Culturally Responsive Teaching Practices

TABLe of ConTenTs Patricia Mata: INTRODUCTION 9 i. Linking Theory And PrACTiCe gunther dietz & Laura Mateos: Towards an Ethnography of Diversity Discourses and Practices inside "Intercultural" Institutions: the case of the Universidad Veracruzana Intercultural in Mexico 14 Asmaa ganayem & AL: Virtual Groups and the Reduction of Intergroup Prejudice: A Longitudinal Field Experiment Among Israeli Jews and Arabs 33 Agostino Portera: Intercultural citizenship education in schools 49 krystyna Bleszynska & Marek szopski: Between Theory and Practice: the areas of confusion in Intercultural Education 51 Tyra nilsson: Intersectional perspectives on meaning making processes in the cultural, communicative and ethical dimensions of language education 61 ii. TeAChers As inTerCuLTurAL LeArners Max strandberg & Viveca Lindberg: Feedback in a Multiethnic Classroom Discussion 80 Paola giorgis: A Common World: Exploring the potentials of L2 for an Emotional and Ethical Education with intercultural perspectives 99 Maria kavouri: Intercultural Education in Italy thanks to the contribution of the Intercultural Mediator 111 jill Clark & julie Mcgowan: Managing cultural diversity in New Zealand tertiary institutions: Is cooperative learning the answer? 118 Chrisaygi gleni & simos Papadopoulos: When Drama Animator meets Intercultural Teacher: Pedagogy of Communicative Globalism and Inclusion 138 iii. inTerCuLTurAL eduCATion And iTs reLATion To huMAn righTs And soCiAL jusTiCe danijela Petrovic: To what extent do teachers perceive Roma discrimination in Serbian educational system? 156 rose Anne Cuschieri: Unity through Diversity: reality or myth? 173 Claudia Alonso: Cases study: school practices which reach educative achievements attending to cultural diversity inés gil jaurena: School and cultural diversity: from culture blind perspectives to responsive education Alberto fornasari: "The others among us: the concept of "borders" in Italian teenagers". A study for the Fondazione Intercultura iV. MisCeLLAneous Amarylis López: Close Encounters of the First Kind: Intercultural Education and the Challenges of Teaching Abroad haruko ishii: Cross-cultural Communication Theory into Practic.e Onboard Challenge of Ship of World Youth Program of Japan Mario Cruz & AL.: Plurilingualism vs multilingualism in early years of schooling: the rise of a critical cultural awareness in primary school nektaria Palaiologou & Catherine dimitriadou: Social Transformation through Innovative Teaching Approaches: a Case Study in a Multicultural School in Greece V. syMPosiuM: TeAChing MeThods in diVerse PoPuLATions in MuLTiCuLTurAL CLAsses nikolaos Akritidis & Mahi keskilidou: The teaching of Greek language in the intercultural schools of Western Thessaloniki giorgos Mavromatis: Teaching methods in multicultural classes to combat Islamophobia Mary kalantzis, Bill Cope & eugenia Arvnitis: Towards a Teaching Ecology for Diversity, Belonging and Transformation Maria kavouri: Teaching foreign language through Literature Miri shonfeld, elaine hoter & Asmaa ganayem: Teaching methods in multicultural groups with the aid of Information and Communication Technologies nektaria Palaiologou & odysseas evangelou: Using ICT to promote Intercultural Education: a case study from a Greek University MATA inTroducTion | 9 Vi. PosTers josé Luis Álvarez Castillo & AL.: The hard way to combat prejudice in teacher education: Perspective taking robustness in doubt 332 Paula Medeiros & AL: Plurilingual 334 isabel garcía Parejo & Mª Victoria de frutos: Systematization of an educational community experience: from literature(s) to intercultural curriculum 336 Margarita del olmo & Caridad hernández: Social Participation Strategies and Racism Prevention in Schools 346 Michele kahn: LGBT Module for Teacher Educators 350 eduard khakimov: Methods of Multicultural Education for the Development of the Competitiveness of Rural Students of Ethnic Minorities in Udmurt Republic 352 Mikael Luciak: Equity and Inclusive Education in Austria-Understanding the Complexities How Schools Respond to Multiple Forms of Diversity From A Comparative Perspective 354 inmaculada Antolínez: The construction of the difference in intercultural education: discourses and practices in Spain and Mexico 356 Marija Bartulović & Višnja novosel: Gentle(wo)man: teacher education in Croatia from a gender equality perspective 358 Lourdes school: An experience in Citizenship participation 360 María garcía-Cano & esther Márquez Lepe: Education, School transformation and cultural diversity 364

