Section archive - Multiculturalism & Diversity
Page 24/24 235 items
The article examines a study into early childhood education in Singapore regarding language and literacy development, given its importance to subsequent academic achievement. 79 teachers of 4-6 year-old children were surveyed. Findings indicate that almost all teachers viewed their primary goal as fostering the children's ability to communicate and express themselves.
Updated: Jan. 09, 2008
Getting World English Speaking Student Teachers to the Top of the Class: Making hope for ethno-cultural diversity in teacher education robust
The article explores the problem of the education and retention of world English speaking student teachers due to the diversity of multiculturalism in Australia. The study explored issues concerning world English student teachers from minority (Asian Pacific) immigrant background and found that the student teachers experienced a pedagogical gap between their teacher education and being 'Australian teachers,' between the hopes and happening in their teacher education programs; their practicum; the complexities of student behaviour management; the English language difficulties of their teacher educators, and most importantly the marginalisation of their language and thus their knowledge of education.
Updated: Jan. 09, 2008
Working with Communities to Explore and Personalize Culturally Relevant Pedagogies: Push, Double Images, and Raced Talk
The article explores and makes concrete the ways in which cultural and political knowledge can be explored, understood, and personalized as prospective teachers begin to develop culturally relevant approaches. The authors describe how a group of African American prospective teachers begin to develop bicultural competency and personalize cultural and political knowledge in order to develop culturally relevant pedagogies.
Updated: Jan. 07, 2008
The Cooperating Teacher I's : Effective Mid-Lesson Responses to Student Teachers' Critical Teaching Incidents
Ignore, intervene, interject, interact, interrupt and intercept are the 6 alternative I's used by experienced teachers as strategies, when lesson implementation becomes difficult. The strategies can be taught or made more explicit by cooperating teachers. The article includes a summary of research about cooperating teachers and their feedback practices, as well as a description of behaviors that have proven to be ineffective in response to difficult situations.
Updated: Dec. 18, 2007
The article discusses the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) and the Culturally Responsive Teaching Outcome Expectancy (CRTOE), which were developed and administered to a sample of preservice teachers in the Midwest. Outcomes suggest greater teacher efficacy in the ability to help students feel important and develop positive, personal relationships, than in their ability to communicate with English Language Learners.
Updated: Dec. 11, 2007