3 research outputs found

    Examining Classroom Contexts in Support of Culturally Diverse Learners’ Engagement: An Integration of Self-Regulated Learning and Culturally Responsive Pedagogical Practices.

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    Research shows that culturally diverse students are often disengaged in multicultural classrooms. To address this challenge, literatures on self-regulated learning (SRL) and culturally responsive teaching (CRT) both document practices that foster engagement, although from different perspectives. This study examined how classroom teachers at schools that enrol students from diverse cultural communities on the West Coast of Canada built on a Culturally Responsive Self-Regulated Learning Framework to design complex tasks that integrated SRL pedagogical practices (SLPPs) and culturally-responsive pedagogical practices (CRPPs) to support student engagement. Two elementary school teachers and their 43 students (i.e., grades 4 and 5) participated in this study. We used a multiple, parallel case study design that embedded mixed methods approaches to examine how the teachers integrated SRLPPs and CRPPs into complex tasks; how culturally diverse students engaged in each teacher’s task; and how students’ experiences of engagement were related to their teachers' practices. We generated evidence through video-taped classroom observations, records of classroom practices, students’ work samples, a student self-report, and teacher interviews. Overall findings showed: (1) that teachers were able to build on the CR-SRL framework to guide their design of an CR-SRL complex task; (2) benefits to students’ engagement when those practices were present; and (3) dynamic learner-context interactions in that student engagement was situated in features of the complex task that were present on a given day. We close by highlighting implications of these findings, limitations, and future directions.   &nbsp

    Exploring teacher practices for enhancing student engagement in culturally diverse classrooms

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    Self-regulated learning (SRL) and culturally responsive teaching (CRT) research, although from different viewpoints, both show instructional practices that enhance student engagement. This study examined the integration of self-regulated learning promoting practices (SRLPPs) and culturally responsive pedagogical practices (CRPPs) in the classroom context especially during a complex task. Using mixed-methods case study design, it explored how an elementary classroom teacher at a multicultural public school in the West Coast of Canada combined SRLPPs and CRPPs to support culturally diverse students’ engagement. Data were collected through:(a) classroom observations, (b) practice records and documents, (c) students’ work samples, (d) teacher interview, (e) student interviews, and (f) student surveys. Findings indicated that the teacher enacted integrated practices categorized as: (a) classroom foundational practices; (b) designed instructional practices; and (c) dynamic support practices. Also, students’ engagements related to their perceptions of teacher practices. Culturally diverse students were highly engaged in contexts with rich combinations of SRLPPs and CRPPs. Finally, this paper discussed the implications for theory (e.g., CRT, SRL), practice (e.g., an integrated pedagogy), and research (e.g., how to support culturally diverse learners’ engagement in contexts)

    A Pedagogical Approach to Fostering Culturally Diverse Learners’ Engagement in Self-Regulated Learning

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    Self-regulated learning (SRL) and culturally responsive teaching (CRT) research identify practices that foster engagement, albeit from different perspectives. Little research exists on how a combined SRL and CRT practices could support students’ engagement. This study, using a case study design, examined how an elementary classroom teacher in Canada integrated SRL and CRT practices to support culturally diverse students. Six culturally diverse students in a combined grade 5, 6, & 7 classrooms participated in this study. Data collected included observations, records of classroom practices, students’ work samples, survey, and interviews. Findings indicated the potential of integrating SRL and CRT practices in supporting students’ engagement in SRL. Implications for theory, teaching practice and research are discussed
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