Culturally responsive teaching can be a complex concept to educators. They must stay flexible and organic to respond to the challenges faced by students’ cultural, linguistic, and social group affiliations. This article suggests layering three different aspects into the classroom to support culturally responsive teaching: the development of community, supporting collaboration, and authentic literacy.
Keywords: Collaboration, culturally responsive teaching/CRT, democratic classrooms, Diversity, Literacy

"Presents a substantive overview of the issues faced in social studies curriculum design, development, and implementation, with an emphasis on diversity of purposes and forms of knowledge within social studies as a school subject. This book offers contemporary perspectives on some of the most enduring problems facing social studies educators. The contributors systematically investigate a broad range of issues affecting the curriculum, enabling teachers and other curriculum workers to better understand the nature, scope, and context of curriculum concerns in today's schools. Contributors include Jane Bernard-Powers, Terrie L. Epstein, Ronald W. Evans, Stephen C. Fleury, David Hursh, Gloria Ladson-Billings, Sandra Mathison, Cameron McCarthy, Merry M. Merryfield, Nel Noddings, David Warren Saxe, and Michael Whelan.

The elementary inclusive education program in which I teach receives hundreds of applications each year from prospective teachers. In their essays, more than a few applicants write about their love for children. However, when selecting students for our program we look for applicants who acknowledge the struggles teachers may face when working with young children and their families. Although we know that teaching must involve deep caring for children (and their families and communities), we also know that many prospective teachers' own life experiences have not adequately prepared them for the immense challenges inherent in a social justiceoriented approach to early childhood and childhood education. After all, in our public school classrooms are: Children whose basic needs for food, medicine and shelter have been ill-met; children raised within non-traditional family structures; children from families with unconventional religious beliefs or political ideologies; recent immigrants just starting to learn English who may or may not have literacy in their native language/s; children living in the midst of chronic illness (their own or their families'); children who punch and kick others, who cry all day, or who may be too anxious to talk; children who have learned not to trust adults; children who do not make eye contact or use other conventional social cues; and children who have documented disabilities that appear to interfere with their learning. 1 Yet teacher education from a social justice perspective involves much more than only meeting the enormous needs of all these learners; it is also involves planning both curriculum and instruction as well.

Because few teacher education programs are truly rooted in the philosophical aims of multicultural and social justice education (Asher, 2007; Banks, 2008; Hayes & Juarez, 2012; Miller, 2014), many pre-service
teachers (PSTs) remain unpracticed—and unable—to teach in culturally responsive ways (Sleeter, 2012). But what structures and forces bear the culpability for the long documented shortcomings of this preparation?
And how can literacy teacher educators honor their commitment to preparing practitioners capable of teaching all children? Here, the author postulates the ways in which teacher education programs’ preference
for niceness functions as an iteration of Whiteness that obstructs attempts to actualize culturally responsive teacher preparation, tending specifically to the complicity of audit culture, pre-service teachers, teacher educators, and curricula and instruction. In an effort to disrupt and ultimately dismantle the culture of niceness, the author offers successful approaches to training PSTs for teaching in culturally responsive ways, including displaying sociocultural vulnerability, modeling and creating opportunities for critical reflection, and collaborating alongside PSTs to craft a transformative curriculum.

