Tag » culturally

• 

  Addressing Diversity in Schools: Culturally Responsive Pedagogy

  1/1/04 - Heraldo Richards, Ayanna Brown, Timothy Forde

  This practitioner brief deals with how to address educational needs of culturally and linguistically diverse students. It applies to all parents and teachers of culturally and linguistically diverse (CLD) children. The authors of this article suggest that as more and more students from diverse backgrounds populate 21st century classrooms and efforts mount to identify effective methods to teach these students, the need for pedagogical approaches that are culturally responsive intensifies...

• 

  Cultural Identity and Teaching

  1/1/05 - Kim Kennedy White, Shelley Zion, Elizabeth Kozleski

  This On Point is the second in a series of three On Points that explore issues around culture and teaching. The first On Point operationalizes the way in which NIUSI defines culture and how to think about educational settings and scenarios from the point of view of culture. While this On Point focuses on teacher’s identity, the third On Point in this series addresses how classrooms are enriched by the funds of knowledge and assets that children and their families bring with them from their...

• 

  Culturally Responsive Literacy Instruction

  1/1/04 - Tandria Callins

  This paper is one of the practitioner-oriented briefs produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). It applies to all teachers of culturally and linguistically diverse students who are interested in improving literacy instructions. In order for culturally and linguistically diverse students to become productive members of society, they need to be fully functional participants in literate communities. Literacy is pervasive not only in school but in...

• 

  Haciendo frente a la sobrerepresentacion de los estudiantes de origen cultural y linguistico diverso en la educacion especial: Pautas para los padres

  1/1/04 - Alfredo Artiles, Beth Harry

  Este informe es parte de la serie llamada Informes Para Profesionales y Maestros de la organización NCCRESt. Este informe contiene información acerca de la desproporción en educación especial de alumnos de grupos de culturas y lenguas diversas (CLD) y está orientado a maestros y padres de estos alumnos. La desproporción en educación especial de alumnos de CLD no es un problema nuevo. En las últimas tres décadas, el sistema de educación especial ha enfrentado varios casos legales...

• 

  A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners

  1/1/08 - Julie Esparza Brown, Jennifer Doolittle

  Looking through the lens of culturally responsive practice, we consider how best to implement Response to Intervention (RTI) in a way that will provide equitable educational opportunity for students who are English Language Learners (ELLs).

• 

  Addressing Culturally and Linguistically Diverse Students: Overrepresentation in Special Education: Guidelines for Parents

  1/1/04 - Alfredo Artiles, Beth Harry

  Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of...

• 

  Before and after-school care arrangements and activities of school-age minority children

  Thurlow, M., Durán, R., Kato, K., Albus, D.

  This report is a first look at the before- and after-school care, programs, and activities of language minority children based on the National Household Education Survey: 2001. It describes the characteristics of the children and their before- and after-school care, programs, and activities, and also examines the relationship of some of these to school grades and school problems, two important outcome variables. The report also looks for the first time at the group of language minority...

• Collaborative Leadership Teams

  1/1/04 - National Center for Culturally Responsive Educational Systems,

  Culturally responsive educational systems are grounded in the belief that culturally and linguistically diverse students can excel in academic endeavors. Leaders at all levels require knowledge of professional development design, the change process, research findings, data-supported decision making, and an array of leadership and communication skills and processes. Effective leadership development supports participants in accessing and applying culturally responsive practices. The academies...

• 

  Community schools: Working toward institutional transformation

  1/1/08 - Center for Mental Health in Schools,

  “Supporters of Community Schools often are drawn to the term because of their concern with improving school climate, focusing on the whole child. Addressing diversity needs, and taking a ‘broader and bolder approach’ in order to transform public education. Diverse concepts commonly raised in discussions of Community Schools include establishing a psychological sense of community; promoting well-being, resilience, and protective factors; increasing student and family empowerment and...

• Cultural Responsive Pedagogy and Practice

  1/1/08 - National Center for Culturally Responsive Educational Systems,

  Culturally responsive pedagogy and practice facilitates and supports the achievement of all students. In a culturally responsive classrooms and schools, effective teaching and learning occur in a culturally-supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement.

• Culturally Responsive Response to Intervention

  1/1/08 - National Center for Culturally Responsive Educational Systems,

  Participants in this professional learning module will become familiar with the basic structures and features of culturally responsive RTI with a focus on ensuring that general education provides robust, high quality opportunities to learn for all students. Participants will also identify traditional attitudes related to what counts as evidence in research and practice, expand upon these views, and design interventions for their own pedagogy that take into account the role of culture in...

• 

  Dual-language programs in U.S. schools: An alternative to monocultural, monolingual education

  1/1/06 - Eugene Garcia, Bryant Jensen

  "Dual Language (DL) programs are relatively new in the United States. After the reauthorization of the Elementary and Secondary Education Act (ESEA) in 1994, a large federal effort related to the education of dual language students was launched. It was at this point that the US Department of Education promoted the development of educational programs whose goal was dual language competency for both language minority students speaking a non-English home language as well as for students whose...

• 

  Gangs, Schools and What Else?: Educational Challenges, Street Intervention, and Cultural/Community Development for Khmer American Youth in Revere and Lynn, Massachusetts

  1/1/06 - Tang, S.

  This paper examines the relationship between educational challenges, gang intervention efforts, and cultural/community development practices in two markedly under-resourced Khmer American communities (Revere and Lynn) in Massachusetts and reveals how Khmer American young people develop alternative learning opportunities in various venues.

• Given half a chance: The Schott 50 state report on public education and black males

  1/1/08 - The Schott Foundation for Public Education,

  This website is a data portal that provides parents, educators, media, policymakers, elected officials—and anyone who cares about education and equity—direct access to important, alarming data on the devastating reality of education for Black males across all 50 states

• 

  Language planning challenges and prospects in Native American communities and schools

  1/1/06 - Mary Eunice, Teresa McCarty, Romero Little

  The heritage language revitalization programs of the four Indigenous groups researched for this study show how Native children can acquire their heritage language without sacrificing their efforts to learn English. These programs are being tested by the federal No Child Left Behind Act of 2001 and state policies that encourage the abandonment of heritage language programs in the name of raising test scores. The research shows that children who acquire proficiency in their heritage language...

• 

  Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures - An Assessment and Strategic Planning Process

  1/1/06 - Elizabeth Kozleski, Shelley Zion

  This tool is designed to guide the examination of LEA practices once data suggest that serious and inappropriate disproportionate referral, identification and placement of students who are culturally and linguistically diverse may be occurring.