Teaching Social Studies for Newcomer English Language Learners: Toward Culturally Relevant Pedagogy

Choi, Yoon-Jung

doi:10.1080/15210960.2013.754640

Cited by 60 publications

(48 citation statements)

References 14 publications

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“…In a similar vein, the literature of CRT, CRP, and multicultural education supports the idea that teachers with high TSMC contribute to students’ engagement, motivation, and competence in learning (Y. Choi, 2013; Nykiel-Herbert, 2010; Rodriguez et al, 2004) and that they help students develop cultural identity and expand social relationships that cross racial, gender, and socioeconomic lines (Gutstein, 2003; Milner, 2011; Thompson & Byrnes, 2011).…”

Section: Literature Reviewmentioning

confidence: 85%

“…In a similar vein, the literature of CRT, CRP, and multicultural education supports the idea that teachers with high TSMC contribute to students' engagement, motivation, and competence in learning (Y. Choi, 2013;Nykiel-Herbert, 2010;Rodriguez et al, 2004) and that they help students develop cultural identity and expand social relationships that cross racial, gender, and socioeconomic lines (Gutstein, 2003;Milner, 2011;Thompson & Byrnes, 2011). Teachers with high TSMC are also able to support students in understanding sociopolitical issues and questioning existing social inequality and injustice by bridging home and school culture (Banks, 2001;Gay, 2002;Ladson-Billings, 1995).…”

mentioning

confidence: 86%

“…As a result, PDME serves to “contribute to teachers’ self-efficacy [emphasis added] and success in working with culturally diverse students” (Parkhouse et al, 2019, p. 416), while incorporating several approaches, such as culturally relevant pedagogy (CRP; Ladson-Billings, 1995), culturally responsive teaching (CRT; Gay, 2002), and culturally sustaining pedagogy (Paris, 2012) into their programs. While qualitative research has shown the importance of these approaches (e.g., Brown & Crippen, 2016; Y. Choi, 2013), quantitative evidence on the effectiveness of PDME on TSMC is scarce (Parkhouse et al, 2019).…”

mentioning

confidence: 99%

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Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea

Choi

Lee

2020

AERA Open

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The modern classroom is becoming increasingly diverse, with many countries seeking to develop teacher self-efficacy in multicultural classrooms (TSMC) to effectively teach diverse students by offering professional development in multicultural education (PDME). Using the Teaching and Learning International Survey 2018, we examine whether the teachers’ experience in PDME improves TSMC, as well as whether TSMC mediates the relationship between PDME and teachers’ perceptions of school climate in secondary schools in the United States and South Korea. We find a significant positive relationship between PDME and TSMC and that TSMC plays a mediating role between PDME and school climate. The findings suggest that PDME not only plays a key role in enhancing TSMC but also promotes a positive school climate.

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Section: Literature Reviewmentioning

confidence: 85%

mentioning

confidence: 86%

mentioning

confidence: 99%

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Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea

Choi

Lee

2020

AERA Open

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“…Some of the literature directly connected CRE to positive gains in test scores (Choi, 2013;Duncan-Andrade, 2007;Hubert, 2013;Nykiel-Herbert, 2010;Rodriguez et al, 2004). The engagement of CRE also resulted in positive impacts on affective domains often correlated with higher test scores even if such connections were not made in a specific report of research.…”

Section: Connecting Culturally Relevant Education To Student Outcomesmentioning

confidence: 99%

The Theory and Practice of Culturally Relevant Education

Aronson

Laughter

2016

Review of Educational Research

611

417

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Many teachers and educational researchers have claimed to adopt tenets of culturally relevant education (CRE). However, recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this synthesis of research, we sought examples of research connecting CRE to positive student outcomes across content areas. It is our hope that this synthesis will be a reference useful to educational researchers, parents, teachers, and education leaders wanting to reframe public debates in education away from neoliberal individualism, whether in a specific content classroom or in a broader educational community.

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“…Generally, Indigenous scholars encourage critical, student-centered pedagogies, partnership with Indigenous communities and leaders, and meaningful integration of Indigenous counter-narratives throughout the curriculum (Brayboy, 2005; Grande, 2008; McCarty and Lee, 2014; Smith, 1999; Tuck and Fine, 2007). In addition to working to confront the legacy of settler-colonialism, such efforts expand historical accuracy (Banks and Nguyen, 2008; Bennett, 2001), increase academic success of underrepresented students (Choi, 2013; Nieto, 2004), support retention of teachers of color (Achinstein et al., 2010), and encourage use of culturally responsive pedagogy by White teachers (Goldenburg, 2014).…”

Section: Theoretical Foundationsmentioning

confidence: 99%

Investigating curricular policy as a tool to dismantle the master’s house: Indian Education for All and social studies teacher education

Stanton

Morrison

2018

Policy Futures in Education

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US curricular policies frequently bolster neoliberal power structures within both pre-K to 12 schools and universities by privileging settler–colonial narratives and excluding Indigenous knowledge. However, curricular policies can also serve to enhance social reconstructionist and social justice education. In this article, we describe two case studies focused on a state-level policy—Montana’s Indian Education for All—aimed at advancing understandings about Indigenous experiences and worldviews. The first study’s findings demonstrate Indian Education for All’s potential to support practicing teachers, including teachers with limited experience working with Indigenous communities, in their efforts to confront settler-colonialism and neoliberalism within curricula. The results from our second study suggest the potential for Indian Education for All to create space for Indigenous student leadership. However, our research also provides cautionary notes about the potential for “tools,” such as Indian Education for All, to unintentionally reinforce settler-colonialism, neoliberalism, and racism, as they can create opportunities for racial microaggressions and inequitable expectations. We conclude with recommendations for teacher education programs, institutional leaders, and policymakers.

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Teaching Social Studies for Newcomer English Language Learners: Toward Culturally Relevant Pedagogy

Cited by 60 publications

References 14 publications

Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea

Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea

The Theory and Practice of Culturally Relevant Education

Investigating curricular policy as a tool to dismantle the master’s house: Indian Education for All and social studies teacher education

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