Responsive Teaching in the Writer’s Workshop

2021 ◽  
Author(s):  
Lisa Helsel ◽  
Katie Kelly ◽  
Kelsey Wong
Keyword(s):  
Responsive Teaching ◽  
Writer's Workshop

Methods & Strategies: Responsive Teaching and High-Stakes Testing

2018 ◽  
Vol 055 (09) ◽  
Author(s):  
Jennifer Radoff ◽  
Amy Robertson ◽  
Sharon Fargason ◽  
Fred Goldberg
Keyword(s):  
High Stakes Testing ◽  
Responsive Teaching ◽  
High Stakes

Equitably Responsive Teaching

2021 ◽  
Vol 57 (2) ◽  
pp. 55-58
Author(s):  
Lavetta S. Ross
Keyword(s):  
Responsive Teaching

scholarly journals Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Erin Sanders O’Leary ◽  
Casey Shapiro ◽  
Shannon Toma ◽  
Hannah Whang Sayson ◽  
Marc Levis-Fitzgerald ◽  
...  
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Inclusive Classrooms ◽  
Responsive Teaching ◽  
Stem Faculty

Multicultural Classrooms: Culturally Responsive Teaching Self-Efficacy among A Sample of Canadian Preservice Teachers

2021 ◽  
pp. 001312452110625
Author(s):  
Saghar Chahar Mahali ◽  
Phillip R. Sevigny
Keyword(s):  
Preservice Teachers ◽  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Political Orientation ◽  
Cross Cultural ◽  
Burnout Syndrome ◽  
Responsive Teaching ◽  
Cultural Experiences

Many teachers enter classrooms with limited cross-cultural awareness and low levels of confidence to accommodate cultural diversity. Therefore, teaching a heterogeneous body of students requires teachers to have culturally responsive teaching self-efficacy (CRTSE). The investigation of factors impacting teachers’ self-efficacy in teaching diverse students has produced mixed results. The purpose of the current study was to explore the determinants of CRTSE in a sample of Canadian preservice teachers. One hundred and ten preservice teachers from a medium-sized public Canadian University completed measures of political orientation, CRTSE, cross-cultural experiences, and teacher burnout. Higher levels of preservice teachers’ CRTSE were predicted by lower levels of Emotional Exhaustion (i.e., a key aspect of burnout syndrome) and more frequent cross-cultural experiences in their childhood and adolescence. Implications for training preservice teachers are discussed.

Sign in / Sign up

Export Citation Format

Share Document