Search results for: Student diversity
Page 7/8 73 items
This article explores the effect that the proportion of children of immigrants in a school has on all students’ expectations and examines the differential effects of school composition on the expectations of children of immigrants as compared with nonimmigrants. This analysis demonstrates that comparative and normative theories of school effects are not accurate for children of immigrants, at least not to the same degree as they are for nonimmigrants.
Updated: Jun. 01, 2010
Critical action research is contextualized in a low socioeconomic, multicultural urban school in Auckland, New Zealand. The research was part of a meta project which aimed to raise the achievement of Mori students. Research processes incorporated Freirean dialogical processes, cross cultural learning and teacher professional development.
Updated: Jan. 12, 2010
Using the case of a secondary English department, this paper demonstrates how historical barriers to effectively educating diverse students have been reinforced by the current educational climate of curriculum standardization and high stakes accountability. The paper claims that educational strategies for responding to diversity should be internally developed by schools and teachers.
Updated: Nov. 17, 2009
A Bridge to Developing Efficacious Science Teachers of All Students: Community-Based Service-Learning Supplemented with Explicit Discussions and Activities about Diversity
This study investigated the effects of community-based service-learning (CBSL), supplemented with discussions and activities about diversity, on the self-efficacy beliefs of preservice elementary teachers regarding equitable science teaching and learning for diverse student groups. 81 preservice teachers participated in this study.
Updated: Nov. 02, 2009
Cross-Cultural Immersion in China: Preparing Pre-Service Elementary Teachers to Work with Diverse Student Populations in the United States
This qualitative study examined ten American elementary pre-service teachers' teaching and learning experiences in China. Five themes emerged from the data analysis: understanding and respecting Chinese culture; developing empathetic dispositions towards non-English speaking students; exchanging teaching strategies and resources; reflecting on professional and personal growth; and initiating a proactive stance as culturally responsive change agents.
Updated: Oct. 21, 2009
Realizing the Equity-Minded Aspirations of Detracking and Inclusion: Toward a Capacity-Oriented Framework for Teacher Education
Drawing on ethnographic research in detracked and inclusion classrooms, this paper analyzes the nature and sources of the tensions and dilemmas felt by teachers working in intentionally heterogeneous settings. It argues that the implementation of these policies is not often accompanied by a serious interrogation of the taken-for-granted understandings of ability, standards, and structural inequality that pervade educational discourse inside schools.
Updated: Jul. 06, 2009
In this article, the authors present the work of a team of Israeli and Palestinian teachers who developed a history textbook that includes both groups' narratives of the same events side by side. The aim was to break down stereotypes and build more nuanced understandings among the next generation of citizens in each of the two states in the region. These teachers then tested the effects of its use in both Israeli and Palestinian classrooms.
Updated: May. 25, 2009
Creating a positive working atmosphere in the classroom is the first concern of many student and beginning teachers in secondary education. Teaching in multicultural classrooms provides additional challenges for these teachers. This study identified shared practical knowledge about classroom management strategies of teachers who were successful in creating a positive working atmosphere in their multicultural classrooms.
Updated: Apr. 01, 2009
Culturally Responsive Differentiated Instruction: Narrowing Gaps Between Best Pedagogical Practices Benefiting All Learners
Because of its special education association, differentiated instruction (DI) is a topic of concern for many educators working with culturally and linguistically diverse (CLD) learners, whereby bilingual, multicultural, and culturally responsive teaching (CRT) is considered more appropriate for responding to cultural and linguistic diversity. The study focuses in assisting the educational community to recognize pedagogical differences, while finding common ground, in identifying complementary teaching practices for all students, including culturally diverse students and English language learners (ELLs). CRT and DI provide frameworks with which to discuss a reconciliation of both theory-to-practice approaches.
Updated: Mar. 12, 2009
Imagining A Different Life in School: Educating Student Teachers about 'Looked After' Children and Young People
This research concerns the acquaintance of student teachers with the educational and wider pastoral experiences of children and young people who are or have been ‘looked after’ and who they may well teach at some point. The research also concerns the familiarization of student teachers with the ‘looked after’ system in the UK. The authors discuss an exploratory awareness-raising curriculum project within a Teacher Education Department at a University in the UK. This project utilizes digital multimedia to develop a ‘community of awareness’ of young people and student teachers.
Updated: Feb. 16, 2009