This article reports the results of two related studies that investigated the effects of a 10-week reading intervention program in which culturally relevant texts were used for instruction on urban African American children’s reading achievement.
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Using data from the Education Longitudinal Study of 2002, this study examines whether teachers disproportionally perceive minority students as having a disability even after accounting for student background, teacher traits, and school characteristics.
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Using data from the Education Longitudinal Study of 2002, this study examines whether teachers disproportionally perceive minority students as having a disability even after accounting for student background, teacher traits, and school characteristics.
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This commentary argues that transcripts, diplomas, and program certificates should include more information on coursework completed through online classes.
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This commentary explores the notions of relational pedagogy and how it can decrease bullying practices within schools. It proposes that teacher preparation programs implement methods to teach pre-service teachers how to construct a classroom that is premised on relational pedagogy.
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Drawing on induction programs for insight into what helps novice teachers navigate the precarious first years of teaching and remain in the profession, and utilizing respondent-driven survey data, this commentary argues that including the induction support of mentorship in teacher preparation models would increase teacher retention.
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This article outlines the “politicized caring” approach that characterized the teacher–student relationships in a district-sponsored program for adolescent African American males.
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This article examines teacher education programs and proposes the integration and mapping of culturally relevant pedagogy into teacher education policies and programs, curriculum and instruction, and teacher educators and candidates. We present a critical framework for promoting cultural competence, critical consciousness, and academic achievement through critical reflection, social justice action, and critical questioning.
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12 recent articles between 2004-2014 were randomly selected that examined mathematics or English language arts, culturally relevant pedagogy, and race. The following interrelated questions were considered in the review synthesis: (a) What are some essential findings from the articles, (b) how is culturally relevant pedagogy operationalized and/or employed in the studies/articles, and (c) how is race examined in the studies?
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In this analytic essay, the authors consider the challenges to implementing culturally relevant pedagogy in a hyper-reform urban setting. The authors use Memphis as a particular context to outline these challenges and offer a framework describing the conceptual shifts that would support culturally relevant pedagogy in this context and others like it.
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This commentary outlines three related ways that a Trump presidency could be very good for American education and how education professors can play a more important role in educational improvement.
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This article examines culturally relevant pedagogy through the lens of advocacy by focusing on Black educators who serve as Educational Cultural Negotiators to help students of color in these spaces academically and socially.
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This article examines culturally relevant pedagogy through the lens of advocacy by focusing on Black educators who serve as Educational Cultural Negotiators to help students of color in these spaces academically and socially.
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