Culturally Responsive Pedagogy for In-service BC Teachers

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dc.contributor.authorSalman, Nadia
dc.contributor.supervisorWiebe, Michelle
dc.contributor.supervisorRiecken, Ted
dc.date.accessioned2019-05-13T06:37:23Z
dc.date.available2019-05-13T06:37:23Z
dc.date.copyright2019en_US
dc.date.issued2019-05-12
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractThis paper explores the tenets of culturally responsive pedagogy in K-12 classrooms, which can accelerate the motivation and engagement of every student in the class. The literature review investigates the perspectives of different scholars on the conceptual definition of Culturally Responsive Pedagogy focusing mainly on the following three dimensions by (Richards, Brown, & Forde, 2007): Instructional dimension, Personal dimension, and Institutional dimension. It is evident that students’ knowledge and their ethnic perspectives can facilitate learning by validation of home cultures together with teachers' effective strategies and growth mindset. Educators can merge contemporary knowledge by exploring ethnic ways of acquisition to achieve success.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/10875
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.titleCulturally Responsive Pedagogy for In-service BC Teachersen_US
dc.typeprojecten_US

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