- Year 2019
- NSF Noyce Award # 1557309; 1759454
- First Name Leah
- Last Name McAlister-Shields
- Institution University of Houston
- Role/Position Senior Personnel
- Workshop Category Track 1: Scholarships and Stipends, Track 3: Master Teaching Fellowships
- Workshop Disciplines Audience Biological
- Target Audience Evaluators/Education Researchers, Higher Education Institution Administrators, Noyce Master Teachers, Project PIs / Co-PIs / Other Faculty/Staff
- Topics Culturally Relevant Pedagogy
- Session Length 45 minutes
- Additional Presenter(s)
Paige Evans, pkevans@central.uh.edu, University of Houston, PI and Clinical Professor;
Donna Stokes, dwstokes@central.uh.edu, University of Houston, Associate Professor;
Cheryl Craig, cheryljcraig@tamu.edu, Texas A&M University, Professor
Goals
Participants will employ the CRP Lesson Analysis Tool and discuss how this is currently incorporated into our curriculum. We will also discuss how program courses as well as secondary mathematics and science teachers have already incorporated or may incorporate CRP. Additionally, lessons learned and next steps will be discussed.
Evidence
Although teacher education programs and professional development for practicing teachers provide preparation for teaching children from historically underrepresented cultures, application of that knowledge in the classroom is often inconsistent and ineffective (Gay, 2010) because a theory-practice disconnect frequently occurs. The missing component is professional development in culturally relevant pedagogy (Howell, Lewis, & Carter, 2011; Marrongelle, Paola, & Smith, 2013) paired with on-site training with teachers (Hirsh, 2005). These corrective actions have proven to be effective methods for lifting students’ academic achievement and attainment and transforming classrooms populated by underrepresented youths in urban schools such as those in Greater Houston. Culturally responsive teaching is a major concept in urban and multicultural education that stresses the ability of teachers to respond to their students by incorporating elements of students’ culture in their teaching (Irving, 2003). Culturally responsive teaching uses cultural knowledge, prior experience, frames of reference, and performance styles of underrepresented students to make learning encounters more relevant (Gay, 2010). Research confirms that culturally responsive teaching is a vehicle for increasing student success in high needs classrooms (Howell et al., 2011).
Proposal
Research confirms that Culturally Responsive Pedagogy (CRP) is a vehicle for increasing teacher success in high-need classrooms. As such, this Noyce funded program has integrated elements of CRP across courses offered. This session highlights CRP activities implemented in each of these courses and discusses the lessons learned this past year. Additionally, next steps will also be discussed.
