CT-7500

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
In Chapter 2 (pp. 28-56), Pedagogical Potential of Cultural Responsiveness, Gay notes that many teachers believe that “good teaching” has little to do with race, culture, and gender. This characterization of what comprises this view of good teaching is challenged, and the attribute of culturally responsive teaching is presented. Examples of culturally responsive teaching are presented and discussed.

Kayler, M.A., & Sullivan, L. (2011). Integrating learner-centered theory and technology to create engaging pedagogy for k-12 students and teachers. Journal of Technology Integration in the Classroom, 3(1), 99-103.
This article focuses on a professional development in-service program about learner-centered pedagogy. Teacher participants used learner-centered theory as they went through the program as learners, and they implemented learner-centered practices in their K-12 classrooms. The authors share examples of responses they received from the teacher participants to illustrate the findings of their study.

Madkins, T.C., Martin, A., Ryoo, J., Scott, K.A., Goode, J., Scott, A., & McAlear, F. (2019, February 27). Culturally relevant computer science technology: From theory to practice [Paper Presentation]. IEEE Conference, Minneapolis, MN, United States.
Recent initiatives to broaden participation in computing aim to provide increased computer science access and opportunity for underrepresented K-12 students. Researchers have identified challenges related to teaching computer science courses and the needed areas of focus to ensure underrepresented student populations are engaged, interested, and motivated to participate in computer science coursework, including making course content relevant to students' lives and interests. This 4-page article presents three case studies of practice-based programs in computer science that are culturally relevant.

Ortlieb, E., & Schatz, S. (2020). Student’s self-efficacy in reading-connecting theory to practice. Reading Psychology, 41(7), 735-751.
You will recall previously studying Bandura’s theory of self-efficacy and learning in CT-7300: Theories and Applications of Instructional Strategies. Self-efficacy is related to a belief in one’s ability to accomplish and achieve desired outcomes. This article focuses on Bandura’s seminal research in self-efficacy within literacy teaching and learning. It specifically examines the underpinnings of self-efficacy theory and how they connect to instructional practices in K-12.

Yang, X., Kuo, L., & Jiang, L. (2020). Connecting theory and practice: A systematic review of k-5 science and math literacy instruction. International Journal of Science and Mathematics Education, 18(2), 203-219.
In this article, Yang et al. assert that there has been limited research on the theoretical basis of instructional practices in K-5 math and literacy. Their study findings revealed that most of the science and math literacy practices recommended to elementary reading teachers are aligned with social learning theory. The study also reported that gaps exist in theory and instructional practice where sometimes key theories are underrepresented in practice.