bringing the student's home culture into the classroom and into instruction is the most important element when working with a culturally diverse population, such as ELLs [60].…”

Section: Cultural Responsivenessmentioning

confidence: 99%

Engaging English Language Learners as Cultural Informants in the Design of a Social Robot for Education

Björling

Louie

Wiesmann

et al. 2021

MTI

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Background: There are 4.9 million English Language Learners (ELLs) in the United States. Only 2% of educators are trained to support these vulnerable students. Social robots show promise for language acquisition and may provide valuable support for students, especially as we return to needing smaller classes due to COVID-19. While cultural responsiveness increases gains for ELLs, little is known about the design of culturally responsive child–robot interactions. Method: Therefore, using a participatory design approach, we conducted an exploratory study with 24 Spanish-speaking ELLs at a Pacific Northwest elementary school. As cultural informants, students participated in a 15-min, robot-led, small group story discussion followed by a post-interaction feedback session. We then conducted reflexive critiques with six ELL teachers who reviewed the group interactions to provide further interpretation on design feature possibilities and potential interactions with the robot. Results: Students found the social robot engaging, but many were hesitant to converse with the robot. During post-interaction dialogue students articulated the specific ways in which the social robot appearance and behavior could be modified to help them feel more comfortable. Teachers postulated that the social robot could be designed to engage students in peer-to-peer conversations. Teachers also recognized the ELLs verbosity when discussing their experiences with the robot and suggested such interactions could stimulate responsiveness from students. Conclusion: Cultural responsiveness is a key component to successful education in ELLs. However, integrating appropriate, cultural responsiveness into robot interactions may require participants as cultural informants to ensure the robot behaviors and interactions are situated in that educational community. Utilizing a participatory approach to engage ELLs in design decisions for social robots is a promising way to gather culturally responsive requirements to inform successful child–robot interactions.

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“…A study conducted by Portes, Gonzalez Canche, Boada, and Whatley (2018) observed the influence of teacher attitudes and teaching in a small group setting with a student-centered model through ICs. It was noted that the ICs implemented by teachers who did not have meaningful exchanges in conversations where both parties to contribute to a common idea were unsuccessful.…”

Section: Influence Of Culturally Responsive Classroom Environmentsmentioning

confidence: 99%

The Effects on Instructional Conversations on English Language Learners

Hendy¹,

Cuevas²

2020

ger

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This research examined the effectiveness that the Instructional Conversations (ICs) teaching method had on elementary-aged English Language Learning (ELLs) students. Specifically, how ICs impact student academic achievement, academic language usage, and student engagement. The study compared two first grade classrooms, 39 participants, consisting of majority ELL students. The experimental group received math instruction through Instructional Conversation activities while the comparison group was taught using traditional math instruction and centers. After controlling for initial ability in math, results indicated that ICs did not lead to an increase of academic achievement or academic language usage when compared to students taught through traditional instruction. Results did show that engagement increased when taught using ICs. With an increase in engagement combined with a decrease in academic acquisition, results suggest that ICs should be used with caution when teaching content related material.

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Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School

Cited by 26 publications

References 71 publications

Caring Schools and Educators a Solution to Disparities in Academic Performance: Learners of Colors Speak

Caring Schools and Educators a Solution to Disparities in Academic Performance: Learners of Colors Speak

Engaging English Language Learners as Cultural Informants in the Design of a Social Robot for Education

The Effects on Instructional Conversations on English Language Learners

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