Self-Regulated Learning and Culturally Responsive Pedagogy: An Integrated Approach to Fostering All Learner’s Engagement and Motivation

Our classrooms are increasingly including students from diverse cultural and linguistic backgrounds. Research from culturally responsive teaching (CRT) and self-regulated learning (SRL), although from different perspectives, document instructional practices that support students’ motivation and engagement. The author developed a Culturally Responsive Self-Regulated Learning Framework that integrated practices from CRT and SRL to guide educators in designing culturally inclusive classrooms. Drawing on real classroom examples that are grounded in applied school research, Self-Regulated Learning and Culturally Responsive Pedagogy: An Integrated Approach to Fostering All Learner's Engagement and Motivation documents how classroom teachers implemented the three components of this framework, including classroom foundational practices, integrated practices, and dynamic supportive practices. Specifically, it presents the experiences of classroom teachers in designing and implementing an integrated pedagogy, students’ experiences of teachers’ instructional strategies, and how those teaching practices are linked to students’ levels of motivation and engagement.

Table of Contents:
Acknowledgments Introduction Part I: Diverse Classrooms, Culturally Responsive Teaching, and Self-Regulated Learning Frameworks Chapter 1: Culturally Diverse Classroom Contexts Chapter 2: Designing Classroom Contexts for Supporting All Learners’ Engagement and Motivation: An Integrated Pedagogy Part II: Classroom Designs and Implementations Chapter 3: A Case Study of Joseph’s Grade 4 Classroom Chapter 4: A Case Study of Matthias’ Grade 5 Classroom Part III: Final Discussions Chapter 5: Discussion of Major Findings Conclusion Appendix A: Meetings with Teachers Appendix B: Teacher Activity 2: Co-designed CR-SRL Complex Task in Joseph’s Classroom Appendix C: Teacher Activity 3: Co-Designed CR-SRL Complex Task in Matthias’s Class Bibliography About the Author

About the Author :
Aloysius C. Anyichie is assistant professor of educational psychology and student services at Brandon University.

Review :
Though its target is the multiracial society, the book could be useful in multiethnic/tribal communities, where rural-urban migration occurs with attendant challenges of culture, religion and language. In addition, despite focusing on the elementary classroom, Anyichie’s treatise could be extended to the secondary and tertiary levels of education, depending on the age of the migrating demographic. From this perspective, Self-Regulated Learning and Culturally Responsive Pedagogy has the potential for universal appeal and applicability. Anyichie’s book provides a framework for integrating two powerful approaches to student engagement, based on his collaborative research with teachers in real classrooms. The book is unusual in showing teachers using a cognitive theory (SRL) with a cultural approach (CRT) in a mutually-enhancing way to support student engagement in classroom learning. This book addresses important matters pertaining to teaching and learning. It highlights the importance of self-management of what to learn, when to learn, and how to learn within a culturally encircled environment. This is a student-centred pedagogy that honours the culture in which knowledge is constructed. It’s a great resource on how to integrate self-regulated learning and culturally responsive pedagogy into teaching and research. Given the increasing diversity of the student population, there is an urgent need for teachers and schools to understand the critical importance of culturally responsive pedagogy. This book addresses this important societal need. It provides a beacon of hope, reminding educators how to appreciate cultural differences and at the same time embrace our common humanity.