The Heuristic for Thinking about Culturally Responsive Teaching (HiTCRiT)

Autor/inn/en	Foster, Michèle; Halliday, Leah; Baize, Jonathan; Chisholm, James
Titel	The Heuristic for Thinking about Culturally Responsive Teaching (HiTCRiT)
Quelle	In: Multicultural Perspectives, 22 (2020) 2, S.68-78 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2020.1741370
Schlagwörter	Culturally Relevant Education; Heuristics; African American Students; Social Justice; Teaching Methods; Identification (Psychology); Language Usage; Black Dialects; African American Culture; North American English; Code Switching (Language); Cultural Relevance; Middle School Students; Blacks; Interpersonal Relationship; Interaction; Social Development; Emotional Development; Knowledge Level; Instructional Materials; Massachusetts (Cambridge) + Suchen Sie Ihr Suchwort? Heuristik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Amerikanisches Englisch; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Black person; Schwarzer; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Soziale Entwicklung; Gefühlsbildung; Wissensbasis; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Michèle was hurrying to class. How, she thought, could she offer the students in her African American English in Society and Schools class a method of understanding, comparing, and abstracting the studies they had been reading in class? The heuristic described in this study evolved from a desire to capture aspects of several seminal studies that illustrated how African American English was deployed in classrooms for productive work with African American students. Michèle recalled that whenever she asked graduate students or practicing teachers what they, other teachers, and schools might do to improve the schooling of students of color, one of the most consistent responses was Culturally Responsive Pedagogy (CRP). However, when pressed and asked what one would detect in classrooms where CRP is being put into practice, few were able to specify what an observer might see. Specifying the dimensions of CRP and its relationship to the heuristic had not been on Michèle's mind. Even so, it was during the class discussion that the heuristic's relevance to CRP became clearer. Jonathan, who had been tapped as a teaching assistant in an English language arts methods class, believed HiTCRiT could be modified to use with teacher education candidates, as a substitute for the standardized lesson planning tool used in the department. He piloted its use with the class the following semester. Utilizing HiTCRiT to explain research and existing practices as well as to assist teachers in creating culturally relevant instruction modified and shaped it, creating a more robust tool. Thus, the HiTCRiT came into being and came to inform our thinking and teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01