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Section archive - Multiculturalism & Diversity

Page 8/24 235 items
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71
Examining Social Political Contexts in Teacher Preparation in Palestine
Authors: Nasser Ilham, Wong Shelley
This research explores teaching English as a foreign language in the West Bank, Palestine. The study demonstrates the importance of addressing socio-political contexts to make teaching meaningful and to set pedagogical strategies that correspond to the context of the students in teacher preparation programs.
Published: 2013
Updated: Feb. 19, 2014
72
Talking Back: Teaching and Learning through Autobiographies in Multicultural Education
Authors: Guillory Nichole A.
This article focuses on the ways in which pre-service teachers use autobiographical inquiry to reflect on the impact of the context of real public schools and K-12 students on their constructions of themselves as teachers. In this work, the author draws on bell hooks’ notion of “talking back” as an overarching framework in analyzing the autobiographical reflections of pre-service teachers.
Published: 2012
Updated: Nov. 20, 2013
73
Living Contradictions and Working for Change: Toward a Theory of Social Class–Sensitive Pedagogy
Authors: Jones Stephanie, Vagle Mark D.
This article describes a vision of social class–sensitive pedagogy aimed at disrupting endemic classism in schools. The authors claim that educators may unwittingly alienate the very students they hope to inspire, cause for serious inquiry into what a social class–sensitive pedagogy might entail. This manuscript highlights five interrelated principles that provide insights to what research tells us and how it can be used in K–12 and teacher education.
Published: 2013
Updated: Sep. 17, 2013
74
Race, Ethnicity, and College Success: Examining the Continued Significance of the Minority-Serving Institution
Authors: Flores Stella M., Park Toby J.
This article evaluates student postsecondary outcomes by race and ethnicity in Texas’s large minority-serving institution (MSI) sector utilizing state administrative data from 1997 to 2008. The authors conclude that Hispanic-serving institutions are particularly critical locations for Hispanics while the non-MSI community colleges emerge as key institutions for Black students, signaling important implications for how historically Black colleges and universities might address recruitment and transfer strategies.
Published: 2013
Updated: Sep. 17, 2013
75
The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers