Culturally Responsive Teaching and Self-Regulated Learning: An Integrated Approach to Supporting Engagement in Inquiry-Based Learning

• In Event: Poster Session 12
  In Poster Session: Teachers, Parents, Culture, and Self-Regulated Learning

Abstract

Research on culturally responsive teaching (CRT) and self-regulated learning (SRL) both identify pedagogical practices that increase student engagement, albeit from different perspectives. This project explored the integration of these practices during inquiry-based learning. Specifically, this case study examined how two classroom teachers at a multicultural public elementary school in the West Coast of Canada integrated CRT and SRL practices to support student engagement. Data collected included classroom observations, practice records and documents, students’ work samples, teacher and student interviews and student surveys. Preliminary findings indicate the importance of (a) classroom foundational practices; (b) culturally responsive self -regulated learning practices; and (c) dynamic support practices in supporting culturally diverse learners’ engagement. Implications for theory, practice, and research are discussed.

Authors

• Aloysius C. Anyichie, Brandon University

• Deborah L. Butler, The University of British Columbia