Michèle was hurrying to class. How, she thought, could she offer the students in her African American English in Society and Schools class a method of understanding, comparing, and abstracting the studies they had been reading in class? The heuristic described in this study evolved from a desire to capture aspects of several seminal studies that illustrated how African American English was deployed in classrooms for productive work with African American students. Michèle recalled that whenever she asked graduate students or practicing teachers what they, other teachers, and schools might do to improve the schooling of students of color, one of the most consistent responses was Culturally Responsive Pedagogy (CRP). However, when pressed and asked what one would detect in classrooms where CRP is being put into practice, few were able to specify what an observer might see. Specifying the dimensions of CRP and its relationship to the heuristic had not been on Michèle’s mind. Even so, it was during the class discussion that the heuristic’s relevance to CRP became clearer. Jonathan, who had been tapped as a teaching assistant in an English language arts methods class, believed HiTCRiT could be modified to use with teacher education candidates, as a substitute for the standardized lesson planning tool used in the department. He piloted its use with the class the following semester. Utilizing HiTCRiT to explain research and existing practices as well as to assist teachers in creating culturally relevant instruction modified and shaped it, creating a more robust tool. Thus, the HiTCRiT came into being and came to inform our thinking and teaching practice.

中文翻译：

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思考文化响应式教学的启发式 (HiTCRiT)

米歇尔急着去上课。她想，如何才能在社会和学校课程的非裔美国人英语课程中为学生提供一种理解、比较和抽象他们在课堂上阅读的研究的方法？本研究中描述的启发式方法是从捕捉几项开创性研究的各个方面演变而来的，这些研究说明了非裔美国英语如何在课堂上部署，以便与非裔美国学生进行富有成效的工作。Michèle 回忆说，每当她询问研究生或实习教师他们、其他教师和学校可以采取哪些措施来改善有色人种学生的教育时，最一致的回答之一是文化响应教学法 (CRP)。然而，当被问及在实施 CRP 的教室里会检测到什么时，很少有人能够具体说明观察者可能会看到什么。指定 CRP 的维度及其与启发式的关系并不是 Michèle 的想法。即便如此，在课堂讨论中，启发式与 CRP 的相关性变得更加清晰。乔纳森曾在英语语言艺术方法课程中担任助教，他认为可以修改 HiTCRiT 以供教师教育候选人使用，作为该部门使用的标准化课程计划工具的替代品。在接下来的学期中，他在课堂上试用了它。利用 HiTCRiT 来解释研究和现有实践，并协助教师创建与文化相关的教学，修改和塑造它，创建一个更强大的工具。于是，HiTCRiT应运而生，并为我们的思想和教学实践提供了信息。