CRS Resource Repository

The guide highlights the importance of teaching kids about diversity and inclusion from an early age, using activities, books, and open conversations. It emphasizes talking about stereotypes and discrimination, modeling inclusive behavior, supporting diverse events, and celebrating differences to create a more accepting and understanding society.

The article was written by Joshua Block. It offers guidelines based on Paolo Friere's work on how educators can create equity in schools. He argues that educators need to validate and acknowledge students, exposes and reveal the unseen, encourage questioning, and facilitate reflection in order to creaate equity in schools.

The CRP program focuses on creating inclusive and equitable learning environments for all students, with an emphasis on cultural responsiveness and social justice education. It offers a range of resources, including workshops, coaching, and online resources, to support educators in integrating CRP into their teaching practice. It also provides guidance on how to address common challenges that educators may face when implementing CRP, such as creating a safe and respectful learning environment and managing classroom discussions on difficult topics.

This is a collection of four self-work tips for teachers to construct a culturally responsive learning environment. These include being transparent and intentional about culture, taking an appreciative stance, providing mirrors and windows, and educating about and for social justice. Each of these four tips have examples, including designing flexible seating to take an appreciative stance and honor students' power as much as your own, and being intentional about culture by co-creating class norms with students.

The article presents a scorecard for integrating culturally responsive teaching and STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in K-12 classrooms. The scorecard is designed to help teachers and administrators assess their ability to incorporate culturally responsive teaching practices into STEAM instruction. It consists of four domains: knowledge, attitudes, skills, and behaviors. It includes a range of questions that assess a person's ability to recognize and respect cultural differences, incorporate diverse perspectives into STEAM instruction, and create inclusive learning environments. It serves as a tool to help educators reflect on their practices and identify areas for growth, and it encourages ongoing professional development and collaboration with colleagues to promote culturally responsive STEAM education in schools.

This article presents a new scale for measuring teachers' dispositions towards culturally responsive pedagogy (CRP) in K-12 classrooms. The article emphasizes the importance of CRP in promoting equity and inclusivity in education and outlines the process of developing and validating the scale through multiple stages of item development and pilot testing. The scale can be a useful tool for assessing teachers' readiness to implement CRP practices in the classroom.

This article pushes for Indigenous Knowledges—the culture and experiences of Indigeneous people—to be incorporated into the public school curriculum. The authors outline the value of Indigeneous Knowledges in education research, the history of statewide efforts to integrate Indigenous Knowledges into curricula, and the paradigm shift necessary to view Indigeneous Knowledges as a gift to education, rather than a hurdle. Indigenous Knowledges not only protect the rights of Indigeneous people to pass their culture and knowledge to subsequent generations, but they also enrich public education for all students by offering new perspectives and challenging Eurocentric assumptions.

This research-backed article discusses obstacles to culturally-responsive assessment for Indigenous students, describes examples of efforts in the U.S. and elsewhere to improve assessment for Indigenous students, explores the concept of “culturally-valid assessment,” and interleaves recommendations for going forward constructively within various sections of the paper.

The guide provides strategies to teach children ages 3-13 about diversity through books, media, and open conversations. It encourages parents to foster inclusivity, address stereotypes, and engage with diverse perspectives while supporting critical thinking and donating multicultural books to schools.

The Arizona K12 Center's article emphasizes the importance of incorporating parent perspectives into educators' end-of-year reflections. Parents offer unique insights into their child's educational experience, which can help teachers enhance communication, adjust teaching strategies, and strengthen family engagement. To effectively gather this feedback, the article recommends simplifying the process for parents and focusing questions on areas where their input is most valuable. This approach not only fosters a collaborative relationship between educators and families but also contributes to improved student outcomes.

This is a guide developed by the National Association of Elementary School Principals. It discusses four ways principals can build culturally responsive schools. The guides include, advancing culturally responsive leadership, diversifying student and adult capacity to transform schools, utilizing assets to ensure culturally responsive teaching and learning, and developing awareness and leading the charge to provide diverse opportunities for all students. Accompanied in these guides are actionable recommendations at the end of each guide.

This article published on education hub website discusses the principles of culturally responsive teaching. The author Dr Vicki Hargraves describes culturally responsive teaching and provides a justification for incorporating culture for educational achievement. She suggests the following as principles for culturally responsive teaching : teachers should reflect on their own cultural knowledge and teaching assumptions related to culture, teachers should learn about their students, teachers should use students' cultural knowledge, perspective and skills as a resource for teaching, teachers must present a safe and supportive environmet and build strong relationships; teachers must encourage discursive curriculum and enable student self-determination, connecting with families, and communities.

This article synthesizes research findings on culturally relevant education across various content areas. The authors argue that culturally relevant education is essential in promoting equity and inclusivity in education and provide a comprehensive overview of the theoretical and empirical underpinnings of this approach. It identifies common features of effective culturally relevant education practices, such as engaging with students' cultures, building on students' prior knowledge, and promoting critical consciousness. It also provide recommendations for incorporating culturally relevant education into classroom practice.

This article provides guidelines for evaluating and incorportaing materials related to Native Americans into the classroom, with a focus on native book choices. Additional resources on teaching Native American culture are included.

This toolkit serves as a guide for district leaders in prioritizing equity in their district. Following definitions of various forms of inequity, such as socioeconomic and cultural, it offers concrete strategies for upholding equitable practices in a district. These strategies include organizing an equity team, gathering data on equity practices, creating an equity theory of change, and more. Each suggestion includes examples or templates, explanations or relevant literature, and guiding questions to help steer leaders in the right direction.