Culturally Responsive Teaching: Lesson Planning for Elementary and Middle Grades

By J. Irvine, B. J. Armento. 2000

255 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/66a31287e0eaeb9932b287c99ec190f4c668a27d

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Citations in the corpus

• Culturally relevant pedagogy : an ethnomathematical approach. (2010, background): “Irvine and Armento (2001) suggested that culturally relevant pedagogy allows teachers to provide and use meaningful learning materials; create environments, which include cultures, customs, and traditions that are different from their own; and include lessons that assist students in making…”
• Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs (2007, background): “…have been dedicated to examining the conceptual framework of culturally responsive teaching and how best to prepare tomorrow’s teachers for diversity (e.g., Dilworth, 1998; Hollins & Oliver, 1999; Irvine & Armento, 2001; LadsonBillings, 1994a, b; Shade et al., 1997; Villegas & Lucas, 2002).”
• Culturally resPonsiVe teaChing (2008, background): “Racial identity is the sense of one’s cultural and linguistic beliefs and values; it can entail a group of people united or classified based on history, nationality, or geographic distribution (Irvine & Armento, 2001).”
• Operationalizing Culturally Responsive Instruction: Preliminary Findings of CRIOP Research (2016, background): “Irvine and Armento (2001) argue that culturally responsive instruction is not a new concept: “Traditional pedagogy has always been culturally responsive, that is, responsive to the culture of students who are primarily middle class and Euro-American” (p. 13).”
• Educating All Students (2007, background): “…2001) • Care for students (Gay, 2002; Navarro, n.d.) • Daily observation of students’ social and learning behaviors in all classroom situations • Portfolio assessments (Irvine & Armento, 2001; Montgomery, 2001) • Teacher-made tests tied to the instructional program • Student self-assessment…”
• Culturally responsive pedagogy for African American students: promising programs and practices for enhanced academic performance (2011, background): “Irvine and Armento (2000) ascertain that this is one of the primary reasons why, historically, White middle-class students have performed better than all other student groups.”
• Warm Demander Pedagogy (2006, background): “This example of culturally responsive pedagogy (Irvine & Armento, 2001) demonstrates that the teacher was “responsive to [her] students by incorporating elements of the students’ culture in their teaching” (p. 4).”
• Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching (2018, background): “(p. 98) The goal of CRT is to ensure diverse students achieve through support such as respect for their cultural backgrounds, meaningful connections to the curriculum, appropriate communication, and effective instructional strategies (Irvine & Armento, 2001).”