CRS Resource Repository

The webinar Creating Culturally Affirming Spaces: School and Classroom Practices by REL West emphasizes the importance of fostering school environments that proactively affirm students' cultural identities, thereby enhancing their academic and social-emotional well-being. It highlights practical strategies such as correctly pronouncing students' names, speaking positively about families and communities, and sharing personal intercultural experiences to create inclusive and supportive learning spaces.

"Creating Welcoming Schools: A Practical Guide to Home-School Partnerships with Diverse Families" by JoBeth Allen offers strategies for educators and parents to build effective partnerships that enhance student learning. The book emphasizes storytelling, cultural memoirs, and collaborative projects to foster genuine dialogue and engagement between schools and diverse families.

This professional development PowerPoint helps educators and parents deepen their understanding of cultural diversity and build culturally responsive classrooms. It covers key topics like implicit bias, white privilege, stereotype threat, and inclusive curriculum design, making it ideal for both group and individual training.

The website provides instructional strategies list for culturally responsive teaching in the classroom. The current page has content on what culturally responsive in the classroom is, why it is important and strategies for creating a culturally responsive classroom environment, culturally responsive teaching strategies, ways of adressing cultural differences and cultural responsive assessment practices.

In this podcast, Amy Halpern-Laff and Jon Moscow speaks to Ann Smith on Music education. Using a case study of her own experience with a family that was concerned of their daughter learning music in the classroom, she talks about culturally responsive teaching as applied to music teaching. She suggests the importance of conversation between professionals and families for culturally responsive pedagogy. Ann also advocates using art to educate and promote equity and calls teachers to articulate why they teach what they are teaching - such as music, climate change, life sciences etc.

This is a handout by Coalition for Education Justice of New York. It suggests strategies Culturally Responsive Education (CRE) advocates can use to respond to the doubts, attacks and pushbacks they may face when they talk about CRE to the community, schools, and elected leaders. some of the pushbacks includes embedded racism, financial resource constraints, overburdening teachers responsibilities, the pressure to meet the Common Core etc

Dr. Hollie Sharroky’s book offers a universal framework to shift educators' mindsets around students’ cultural and linguistic identities, while providing practical strategies to embed culturally and linguistically responsive teaching into instruction. The first two chapters focus on equity, race, culture, and language, while the rest of the book emphasizes transforming pedagogy through specific classroom practices in management, literacy, vocabulary, language instruction, and creating inclusive learning environments.

Culturally and Linguistically Responsive Teaching (CLRT) is an approach that recognizes and values students' diverse cultural backgrounds and home languages to create inclusive and effective learning environments. It emphasizes high expectations, meaningful relationships, and relevant curriculum to support the academic success of all learners.

This article explores the importance of leadership that is culturally responsive in the context of gifted education. The authors analyze existing literature and argue that leaders in this field should have a deep understanding of diverse cultural backgrounds and experiences to provide an inclusive and equitable learning environment for gifted students. The article provides insights and recommendations for educators and leaders to foster culturally relevant practices in gifted education.

This webinar for Math teachers, three authors of Engaging in Culturally Relevant Math Tasks, explore how teachers can find, adapt, and implement math tasks that engage and empower students by helping them learn and understnd math more deeply and make connections to themselves, their communities, and the world around them.

A presentation by Dr Shelly Jones on Culturally Relevant Pedagogy in Math. She describes a culturally relevant pedagogy as one that empowers students intellectually, socially, emotionally and politically by using cultural referents to impart knowledge, skills, and attitudes. She states that culturally relevant teaching criteria ensures academic success (attainment) to students, students and teachers get cultural competence, and children develop a critical consciousness.

The article discusses the use of cultural responsiveness in educational settings and presents a scorecard to help teachers and administrators assess their level of cultural responsiveness. The scorecard is designed to evaluate four areas: knowledge, attitudes, skills, and behaviors. It provides a range of questions that assess a person's ability to recognize and respect cultural differences, incorporate diverse perspectives into 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 cultural responsiveness in schools.

This toolkit provides resources and guidance for students, parents, communities, educators and administrators on next steps to make classrooms and schools more culturally responsive after the culturally responsive curriculum.

A 2013-2014 CRIOP Evaluation Report by Susan Chambers Cantrell and others examines the Professional Development activities of the Center for Culturally Responsive Pedagogy funded through National Professional Development Program Grant from the US DoE. The report covers components of the Professional Development, its effects and components of the Teacher Education Component. Amongst many effects, it reports increased student achievement in math and ELA from teachers who received the professional development in culturally responsive instruction, and increased implementation of culturally responsive instruction by teachers, among many effects.