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Strategies to Support Teachers in Designing Culturally Responsive Curricula in Online Learning Environments

Strategies to Support Teachers in Designing Culturally Responsive Curricula in Online Learning Environments

Natalie Nussli, Yi Guan, Kevin Oh
Copyright: © 2021 |Pages: 28
ISBN13: 9781799890263|ISBN10: 1799890260|EISBN13: 9781799890270
DOI: 10.4018/978-1-7998-9026-3.ch020
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MLA

Nussli, Natalie, et al. "Strategies to Support Teachers in Designing Culturally Responsive Curricula in Online Learning Environments." Research Anthology on Culturally Responsive Teaching and Learning, edited by Information Resources Management Association, IGI Global, 2021, pp. 343-370. https://doi.org/10.4018/978-1-7998-9026-3.ch020

APA

Nussli, N., Guan, Y., & Oh, K. (2021). Strategies to Support Teachers in Designing Culturally Responsive Curricula in Online Learning Environments. In I. Management Association (Ed.), Research Anthology on Culturally Responsive Teaching and Learning (pp. 343-370). IGI Global. https://doi.org/10.4018/978-1-7998-9026-3.ch020

Chicago

Nussli, Natalie, Yi Guan, and Kevin Oh. "Strategies to Support Teachers in Designing Culturally Responsive Curricula in Online Learning Environments." In Research Anthology on Culturally Responsive Teaching and Learning, edited by Information Resources Management Association, 343-370. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-9026-3.ch020

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Abstract

The purpose of this theoretical chapter is to identify strategies that help educators develop online learning curricula to meet the needs of culturally diverse students. The first part of this chapter offers insights into culturally responsive teaching (CRT) from multiple perspectives. Specifically, the authors explore the importance of CRT in teacher education programs, how to evaluate teachers' cultural competencies, how to initiate the transformation process into culturally responsive educators, how teachers perceive the value of CRT programs, what pre-service and novice teachers typically struggle with in their attempts to teach diverse student populations, and how students perceive cultural diversity. The second part of the chapter is dedicated to an in-depth discussion of practical approaches to developing culturally responsive online curricula for both 2D and 3D learning environments, how to prepare faculty to meet the needs of diverse students in online courses, and how to stimulate pre-service teachers' reflections on CRT.

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