NYSASCD Journal

Spring/Fall 2020

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39 Culturally Responsive Teaching in a Secondary, Integrated Mathematics Class Carrie L. McDermott, Ed.D. Carrie L. McDermott, Ed. D. is an Assistant Professor, Coordinator of Graduate and Post-Graduate TESOL and Bilingual Programs, and Director of the CR-ITI-BE/ ESOL Grant Program at Molloy College. Her teaching experience spans over 15 years and currently focuses on integrated ESOL instruction in the content areas, language acquisition, and research. Carrie is an author, speaker, researcher, grant writer, curriculum developer, professional development trainer, classroom coach, and mentor. Providing students of diverse backgrounds with safe spaces for learning through inclusive, equitable practices and opportunities is central to her scholarship and research. Overview Shiing populations throughout American schools, the influx of immigration of school-age children, and the systemic racism ingrained throughout our society continues to plague education and drive the need for more cultural competence in pedagogies aimed to update curriculum and instructional practices. According to Bransford, Darling-Hammond, & LaPage (2005), asset-based approaches embedded in meaningful curriculum builds the capacity of educators to positively impact student learning, and overall achievement, by recognizing the contributions and strengths of individuals including those who have been historically underrepresented. Cultural competence can no longer be a curricular extension but rather must be a curricular expansion in which diversity Cultural competence can no longer be a curricular extension but rather must be a curricular expansion in which diversity is embraced and multicultural knowledge and perspectives are embedded in a wide variety of instructional techniques, resources, and materials in all classrooms.

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