Matching Items (4)
Description
Culturally responsive teaching refers to an approach to teaching and learning that facilitates the achievement of all students by including content that is relatable to all cultures, and creating a culturally-supported and learner-centered environment. The CSE 110 course at ASU would greatly benefit from the incorporation of culturally relevant learning, as it would help them thrive in their chosen field of study while being able to uphold and value cultural relevance. The incorporation of culturally relevant pedagogy would further help students from marginalized communities feel more accepted and capable to thrive in STEM education.
We began our research by first understanding the foundations of culturally responsive pedagogy, including how it is currently being used in classrooms. Concurrently, we studied the CSE 110 curriculum to see where we can implement this teaching strategy. Our research helped us develop a set of worksheets. In the second semester of our research we distributed these worksheets and a set of control worksheets. Students were randomly assigned to an experiment or control group each of the four weeks of the study. We then analyzed this information to quantitatively see how culturally responsive pedagogy affects their outcomes. To follow up we also conducted a survey to get some qualitative feedback about student experience. Our final findings consisted of an analysis on how culturally responsive pedagogy affects learning outcomes in an introductory computer science course.
ContributorsMane, Rhea (Author) / Tripathi, Tejal (Co-author) / Sathe, Isha (Co-author) / Tadayon-Navabi, Farideh (Thesis director) / Nkrumah, Tara (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2024-05
Description
Culturally responsive teaching refers to an approach to teaching and learning that facilitates the achievement of all students by including content that is relatable to all cultures and creating a culturally supported and learner-centered environment. The CSE 110 course at ASU would greatly benefit from the incorporation of culturally relevant learning, as it would help them thrive in their chosen field of study while being able to uphold and value cultural relevance. The incorporation of culturally relevant pedagogy would further help students from marginalized communities feel more accepted and capable of thriving in STEM education.
We began our research by first understanding the foundations of culturally responsive pedagogy, including how it is currently being used in classrooms. Concurrently, we studied the CSE 110 curriculum to see where we can implement this teaching strategy. Our research helped us develop a set of worksheets. In the second semester of our research, we distributed these worksheets and a set of control worksheets. Students were randomly assigned to an experiment or control group each of the four weeks of the study. We then analyzed this information to quantitatively see how culturally responsive pedagogy affects their outcomes. To follow up we also conducted a survey to get some qualitative feedback about student experience. Our final findings consisted of an analysis of how culturally responsive pedagogy affects learning outcomes in an introductory computer science course.
ContributorsSathe, Isha (Author) / Tripathi, Tejal (Co-author) / Mane, Rhea (Co-author) / Tadayon-Navabi, Farideh (Thesis director) / Nkrumah, Tara (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Computer Science and Engineering Program (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2024-05
Description
Disparities in schooling in the United States have been well-documented and researched,along with pedagogies that strive to create equitable learning environments. One such
inequity is the overrepresentation of novice teachers in low-income and culturally
diverse schools. Novice teachers have been found to have lower self-efficacy and leave
the profession at a higher rate than veteran teachers. High self-efficacy beliefs have been
correlated with better student outcomes. Therefore, the overrepresentation of novice
teachers in low-income schools is yet another inequity. This mixed-methods,
phenomenological study answered the following research question: How does awareness
of Culturally Responsive Teaching affect novice teachers' self-efficacy? There are two
theories being used in this research project, Teacher Efficacy and Culturally Responsive
Teaching. The results of the study showed that attending three mindset-focused
professional developments on Culturally Responsive Teaching improved novice teachers'
self-efficacy in student engagement, instructional strategies, and classroom
management. Based on these promising outcomes, it is suggested that pre-service and
novice teachers be provided with Culturally Responsive instruction opportunities and
mentorship. Further research should be done with larger sample sizes and with
classroom observations.
ContributorsHargous, Kelsey (Author) / Scott, Kimberly (Thesis advisor) / Nakagawa, Kathryn (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2023
Description
Culturally responsive teaching refers to an approach to teaching and learning that facilitates the achievement of all students by including content that is relatable to all cultures, and creating a culturally-supported and learner-centered environment. The CSE 110 course at ASU would greatly benefit from the incorporation of culturally relevant learning, as it would help them thrive in their chosen field of study while being able to uphold and value cultural relevance. The incorporation of culturally relevant pedagogy would further help students from marginalized communities feel more accepted and capable to thrive in STEM education.
We began our research by first understanding the foundations of culturally responsive pedagogy, including how it is currently being used in classrooms. Concurrently, we studied the CSE 110 curriculum to see where we can implement this teaching strategy. Our research helped us develop a set of worksheets. In the second semester of our research we distributed these worksheets and a set of control worksheets. Students were randomly assigned to an experiment or control group each of the four weeks of the study. We then analyzed this information to quantitatively see how culturally responsive pedagogy affects their outcomes. To follow up we also conducted a survey to get some qualitative feedback about student experience. Our final findings consisted of an analysis on how culturally responsive pedagogy affects learning outcomes in an introductory computer science course.
ContributorsTripathi, Tejal (Author) / Mane, Rhea (Co-author) / Sathe, Isha (Co-author) / Tadayon-Navabi, Farideh (Thesis director) / Nkrumah, Tara (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2024-05