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AbstractThe idea of having Culturally Responsive Teaching has become wide spread. Colleges with Teacher Certification courses have a course to offer as a program requirement, people are gathering to discuss ideas for Cultural Responsiveness, and school districts are hiring experts in the field to help them implement this type of teaching pedagogy within their schools. We need to know what it means to be a Culturally Responsive Teacher. We need to know how to implement Culturally Responsive Teaching and how to identify it. Since this is occurring, it is also time to look into our own curriculum and make sure that it is culturally responsive.
Showing items related by title, author, creator and subject.
The effect of macrocultures and microcultures on visual perceptionHeimbender, Emily (2015)Culture is defined as the social transmission of ideas, arts, knowledge, and languages (Mish et al, 1993; Pickett et al., 2006; Jewell & Abate, 2001). Psychological research often overlooks small distinct cultures such as Deaf and Video Game cultures by focusing on macro-level categorizations. The current literature review assesses both macrocultures and microcultures in terms of different aspects of visual perception. Differences in optical illusion perception, peripheral vision and motion processing, spatial, and facial perception among people from typical mainstream cultures and Deaf and Video Game cultures are discussed. It is argued that the more immersed and involved in a culture an individual is, the more experience he or she gains with certain events and activities. Culture thus informs perceptual, cognitive, and countless other experiences. Future studies are recommended to further examine how microcultures affect different psychological and physiological processes.
Violence in Deaf Culture: My Story, My VoiceWatson, Cherrie; The College at Brockport (8/20/2014)I am a survivor of domestic violence. I also am Deaf. Domestic violence is an aggressive behavior within the home, typically involving the violent abuse of a spouse or partner. It can come in many forms: physical, mental, verbal, and emotional abuse. Most commonly, domestic violence is targeted against women. I am sharing my story as a survivor because of my time in Vera House, which is a shelter for battered women. My time at Vera House fired my passion to correlate my personal experience and informative research to raise awareness by educating others about the unique needs of Deaf domestic violence survivors. I hope that my story will awaken the hearing community to the fact that Deaf victims need allies on their side to make a change for Deaf domestic violence survivors.
Using Culturally Responsive Teaching to Educate English Language Learners in the Elementary Literacy ClassroomMazurett-Boyle, Rosa; Lalik, Mitchell (8/1/2020)English Language Learners in the United States are struggling to access grade-level content due to limited language proficiency. In non-responsive classrooms students’ learning styles are not activated, prior knowledge is overlooked, and meaningful cultural connections are not made. However, through the educational approach of Culturally Responsive Teaching, teachers can assist these culturally and linguistically diverse learners to access the same, grade-level content in meaningful ways. Additionally, teachers can also use Culturally Responsive Teaching in the classroom to meet the social emotional needs of English Language Learners and improve assessment outcomes. Specifically, I will focus on how Culturally Responsive Teaching can benefit elementary English Language Learners in the literacy classroom. Practices such as creating authentic lessons and activities, formative assessment, and using visuals to increase student comprehension are examined to boost achievement of English Language Learners. Through PD, teachers will learn about the benefits Culturally Responsive Teaching has on their students and will learn skills to build prior knowledge to engage English Language Learners in grade-level content. Teachers will create their own self-assessment and modify their own lessons and activities to practice the skills learned in the PD.