Bu araştırmanın amacı, çokkültürlülüğün yoğun olduğu bölgelerdeki okullarda öğretmenlerin, öğrencilerinin kültürel değerlerini eğitim öğretim sürecine nasıl kattıklarına ilişkin deneyimlerini sorgulamaktır. Araştırmada nitel araştırma türlerinden olgubilim (fenomenoloji) deseninden yararlanılmıştır. Kültürel farklılığı yoğun olan okullar ve kültürel farklılıklar konusunda deneyim sahibi öğretmenler kartopu örnekleme yoluyla seçilmiştir. Bu araştırmada veri üçgenlemesi yoluyla farklı veri kaynakları olan görüşme, gözlem ve doküman incelemesi kullanılmıştır. Veri toplama aracının kapsam geçerliliği 6 uzman görüşü alınarak sağlanmış, görüşme formunda yer alan soruların içerik ve anlatım açısından kontrolünü yapmak için araştırmada kullanılan örnekleme ölçütüne uyan 10 öğretmen ile odak grup çalışması yapılmıştır. Veriler şartlara uyan 8 farklı ilkokuldaki 15 öğretmenden elde edilmiştir. Araştırmanın iç geçerliliğini ve güvenirliğini artırmak için katılımcı denetimi yapılmıştır. Bu amaçla görüşme yapılan öğretmenlerin ses kayıtları metne aktarılmış ve aktarılan metinler ilgili kişilere gösterilmiş ve araştırmaya katılan öğretmenlerin dökümlerin doğruluğu ve düzeltmelerine ilişkin onayları alınmıştır. Elde edilen veriler deneyime odaklanması nedeniyle fenomenolojik analiz yöntemiyle incelenmiştir. Fenomenolojik analiz epoche (önyargılardan arınma), fenomenolojik indirgeme (paranteze alma), yaratıcı çeşitlilik, doku sentezi, yapı sentezi ve bütünleştirme süreçleri takip edilerek yapılmıştır. Analiz sonucunda kültürel değerlere duyarlı eğitimin 14 boyutunda, öğretmen deneyimlerine göre toplam 44 fenomen ortaya çıkarılmıştır. Araştırma bulgularına göre; genel olarak öğretmenlerin çokkültürlülük, çokkültürlü eğitim ve kültüre duyarlı eğitime ilişkin farkındalığı mevcuttur. Öğretmenler farklılıkları olan öğrencilere sınırlı ve yüzeysel ilgi göstermektedir. Öğrencilerinin beklentilerini bilmekte, ancak bu beklentilere cevap vermek için gerekli yeterliliğe sahip değillerdir. Öğretmenlerin dilsel çeşitliliğe önyargılı olmadıkları, ancak bu alanda öğretmenleri de aşan bir politika değişikliğine ihtiyaç olduğu anlaşılmıştır. Öğretmenler kültürün iletişim kalıplarını şekillendirmede etkilerinin farkında olup, bu konudaki yeterliliklerinin güçlendirilmesine ihtiyaç olduğu anlaşılmıştır. Ayrıca sınıf içi iletişimde kendi öğrencilerimizde geleneksel yargıların, mülteci öğrencilerde ise dini yargıların etkili olduğu anlaşılmıştır. Öğretmenlerin ders programlarının kültürel farklılığı yansıtmadığı durumlarda hikâyeleştirme, örneklendirme ve görsel hareketli materyalleri kullanarak somutlaştırma yaptıkları anlaşılmıştır. Öğretmenlerin kazanımların sağlanmasında rehberlik ettikleri, öğrenme yöntemlerini çeşitlendirdikleri, ölçmede somut ve görsel ağırlıkta değişkenleri kullanmış ve değerlendirmede ise öğrencilerin akademik seviyelerini göz önünde bulundurmuşlardır. Bazı öğretmenlerin çokkültürlü kitapları okudukları ancak riskli buldukları için öğrencilerine tavsiye etmedikleri anlaşılmıştır. Öğretmenlerin öğrencilerin kültürlerinin anlatım yapılarına ve hassasiyetlerine uydukları, ayrıca düşük statülü öğrencilerine karşı beklentilerini düşürüp daha temel konulara eğildikleri, öğrencilerinin yaşadıkları çevre hakkında bilgi sahibi oldukları, bazı öğretmenlerin ev ziyaretleriyle aile ve öğrenci hakkında bilgi edindikleri anlaşılmıştır. Öğretmenlerin öğrenme gelişimleri dikkate alınarak basit ve küçük adımlarla öğretimi başlatıp sürdürdükleri anlaşılmaktadır. Ancak az sayıda öğretmen öğrencilerin öğrenme geçmişlerine göre öğretimi aşamalı olarak sürdürmektedir. Öğretmenlerin öğrencilerinin öğrenmeye katılımlarını arttırmak için onların tanıdığı müziği ve yerel motifleri etkili biçimde kullandıkları, ancak müzik ve hareketi eğitimsel araç olarak ele almadıkları anlaşılmıştır. Öğretmenlerin öğrencilerin yaşanmışlıklarının resim ve müzik faaliyetlerine yansıdığını gözlemledikleri, bazı öğretmenlerin duygusal katılımı güçlendirmek için bu ögeleri kullandırdıkları gözlenmiştir. Ayrıca okullardaki genel faaliyetlerde ve resmi törenlerde bazı öğretmenlerin çabalarıyla mülteciler ve yerel unsurlar sınırlı da olsa kendine yer bulmuştur. Son olarak araştırma bulguları kapsamında farklı kesimlere öneriler sunulmuştur.
The purpose of this research is to question the experiences of teachers in the schools of the regions where multiculturalism is intense, on how they brought their student's cultural values into the education process. The study utilized the pattern of phenomenology from qualitative research types. Schools with intense cultural diversity and teachers with experience in cultural diversity have been selected through snowball sampling. In this research, different data sources such as interview, observation and document analysis were used through data triangulation. The content validity of the data collection tool was obtained by taking 6 expert opinions and a focus group study was carried out with 10 teachers who fit the sampling scale used in the research to control the questions in the interview form in terms of content and narration. The data were obtained from 15 teachers in 8 different primary schools that matched the conditions. Participant supervision was carried out to increase the internal validity and reliability of the study. For this purpose, the voice recordings of the interviewed teachers were transferred to the text and the texts were shown to the relevant persons and approvals of the teachers who participated in the research were taken for the accuracy and corrections of the printouts. The obtained data were analyzed by phenomenological analysis method because of its focus on experience. Phenomenological analysis was carried out by following epoche, phenomenological reduction (bracketing), creative diversity, pattern synthesis, structure synthesis and integration processes. As a result of the analysis, a total of 44 phenomena were revealed in 14 dimensions of culturally responsive teaching, according to the teacher's experiences. According to research findings; Teachers in general are aware of multiculturalism, multicultural education, and culturally responsive teaching. Teachers show limited and superficial attention to students with differences. They know the expectations of their students, but they do not have the necessary qualifications to respond to these expectations. It is understood that teachers are not prejudiced about linguistic diversity, but there is a need for a policy change in this area that exceeds teachers. Teachers are aware of the effects of the culture in shaping the communication patterns, and it is understood that their competences in this area need to be reinforced. It has also been understood that in classroom communication, traditional judgments in our own students and religious judgments in refugee students are influential. It has been understood that when curriculums do not reflect the cultural differences, teachers perform concretization using storytelling, sampling and visually animated materials. Teachers provided guidance in achievements, diversified learning methods, used mostly concrete and visual variables in measuring, and take into account the academic levels of students in evaluating. It is understood that some teachers read multicultural books but do not recommend them to their students because they find it risky. It has been understood that teachers follow the expression structures and sensitivities of the students' cultures, also lower their expectations towards low-status students and tend to focus on more basic issues, have knowledge about the environment students live in, and some teachers learn about family and students through home visits. It is understood that teachers start and maintain teaching in simple and small steps taking into account the learning development. However, few teachers are continuing teaching gradually according to the learning background of students. It has been understood that teachers use the music and local motifs of students effectively in order to increase their student's participation in learning, but do not consider music and animation as educational tools. It is observed that teachers see the experiences of students reflected in painting and music activities, and some teachers use these items to reinforce emotional participation. In addition, refugees and local elements have been involved in the general activities in schools and in official ceremonies, although limited, through the efforts of some teachers. Finally, proposals to different segments were presented within the scope of the research findings.

