Implementing Culturally Responsive Teaching in the Elementary Classroom

This is a qualitative study investigating the procedure of preparing undergraduate teacher candidates for culturally responsive teaching in the elementary classroom. The hypothesis for this study is that intentional experiences and collaborative discussion activities will increase students’ knowledge of implementation of culturally responsive teaching in the classroom. “Culturally responsive teachers not only know their students well, they use what they know about their students to give them access to learning” (Lucas and Villegas). This project is significant because classrooms in the United States are rapidly growing in diversity. The twenty-first century teacher needs to be fully equipped in how to respond to culture in the classroom. According to Lucas and Villegas, teachers must move beyond the superficial notion of diversity that is prevalent classrooms today and gain a fresh vision of teaching and learning in a diverse setting to intentionally guide their curriculum (Lucas and Villegas, 2002). Undergraduate students will participate in a four-week field experience in a Midwestern school district working with kindergarten through second grade students. Teacher candidates will set three responsive teaching goals, complete a survey, and reflect on the goals and field experience. They will also complete a follow-up survey administered by researchers. For this study the population will include thirty-two undergraduate students in their first phase of professional education. Ages range from nineteen to thirty-five. Researchers predict that students will demonstrate a higher understanding of culturally responsive teaching due to intentional instruction and experiences through the college courses and field experience

HIV status affects PTSD symptom severity, psychophysiology, and heart rate variability in women with low but not high exposure to childhood maltreatment

AbstractObjective People living with HIV (PLWH) experience high rates of childhood maltreatment, which increases risk for posttraumatic stress disorder (PTSD). Thus, it is important to understand how HIV status interacts with childhood maltreatment to influence PTSD symptom severity and underlying psychophysiology.Methods The current study assessed whether HIV status interacts with childhood maltreatment to influence PTSD symptom severity and heart rate variability during a dark-enhanced startle (DES) task in 88 Black women with (n=30) and without HIV (n=58).Results HIV was associated with greater PTSD symptom severity only in women with low levels of childhood maltreatment (p=.024). Startle potentiation during DES was highest in women living without HIV and with high childhood maltreatment (p=.018). In women who had experienced low levels of childhood maltreatment, respiratory sinus arrhythmia (RSA) was lower during the dark phase of DES in women living without HIV than women living with HIV (WLWH), (p=.046). RSA during the light phase of DES was lower in WLWH than in women living without HIV (p=.042).Conclusion In the current sample of Black women, HIV status was associated with PTSD symptom severity in a manner dependent on level of childhood maltreatment, suggesting that HIV status may be an important factor to consider for behavioral and pharmacological treatment strategies for PTSD. Additionally, HIV status is associated with lower percent potentiation to darkness and lower RSA during the light phase of DES, suggesting physiological mechanisms by which HIV may contribute to PTSD symptoms in individuals exposed to low levels of childhood maltreatment