Search results for: Cultural influences
Page 2/2 19 items
In this article, the author explores the relationships and responsibilities of family members to each other in Micronesian cultures and implications for Micronesian parent priorities that may affect their children's schooling. The system of family obligations in Micronesian cultures is described. Furthermore, the role of the family in the priorities and behaviors of Micronesian families around schooling of their children is explored. The author argues that understanding these cultural traditions may help teachers and administrators better assist immigrant Micronesian families and their children to be successful in American schools.
Updated: Mar. 02, 2011
In this article, the authors examine the content of reflective journals as written by Deaf pre-service teachers during their semester of student-teaching practicum in a general education classroom with hearing students. The authors found that these student teachers focused on many of the same issues mentioned in the literature on reflective teaching with hearing student teachers-pedagogy, teaching strategies, and relationships with students-and these student teachers often did so by incorporating key elements of Deaf culture into these categories.
Updated: Jan. 09, 2011
Conceptions of Effective Mathematics Teaching within a Cultural Context: Perspectives of Teachers from China and the United States
This study examines Chinese and U.S. teachers’ beliefs concerning effective teaching within a cultural context. Nine Chinese teachers and 11 U.S. teachers were selected for the study.The findings from this study reveal that although sharing some common beliefs, the two groups of teachers think differently about both mathematics understanding and the features of effective teaching. These differences of teachers’ beliefs are discussed in a cultural context. Finally, the findings of this study have a number of implications for future studies that examine cross-cultural beliefs of effective teaching from teachers’ perspectives.
Updated: Dec. 21, 2010
This review evaluates the role of language in explaining the relatively superior performance of Chinese and other East Asian students in cross-national studies of mathematics achievement. The review (a) provides equivocal findings about the extent to which number words in the Chinese language afford benefits for mathematics learning; and (b) indicates that cultural and contextual factors are gaining prominence in accounting for the superior performance of East Asian students in cross-national studies.
Updated: Nov. 02, 2010
This paper examines youth mobilities in three geographic and socio-economically diverse Swedish contexts. This article draws attention to the fact that geographical mobility, as a form of human agency, is closely related to social mobility and hence to both spatial and social inequalities. Using life-history interviews and statistical data, the article examines how space, class and ethnicity are related to education and social inclusion and exclusion as young people are spatially situated yet move, desire to move, dream about moving, seek to move and fail to move, as they migrate through, in and out of social communities.
Updated: Oct. 29, 2010
This paper reports on an exploratory study of beginning teachers’ experiences in one secondary multi-ethnic school in Flanders. Semi-structured interviews were conducted with six beginning teachers and two mentors. The authors concluded that the structural and cultural working conditions as well as the personal belief systems of the teachers were essential to understand the actual impact of the multi-ethnic character of the school on new teachers’ job experiences. Due to the mediating role of these factors, beginning teachers do not consider the multi-cultural character of their working environment as problematic as such.
Updated: Oct. 17, 2010
This study examines how high school graduates got to where they were in terms of mathematics attainment. In addition, the study explored what factors might predict students’ attainment and their growth trajectories in mathematics during secondary school years. The study uses a three-level longitudinal and multilevel modeling framework to address the key research questions.
Updated: May. 30, 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
This article begins with an overview of elementary social studies, considering its purposes and goals. The article then considers different approaches and focusing on the approach recommended by the authors. This approach features units on cultural universals, organized around powerful ideas developed with emphasis on their connections and applications. Then, the article describes how an exemplary elementary teacher implements these units in her classroom. The authors conclude that it is important to include social studies as a basic curriculum strand right from the beginning of schooling.
Updated: Dec. 01, 2009