Aboriginal and Torres Strait Islander Peoples’ Histories and Cultures is one of three cross-curriculum priorities claimed to be embedded within all key learning areas of the Australian Curriculum from Foundation to Year 10. This priority was established for all students to learn about the oldest continuing cultures on earth. The inclusion of cultural content with culturally responsive pedagogies, contributes to culturally
responsive teaching and can increase the academic achievements for Indigenous students. However, the content descriptions in the Australian Curriculum Mathematics do not contain any cultural content and therefore, Indigenous students may not see their histories, cultures and identities reflected within mathematics.
Coupled with this, there is concern that Indigenous students are not achieving their full potential in mathematics.
Throughout this thesis, I argue that school mathematics is biased in eurowestern cultures and that the incorporation of Aboriginal and Torres Strait Islander Peoples’ historical and cultural mathematics content may support Indigenous students in reaching their full potential. Interviews were conducted with six experienced Queensland State school teachers, with knowledge of cultural mathematics. Australian and state Indigenous education policies and teaching frameworks were drawn upon to identify opportunities, and explore how the current policy rhetoric met with practitioner realities. In this study, I explored how six teachers developed cultural competency to plan and implement Aboriginal and
Torres Strait Islander Peoples Histories and Cultures in their mathematics teaching.
Bernstein’s Theory of Pedagogic Discourse (2000) was used as a lens of
analysis to understand teachers perspectives of communication, power and control in communication, content and pedagogy. Findings revealed limited evidence of teachers embedding this cross-curriculum priority within mathematics and that more professional development and cultural mathematics resources are needed to enact culturally responsive mathematics teaching.

