일원동수학 Davis Company, W. W. Norton & Company, SAGE Publications, and Flat World Knowledge. Culturally-responsive curriculum Culturally-responsive curriculum is a framework for teaching that acknowledges and the various cultural backgrounds of all students in the classroom to make learning more accessible, especially for students of color.[245] It is the outgrowth of research evidence that suggests that attitudes towards others, especially with regard to race, are socially constructed (or learned) at a young age.[246] Therefore, the values that we attach to various groups of people are a reflection of the behavior we have observed around us, especially in the classroom.[246] Culturally-responsive curriculum responds to the importance of teachers connecting with students in increasingly diverse classrooms in the US by incorporating sociocultural elements into curriculum. The goal of culturally-responsive curriculum is to ensure equitable access to education for students from all cultures.[247] Culturally-responsive curriculum draws directly on the idea of a "hidden curriculum" or system of values that teachers impart on students in the classroom. Culturally-responsive curriculum attempts to break down the dominant cultural bias that often pervades curriculum and instruction. Similar to the anti-bias approach, culturally-responsive curriculum is intended to help students and teachers "recognize the connections between ethnicity, gender, religion, and social class, and power, privilege, prestige, and opportunity." Culturally-responsive curriculum specifically responds to the cultural needs of students as learners in the classroom. A study by Howard in 2001, documents students' responses to culturally-responsive curriculum and teaching strategies. The study found that these methods had a positive effect on student engagement and effort in the classroom. These findings are consistent with the theoretical claims of culturally-responsive curriculum.[248] Teachers can gain in-depth understandings of their students' individual needs by engaging with parents, learning about culturally-specific ways of communicating and learning, and allowing students to direct their learning and to collaborate on assignments that are both culturally and socially relevant to them.[247] Culturally-responsive curriculum is also implemented at the level of preservice teacher education. One study by Evans-Winters and Hoff found that preservice teachers do not necessarily recognize or acknowledge the intersections of race and other social factors in understanding and characterizing systems of oppression.[249] A shift in preservice training has been made toward a more self-reflective model that encourages teachers to be reflective of the types of cultural and social attitudes they are promoting in their teaching practices.[250] This kind of preservice education can help teachers anticipate social-identity related tensions that might occur in the classroom and think critically about how to approach them.[251] Gender-sensitive curriculum The notion of gender-sensitive curriculum acknowledges the current reality of our bi-gender world and attempts to break down socialized learning outcomes that reinforce the notion that girls and boys are good at different things.[188] Research has shown that while girls do struggle more in the areas of math and science and boys in the area of language arts, this is partly a socialization phenomenon.[188] One key to creating a gender-friendly classroom is "differentiation" which essentially means when teachers plan and deliver their instruction with an awareness of gender and other student differences.[188] Teachers can strategically group students for learning activities by a variety of characteristics so as to maximize individual strengths and contributions.[188] Research has also shown that teacher's differ in how they treat girls and boys in the classroom.[252] Gender-sensitive practices necessitate equitable and appropriate attention to all learners. Teacher attention to content is also extremely important. For example, when trying to hold boy's
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