Search results for: Student diversity
Page 4/8 73 items
Culturally Responsive Pedagogies in the Classroom: Indigenous Student Experiences across the Curriculum
Using a mixed-methods research approach, the authors evaluated the impact of teacher professional development to instil culturally responsive pedagogies in secondary classrooms. The results reveal that the majority of teachers showed evidence of culturally responsive practices. Furthermore, the findings show that the students were able to describe examples of teachers caring for them as culturally located individuals.
Updated: Dec. 25, 2012
Parsing the Language of Racism and Relief: Effects of a Short-term Urban Field Placement on Teacher Candidates’ Perceptions of Culturally Diverse Classrooms
This three-year study explores the effects of one-week urban education program on non-urban teacher candidates. Findings reveal that the placement improves confidence in cross-cultural and general teaching abilities. Furthermore, short program yields big changes in views of urban youth, schools and teachers. Participants report professional, intellectual, social and emotional growth. Experience increases interest in urban schools for future employment.
Updated: Jul. 30, 2012
The Multidimensionality of Multicultural Service Learning: The Variable Effects of Social Identity, Context and Pedagogy on Pre-service Teachers’ Learning
In this article, the authors are interested to assess the effects of pre-service teachers’ social identities, Multicultural service learning (MSL) contexts, and university pedagogy on pre-service teachers’ awareness of cultural bias, understanding of social inequality, and commitment to teaching diverse students. The authors collected survey data from 212 pre-service teachers engaged in 22 MSL sites.
Updated: Jul. 23, 2012
Using the Conceptual Change Model of Learning as an Analytic Tool in Researching Teacher Preparation for Student Diversity
The goal of this article is to argue that drawing on the theory of conceptual change as commonly applied to learning in science classrooms is an appropriate and valuable framework for understanding how teachers change their ideas about the pedagogical implications of student diversity. After a description of two traditions of conceptual change learning, the Teaching for Conceptual Change model is deployed to analyze two different accounts of teacher learning.
Updated: May. 28, 2012
Learning to Attend to Culturally and Linguistically Diverse Learners Through Teacher Inquiry in Teacher Education
In this article, the authors sought to understand how student teachers (STs) in a teacher credential program with a history of attention to diverse learners were learning about their culturally and linguistically diverse (CLD) students through Teacher inquiry (TI). STs took actions of various kinds to learn about diverse students: researching contexts and histories; examining student work and performance at full-class, subgroup, and individual levels; and asking and listening beneath the surface to students’ reasoning, attitudes, beliefs, and concerns about school learning and other issues. However, TI elements were used to varying degrees, in various ways, and with varying levels of success.
Updated: May. 28, 2012
In this article, the author discusses the challenges globalization may bring to teacher education. Globalization brings many challenges to schools. To meet these challenges, schools need teachers who understand the implications of globalization, are able to effectively work with the increasingly culturally and linguistically diverse student population. The author describes some essential elements of a plan that prepare teachers to teach in the globalized world. The author concludes that in order to prepare this new generation of teachers, we need a teacher education system that is globally oriented.
Updated: Mar. 21, 2012
Teachers need to examine their own epistemology in relation to the racial/ethnic background of the children they teach. Hence, this action research study which investigates how one teacher educator analyzed her pedagogy and engaged her students in writing narratives about working with children, families, and co-workers who are racially and ethnically different from themselves.
Updated: Dec. 27, 2011
Developing Cohesion and Building Positive Relationships through Storytelling in a Culturally Diverse New Zealand Classroom
This study was designed to investigate what participants learnt about themselves, others and cultural perspectives when they told and listened to one another’s personal stories. The participants were secondary school students in the lower North Island of New Zealand. The author concludes that it appears that this approach to sharing personal stories offered sensitivity to students’ backgrounds, experiences and differences, privileged student voice, and affirmed respect for individual lived experiences.
Updated: Nov. 03, 2011
This study examined the relationship between preparation characteristics and pre-service teachers’ multicultural awareness, knowledge, and skills.Specifically, the study answered two research questions: 1) How do the initial level and change in pre-service teachers' beliefs about diversity in personal and professional contexts differ by their background characteristics? and 2) What characteristics of teacher preparation for diversity reported by pre-service teachers are associated with positive changes in their beliefs about diversity in personal and professional contexts, controlling for their background characteristics?
Updated: Oct. 24, 2011
Teachers' Emotional Experiences of Growing Diversity and Multiculturalism in Schools and the Prospects of an Ethic of Discomfort
The current paper analyzes the ways in which emotions are constituted and mobilized by teachers to respond to growing diversity and multiculturalism in schools. The analysis is based on a two-year ethnographic study conducted in three Greek-Cypriot primary schools that are 'multicultural'. The results of this study show that teachers experience intense emotional ambivalence in their efforts to cope with growing diversity and multiculturalism in schools.
Updated: Jul. 05, 2011