In this response to Lingley’s (2016) article “Democratic Foundations of Spiritually Responsive Pedagogy,” the author invites the framework of (a)spiritually responsive curriculum to include a more direct engagement with a culturally relevant curriculum as well.  e author agrees with Lingley’s pos- tulation that (a)spirituality is deeply embedded within the worldview of many students in K–12 class- rooms, whether educators include this important aspect of their epistemology or not. Similar to the problems that come when we ignore identities of race, gender, (a)sexuality, (dis)ability, and social class, ignoring these important characteristics of students’ lived experiences is detrimental to learn- ing outcomes and reinforces dominating narratives. Synthesizing literature from the broader educa- tional justice movement, the author engages Lingley’s culturally responsive (a)spiritual pedagogy and invites her to more directly engage students in a culturally relevant curriculum, as well.

Disparities in behavioral outcomes for minority students are a decades-old problem. Recently, the systems-level approach of school-wide positive behavior support (SW-PBS) and its growing research base have garnered attention as a possible remedy. Although SW-PBS has been shown to be effective in reducing a school’s overall level of office discipline referrals (ODRs) and suspensions (OSS), and its success has been replicated in schools with large populations of minority students, effective outcomes across all groups of students within a school are not guaranteed. Some reports document increases in the magnitude of disproportionality even when ODRs and OSS decrease for the school as a whole. However, studies of SW-PBS and disproportionality have overlooked the role of implementation fidelity as a potential mediator of student outcomes, allowing for the possibility that schools that fail to experience a reduction in ODRs and OSS across all groups of students are those in which few elements of SW-PBS have been implemented. The present study contributed to the current research base by investigating whether schools which implement SW-PBS with higher levels of fidelity were more likely to have lower levels of disproportionate ODRs and OSS for African American and Hispanic students. Drawing from online databases which record schools’ implementation and ODR information, this study provided detailed school-level descriptive analyses of ODRs and OSS for African American, Hispanic, and White students. Additionally, risk ratios for receiving an ODR and for receiving an OSS were calculated for African American and Hispanic students, and then compared to each school’s reported level of SW-PBS implementation as measured by their Benchmarks of Quality score. The descriptive analyses and follow-up Chi-Square analyses revealed that there was no significant relationship between a school’s level of implementation fidelity and their magnitude of disproportionality for these groups of students. Implications for professional development, record keeping, and measuring disproportionality in schools are discussed.

Given that the numbers of culturally and/or linguistically diverse students being educated in U.S. public schools are growing immensely, teacher educators must take respon sibility for preparing teacher candidates to work in today's diverse classrooms. This can be difficult, however, if teacher educators are not culturally responsive in their curricular content and pedagogy. Teacher educators could benefit from engaging in professional development in this area. In this article, we discuss the professional literature on culturally responsive higher education training. We focus on the intended outcomes of professional development, including faculty knowledge, skills, and dispositions, as well as activities to promote cultural responsive ness among teacher education faculty.

The issue of quality teaching has been the subject of educational research, but there is not much empirical support noted in research findings on the connection of quality teaching and the teachers' abilities. Quality teaching is also discussed in terms of culturally responsive pedagogy indicating that this teaching approach underscores the learner-centered approach. The main argument of this article is that emphasis is placed on the role of the teacher as a facilitator in the learning process, suggesting that the Greek teacher role is reaffirmed within the context of culturally responsive pedagogy. In addition, the article describes and explains how cultural variables are determining factors in designing appropriate syllabi for Greek university students and in choosing appropriate teaching methodology techniques for effective teaching in university settings. Specifically, the reason why the dimension of instructional clarity is important in relation to teaching any Greek national cohort is illustrated. Some examples of lesson plans are also presented explaining in detail the materials used, the learning environment and classroom management in relation to a course on English for General Academic Purposes (EGAP) taught in the first term. A number of activities done in class during this course are described offering some key pedagogical implications.

What is Culturally Responsive Research-Based Reading Instruction?

The debate about how to teach reading has been going on for more than a century. Reading instruction methodology has undergone a myriad of changes from the 19th-century letter recognition drills, to phonics-centred instruction that came into vogue in the late 1960s, to the dramatically different, meaning-based, ‘whole language’ instruction in the 1980s, and the immediately opposing ‘balanced literacy’ approach in the mid-1990s. All of these together birthed the nowadays most commonly used research-based reading instruction, which, due to the increasingly diverse, multilingual, multicultural, inclusive classroom contexts, is further evolving in terms of its cultural responsiveness. Essentially, reading is comprehending, and how much of the text the readers comprehend depends on a number of internal and external variables. This paper will provide a brief overview of the development of reading instruction methodology, with emphasis on key research-based reading comprehension strategies that also highlight the features of the culturally responsive instruction. The ultimate goal is to facilitate teaching by providing insights into relevant aspects of reading instruction which seeks to build on students’ background, includes dialogic instruction, and requires the development of high-level thinking skills.

