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Culturally Responsive Teaching Article Review Student's Name Institution Course Code: Course Name Professor’s Name Submission Date Summary of Article One The article by Pilotti and Al-Mubarak is a field study of 176 undergraduate female learners of a university situated in the Eastern Region of Saudi Arabia whose curriculum used a US model of higher education. The study explored the impacts of two applications of culturally relevant pedagogy (CRP) on these students’ academic performance. One method integrated CRP into both instruction and assessment (systematic CRP), whereas the other used it in instruction (informal CRP). The results demonstrated no substantial performance difference in the first half of the semester; however, learners in the systematic CRP status performed better. They also recorded higher attendance rates in the second half of the semester. Thus, these findings suggested that including culturally responsive content in both teaching and assessment can foster students’ academic performance, though the benefits are more established over time. Summary of Article Two The article Is Good Teaching Culturally Responsive by Tanase (2020) explored the use of culturally responsive teaching (CRP) in urban mathematics and science classrooms, concentrating on approaches that include learners’ cultural backgrounds. The study participants were twenty-two secondary mathematics and science teachers who utilized different student-centered methods like discovery learning, games, and group work to make lessons appealing and culturally pertinent. Accordingly, the teachers incorporated learners’ interests and practical examples into the lessons and recognized language barriers and social factors in order to promote relatability as well as comprehension. The results suggested that whereas some teachers successfully executed CRT, some experienced challenges, indica...