پاکدامن، ف.، دوایی، م.، خسروی بابادی، ع.، و رضازاده، ح. (1401). بررسی جایگاه قومیت و تجارب زیسته قومیتی دانشآموزان در برنامههای درسی متوسطه اول ایران. نظریه و عمل در برنامه درسی، ۱۰(۲۰)، 319-356.
مقصودی، س.، عبدالحسینی، ز.، و سلیمانی، ز. (1392). بررسی نحوه گذران اوقات فراغت و روند تغییرات آن در ایران. ﻣﺠﻤﻮﻋﻪﻣﻘﺎﻻت کنگره ملی اوﻗﺎت ﻓﺮاﻏﺖ و سبک زﻧﺪگیﺟﻮاﻧﺎن (صص. 673-696).
یوسفزاده اربط، ح. (1395). بررسی نقش فرهنگ و زبان در ارتباط میان فرهنگی. معرفت فرهنگی اجتماعی، ۷(۲۸)، 83–104.
Akbari, R., & Yazdanmehr, E. (2015). An expert EFL teachers’ class management.
Iranian Journal of Language Teaching Research, 3(2), 1-13.
https://doi.org/10.30466/ijltr.2015.20386
Bergeron, B. S. (2008). Enacting a culturally responsive curriculum in a novice teacher’s classroom: Encountering disequilibrium. Urban Education, 43(1), 4–28. https://doi.org/10.1177/0042085907309208
Bondy, E., Ross, D., Gallingane, C., &Hambacher, E. (2007). Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education, 42, 326-348. https:// doi.org/10.1177/0042085907303406
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology.Qualitative Research in Psychology, 3(2), 77-101.
Brown, D. F. (2004). Urban teachers’ professed classroom management strategies: Reflections of culturally responsive teaching. Urban Education, 39, 266-289.
Brown, M. R. (2007). Educating all students: Creating culturally responsive teachers, classroom, and schools. Intervention in School and Clinic, 43(1), 57-62.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.
Estaji, M., &Zhaleh, K. (2022). Iranian EFL teachers’ expectations and perceptions about teacher classroom justice training. TEFLIN Journal, 33(2), 272-291.
Freire, P. (2000). Pedagogy of the oppressed. Continuum.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Ghaemi, H., & Boroushaki, N. (2025). Culturally responsive teaching in diverse classrooms: A framework for teacher preparation program. Australian Journal of Applied Linguistics, 8(1), 102433-102433.
Gotch, C. M., & French, B. F. (2013). Elementary teachers' knowledge and self-efficacy for measurement concepts.
The Teacher Educator, 48 (1), 46-57.
https://doi.org/10.1080/08878730.2012.740150
Grossman, H. (1995). Classroom behavior management in a diverse society (2nd ed.). Mayfield.
Haviland, D., & Rodriguez-Kiino, D. (2008). Closing the gap: The impact of professional development on faculty attitudes toward culturally responsive pedagogy. Journal of Hispanic Higher Education, 8, 197–212.
Heidari, L., & Parvaresh, S. (2021). Iranian EFL teachers’ personality types and classroom management orientations: A correlational study. International Journal of Learning and Teaching, 13(4), 224-240.
Howard, G. R. (1999). We can’t teach what we don’t know: White teachers, multiracial schools. Teachers College Press
Howard, P. (2001). The owner’s manual for personality at work. Bard Press.
Irving, D. (2014). Waking up white and finding myself in the story of race. Elephant Room Press.
Jajarmi, H. (2023). The cultuling analysis of teacher concern: A case of the EFL teachers of language institutes.
Language and Translation Studies, 56(2), 149-186.
https://doi.org/10.22067/lts.2023.80086.1171
Kottler, E. (1994). Children with limited English: Teaching strategies for the regular classroom. Corwin Press.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
Marashi, H., & Naghibi, Z. (2020). Adversity quotient and classroom management among Iranian EFL teachers: An analysis of personality styles.
Journal of Modern Research in English Language Studies,
3(1), 12-23.
https://doi.org/10.30479/jmrels.2020.11880.1473
Menchaca, V. D. (2001). Providing a culturally relevant curriculum for Hispanic children. Multicultural Education, 8(3), 18-20.
Milner, H. R., &Tenore, F. B. (2010). Classroom management in diverse classrooms. Urban Education, 45, 560-603. https:// doi.org/ 10.1177/0042085910377290
Morgan, H. (2021). Howard Gardner’s multiple intelligences theory and his ideas on promoting creativity. In F. Reisman (Ed.), Celebrating giants and trailblazers: A-Z of who’s who in creativity research and related fields (pp. 124-141). KIE.
Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education (3rd ed.). Longman.
Phuntsog, N. (1999). The magic of culturally responsive pedagogy: In search of the genie’s lamp in multicultural education. Teacher Education Quarterly, 26(3), 97-111.
Pishghadam, R., & Farkhondefal, E. (2017) .From Navazesh (physical strokes) to Navazeh (mental strokes): A look into the concept of stroking in teaching a second language.
Language and Translation Studies, 49(4), 1–13.
https://doi.org/10.22067/lts.v49i4.62725
Sensoy, O., & DiAngelo, R. (2012). Is everyone really equal? An introduction to key concepts in social justice education. Teachers College Press.
Shockley, K. G., & Banks, J. (2011). Perceptions of teacher Transformation on Issues of Racial and Cultural Bias. Journal of Transformative Education 9(4), 222-241. https:// doi.org/10.1177/1541344612441681
Solorzano, R. W., & Solorzano, D. G. (1999). Beginning teacher standards: Impact on secondlanguage learners and implications for teacher preparation. Teacher Education Quarterly, 26(3), 37-70.
Taha, J. (2022). The challenges of classroom management faced by Kurdish EFL teachers in Iraqi Kurdistan-Sulaimani province schools. Kurdish Academy, 44, 1-40.
Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. American Psychological Association
Taylor, S. V., & Sobel, D. M. (2011). Culturally responsive pedagogy: Teaching like our students’ lives matter. Brill.
Vahdat, S., Anani Sarab, M. R., & Ghobadi, S. (2023). A text-driven approach to developing localized English language teaching materials. Language and Translation Studies, 56(3), 1-30.
Weinstein, C. S., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom management: Awareness into action. Theory into Practice. Journal of Teacher Education 42(4), 269-276.
Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55, 25-38.
Williams III, J. A., Mallant, C., & Svajda-Hardy, M. (2023). A gap in culturally responsive classroom management coverage? A critical policy analysis of states’ school discipline policies. Educational Policy, 37(5), 1191-1216.
Yazdanpanah, M., & Sahragard, R. (2017). A comparison of expert and novice Iranian EFL teachers’ procedural knowledge in Iranian language institutes and universities.
Iranian Journal of Applied Language Studies, 9(2),
209-251.
https://doi.org/10.22111/ijals.2017.3546oi