Grounded in the theoretical frameworks of Constructivism and Social Cognitive Theory, this study examined utilizing culturally responsive teaching with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted in an urban middle school in the Southwestern United States. This study’s findings added to the existing knowledge base regarding the effectiveness of culturally responsive teaching practices. More specifically, culturally responsive pedagogy was utilized in the form of a reading task to examine its influence on students’ recall and reading comprehension performance. Furthermore, the findings of this study suggest that a culturally familiar reading task may increase reading self-efficacy beliefs. Implications for primary and secondary teachers, administrators, parents, and students pertain to the importance of utilizing culturally responsive pedagogy as a teaching method to increase reading achievement and reading self-efficacy for culturally and linguistically diverse students.

The aim of this study was to investigate multiprofessional collaboration as well as collaboration between professionals and challenging students and their parents in which the focus for these collaborations was on handling the challenging students’ academic and social behavior. A grounded theory study of collaboration between a prereferral resource team and teachers, principals, challenging students, and their parents was conducted. Qualitative interview and focus group methods were used. The findings presented a grounded theory of collaborative synchronizing in relation to challenging students around two ideal types, human resource synchronizing and human resource desynchronizing.

Today’s adult student has several expectations for their post-secondary learning environment (Hofmann, 2015). Numerous studies have been conducted regarding how technology has impacted the learning or how technology should be used in classrooms. However, none of these meta-analysis and critical literature studies have examined the impact technology has on the classroom culture. We will examine a variety of studies about technology tools and their use in higher education in order to determine how technology has impacted, both positively and negatively, classroom culture. After synthesizing our results, we will identify recommendations for best practices in adopting and integrating technology as well as areas for further research.

Authors' statement:
As social justice educators, we are concerned with the continued reinforcement of elitist notions of privilege in higher education including in the value placed on authorship order as it regards to publishing. Thus, we want to acknowledge that the authorship of this manuscript is credited equally to all authors. We each contributed toward its visioning, construction, writing, and editing. Regardless of where the names fall on the authorship list, we are all “first” author.

Kind thanks to Drs. Julia Lynn Parra & Xeturah Woodley for crafting this important clarifying statement.

This conceptual article reviews current research on racial disparities in disciplinary practices in early childhood education and work to address these issues within a positive behavior support (PBS) framework. Building largely on the Pyramid Model, recommendations and a culturally responsive approach are suggested for use within a program-wide PBS framework in early childhood settings. Future directions are discussed to guide efforts toward reducing disparate racial discipline practices in early childhood programs.

This project addressed the complex problem of passive learning in large-format general education classes. These classes are all too often taught via didactic lecture-based instruction with regurgitative assessments through high stakes testing. Over the course of three semesters, this educational innovative project implemented a novel approach to instruction where students engaged in integrative/interdisciplinary research on a topic of interest to the individual students. Students worked in peer-review teams throughout the semester, but they presented their individual research in the form of a short documentary film.

The findings of this project for a general education class in integrative studies in social science at a major Big 10 university revealed that it is indeed possible to bring meaningful innovation to large-format classes where engaged, active, team-based, and culturally responsive pedagogy results in students taking meaningful creative risks and really applying their lived experiences and interests to their education.

This paper explores the potential impacts that glocalization, the combination of the 'global' and the 'local', can have on international student retention in Canadian higher education by identifying the promising practices of glocalization in university teaching and in the broader learning environment. Using Critical Incident Technique, data was collected through semi-structured interviews of 16 international students at a medium-sized, research-oriented university in British Columbia, Canada. Findings were consistent with the literature investigating international student retention and glocalization. Twelve promising practices related to university teaching and learning emerged from the analysis. These were categorized into four overarching themes: a) pedagogy, b) policies and procedures, c) learning environment, and d) curriculum. Results suggest that glocalization offers unique platforms for mutual understanding of needs, problems, and solutions, serving as a bridge between international students and the different stakeholders who are willing and able to "think globally and act locally." These results reinforce the importance of glocalization in retaining international students in Canadian higher education.

