Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures

Kumar, Revathy; Zusho, Akane; Bondie, Rhonda

doi:10.1080/00461520.2018.1432361

Cited by 122 publications

(53 citation statements)

References 156 publications

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“…By shifting our focus to the instructional reasoning and decisions teachers make, we can gain a more nuanced understanding of the underlying processes that result in more effective differentiation. Future studies should focus on differentiation for all students, intentionally, expanding the literature on how instruction can be adjusted to better serve the wide range of abilities diverse students bring to the classroom (see integrative examples in Kumar, Zusho, & Bondie, 2018). Finally, by explicitly tying the research on DI to actual student learning outcomes, we could gain critical information about the overall impact of this DI on achievement and broader learning outcomes.…”

Section: Future Researchmentioning

confidence: 99%

How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching?

Bondie¹,

Dahnke

Zusho

2019

Review of Research in Education

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136

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This rigorous literature review analyzed how 28 U.S.-based research studies conducted between 2001 and 2015 have defined, described, and measured changes in teaching practices related to implementation of Differentiated Instruction (DI) in P–12 classrooms. Research questions examined frameworks that defined DI, classroom operationalization of DI, key barriers and facilitators, and how changes in teacher practices across studies did not lead to a common definition of DI. Extracted data were analyzed by study type, DI purpose, theoretical framework, research questions, methodology, analysis method, expected/reported change in teacher practice, expected/reported impact on student learning, key barriers, facilitators, contextual factors, and implications for teaching and research. Findings demonstrated how the many different frameworks used to define DI shaped a variety of changes to teacher practices and roles. The purpose of DI varied widely from a systematic response to policy to informal teacher perception of student differences. Barriers included the DI decision source (institution vs. teacher). Facilitators focused on teacher view of time, resources, control, and dispositions toward differences and ambiguity. The need for systematic replicable studies with greater methodological rigor is discussed and a more integrative definition of DI focused on teacher instructional reasoning and decision making is proposed for future research.

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Section: Future Researchmentioning

confidence: 99%

How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching?

Bondie¹,

Dahnke

Zusho

2019

Review of Research in Education

Self Cite

136

View full text Add to dashboard Cite

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“…CRT, defined by Gay (2002) as teachers' knowledge of and attitudes toward cultural diversity, has the following five essential components: (1) a knowledge base related to cultural diversity, (2) a culturally relevant curriculum design, (3) learning communities, (4) cross‐cultural communication; and (5) cultural congruity in classroom instruction (Gay, 2002). Culturally responsive teachers contextualise instruction within the cultural forms, behaviours and processes of student learning (Savva, 2017); additionally, such teachers acknowledge the legitimacy of students’ cultural backgrounds by incorporating culturally relevant content and instructional strategies for motivating students to learn (Gay, 2010; Kumar, Zusho, & Bondie, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments

Chuang¹,

Shih²,

Cheng³

2020

Brit J Educational Tech

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This study developed and validated an instrument for assessing teachers' perceptions of culturally responsive teaching (CRT) in technology-supported learning environments (TSLE). Data were collected from a total of 257 elementary and secondary school teachers in Taiwan during March and April 2018 to verify the reliability and construct validity of the instrument. The construct validity of this instrument was examined via confirmatory factor analysis and a multidimensional partial credit model for item responses in which an 18-item instrument (4 items regarding cultural values, 3 regarding culturally relevant curricula, 4 regarding cultural scaffolding, 3 regarding multicultural collaboration, and 4 regarding integrating with technology and multicultural perspectives) was validated after the elimination of 4 items. The reliability of the instrument was found to be satisfactory according to multidimensional versions of the partial credit model analysis. Regression analysis showed that technology experiences and technology experiences in teaching were positive predictors while school level was a negative predictor of teachers' perceived CRT in TSLE. Elementary school teachers were more likely to have positive perceptions of CRT in TSLE than were secondary school teachers.

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“…We argue, then, that while the pursuit of educating students to be successful at tradition notions of vocabulary and disciplinary content acquisition may, in the short‐term, lead to greater performance on standardized tests, particularly at the elementary levels, these types of curricular designs may not fulfill the promise of designing for equity as a process that allows all students to see themselves as life‐long learners related to the STEM, nor does it embrace the idea that relevancy impacts motivation within such disciplines (Kumar, Zusho, & Bondie, ). To this end, our research provides support that students from diverse backgrounds can learn science in meaningful ways and develop more positive attitudes toward the discipline, when the content is contextualized in their local contexts.…”

Section: Implications and Principal Contribution To The Fieldmentioning

confidence: 99%

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Boda

Brown

2019

J Res Sci Teach

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The development of three‐dimensional learning among all K‐12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill‐prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three‐dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design‐based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed‐methods design with a two‐way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self‐reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.

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Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures

Cited by 122 publications

References 156 publications

How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching?

How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching?

Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

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