Language learning and teaching in linguistically and culturally diverse classrooms is a challenge for both teachers and learners. Although multicultural classrooms are not rare in educational institutions in the Asian context, English language teachers' utilization of the distinct cultural identity that students bring into the classroom is not a common practice in many Asian countries, including Pakistan and Korea. Keeping in view the challenges that teachers face in dealing with a culturally heterogeneous group, the study was undertaken with the aim to capitalize on the cultural diversity of students by incorporating culturally responsive teaching to facilitate active classroom participation. The research design chosen for this study was action research (AR) with the sample size based on a group of 24 first-year students of the BSc (Honors) program in one of the departments of the Faculty of Science at the University of Karachi, Pakistan, where English language is taught as a compulsory course. The activities designed to help students project their own cultural identity as well as to acknowledge and appreciate others' culture centered around task-based learning (TBL) as well as problem-based learning with a focus on all four language skills. The incorporation of cultural elements not only helped the students improve their language proficiency but also promoted in them tolerance and appreciation for each other's culture. Moreover, the focus on culturally responsive teaching along with TBL led to learner autonomy. The study has important pedagogical implications not only for the Pakistani ELT community but also for Korean ELT practitioners as well as language teachers in other Asian countries as it challenges the belief that language learning takes place only through projection of the target language culture in the classroom.

This  paper explores the potential impacts that glocalization, the combination of the ‘global’ and the ‘local’, can have on international student retention in Canadian higher education by  identifying the promising practices of glocalization in university teaching and in the broader learning environment. Using Critical Incident Technique, d ata was collected through semi-structured interviews of 16 international students at a medium-sized, research-oriented university in British Columbia, Canada. Results were consistent with the literature investigating international student retention and glocalization.  Twelve promising practices related to university teaching and learning emerged from the analysis. These were categorized into four overarching themes: a) pedagogy, b) policies and procedures, c) learning environment, and d) curriculum. Results suggest that glocalization offers unique platforms for mutual understanding of needs, problems, and solutions, serving as a bridge between in...

When opposed to communicative language teaching, teacher-fronted classroom discourse is sometimes devalued, represented as a rigid and ritualistic process of eliciting pre-planned responses. The analysis of a data sample of 12 teacher-fronted language lessons revealed highly repetitive structuring in the flow of discourse, frequent verbatim repetition in the collective reconstruction of texts, and restrictive turn-taking norms. However these "ritual" features of discourse need to be considered alongside the essential negotiation which takes place during the continuous process of adjustment and re-adjustment between participants. This paper will use discourse analysis to redefine the relationship between ritual and negotiation in "lock-step" teaching in the light of research findings and recent re-evaluation of the notion of ritual in educational settings.

In this chapter we consider the link between two important topics, Culturally Responsive Research (CRR) and Culturally Sustaining Pedagogies (CSP) within the context of inclusive education in the USA. We explore these connections to illuminate some of the complexities of inclusive research and practice. By joining insights from the discourses of both CRR and CSP we ultimately seek to increase authentic ways of including all students from diverse backgrounds (Lawrence-Brown & Sapon-Shevin, 2015). First, we discuss the benefits of educational researchers acknowledging their own personal biases and attending to how these biases might influence their research on inclusive practices. Second, we challenge the notion of culture-free research, highlighting ways in which the failure to acknowledge culture has inhibited reducing inequalities. Here, we advocate for increased pluralism of research methodologies that situate the context of the research, recognize the needs, desires, and interest...

The increasing number of diverse children with disabilities and their families served in
schools and other early childhood programs highlights the need to ensure that services and
supports are culturally and linguistically appropriate and relevant. Factors that affect the
degree to which appropriate services are delivered include the lack of well-trained
professionals who reflect the cultural, ethnic, and linguistic background of the children and
families they serve and the lack of participation of relevant constituents in research and
school activities. Promoting the meaningful participation of diverse constituents in research,
higher education, service agencies, and schools is one of the primary ways of supporting
efforts to ensure that programs are relevant to children and their families. However, one of
the difficulties that many programs confront is recruiting students to teacher education and
recruiting and retaining diverse personnel, volunteers, and participants for various
activities, boards, committees, and programs. This article describes the work of the Early
Childhood Research Institute on Culturally and Linguistically Appropriate Services with
regard to recruiting, preparing, and retaining diverse constituents as reviewers of materials.

In this chapter we consider the link between two important topics, Culturally Responsive Research (CRR) and Culturally Sustaining Pedagogies (CSP) within the context of inclusive education in the USA. We explore these connections to illuminate some of the complexities of inclusive research and practice. By joining insights from the discourses of both CRR and CSP we ultimately seek to increase authentic ways of including all students from diverse backgrounds (Lawrence-Brown & Sapon-Shevin, 2015). First, we discuss the benefits of educational researchers acknowledging their own personal biases and attending to how these biases might influence their research on inclusive practices. Second, we challenge the notion of culture-free research, highlighting ways in which the failure to acknowledge culture has inhibited reducing inequalities. Here, we advocate for increased pluralism of research methodologies that situate the context of the research, recognize the needs, desires, and interests of research participants, and seek out dialogical encounters among those most invested in the outcomes of our research. Third, we discuss the need to cultivate classrooms that center human diversity as the norm. This requires that we both critique current practices, as well as forge alternative ways to embrace and expand core principles of inclusive education. Fourth, we advocate for researchers to explicitly position themselves within their work and work to develop cultural cognizance in their work with teachers and children in inclusive classrooms. Finally, we advocate for school cultures that focus less on perceived deficits and more on creating a sense of belonging, noting how this is a topic applicable around the world.

Abstract Special education faculty members (n = 12) from a large Western university participated in a four-year professional development program centered on increasing their cultural responsiveness. During the fourth year the primary investigator interviewed faculty ...

According to polls conducted by Gallop, the majority (61%) of black Americans report that they "have no preference" in the label used to describe their racial category (Newport, 2007). Of those respondents who reported a preference, the term "African American" was selected almost twice as often as the term "black," (24% to 13%; Newport, 2007). Therefore, the term "African American" will be used throughout this paper. Hispanic students. This information was then compared to each school's reported level of SW-PBS implementation as measured by their Benchmarks of Quality score (BoQ; Cohen, et. al, 2007). The ensuing analysis provided insight into the relationship between the level of SW-PBS implementation fidelity and levels of disproportionality in ODRs and OSS for African American and Hispanic students. Research Questions and Hypothesis Research question one. What are the risk ratios for office discipline referrals and incidents of out-of-school suspensions for African American and Hispanic students in schools that implement SW-PBS? Hypothesis one. Risk ratios for office referrals and suspensions for African American students will generally indicate rates of referrals and suspensions that are higher than would be expected given this group's distribution in their school's population. Hypothesis two. Risk ratios for office referrals and suspensions for Hispanic students will be mixed, sometimes reflecting higher and sometimes reflecting lower rates of referrals and suspensions than would be expected given this group's distribution in their school's population. Research Question two. Is there a relationship between the level of implementation of SW-PBS and levels of disproportionality in office discipline referrals and suspensions? Hypothesis three. Schools that implement SW-PBS with higher levels of fidelity (as measured by a Benchmarks of Quality score of 70 or higher) will tend to have lower levels of disproportionate referrals and/or suspensions for African American and/or Hispanic students. Significance of the Current Study This study built upon existing research by examining rates of disproportionality for African American and Hispanic students in conjunction with schools' self-reported levels of SW-PBS implementation. Previous research involving SW-PBS and disproportionality (Skiba, 2007) has shown that levels of disproportionality may decrease following implementation, but has also shown that levels of disproportionality may actually increase following implementation, even as overall rates of referrals and suspension decrease for the school as a whole. The case studies described in prior research did not report to what degree SW-PBS was implemented, leaving the 6 question open as to whether improved implementation fidelity resulted in lower levels of disproportionality more frequently. This study also added to the current field of knowledge by examining the range of disproportionality in schools that implement SW-PBS. With some proponents of culturally responsive classroom management turning to the literature base of SW-PBS for quantitative support for their strategies, it is critical to know whether SW-PBS implementation (and/or the quality of implementation) tends to be associated with more equitable distributions of referrals and suspensions. The in-depth descriptive analysis of the current study provided school-level data that allowed for a detailed picture of disproportionality in SW-PBS schools. This in-depth analysis also provided information on how the picture of disproportionality may be impacted by the availability and type of data used in schools' calculations.

This conceptual article reviews current research on racial disparities in disciplinary practices in early childhood education and work to address these issues within a positive behavior support (PBS) framework. Building largely on the Pyramid Model, recommendations and a culturally responsive approach are suggested for use within a program-wide PBS framework in early childhood settings. Future directions are discussed to guide efforts toward reducing disparate racial discipline practices in early childhood programs.

In their paper, Nihat Kotluk and Serhat Kocakaya examined teachers' culturally relevant/sustaining education self-efficacy perceptions in Turkey. They developed a Culturally Relevant/Sustaining Education Self-Efficacy Scale. They obtained the data from 1302 teachers. Data analysis proceeded in three steps: First, they analyzed factor analysis. Second, they conducted a descriptive analysis of the items on the CRESE Scale. Finally, they compared teachers' perceptions. The scale consists of a single factor and teachers' scores on the CRESE Scale were highly reliable. The findings revealed that teachers were less efficacious in their ability to revise the teaching-learning materials in terms of cultural diversity, give culturally relevant examples, reflect the students' cultural values in the classroom, and increase in schools' parents/families participation in Turkey. Also, teachers' self-efficacy perceptions differ significantly according to some variables. They discussed the implications for these findings for both further research and future teacher preparation.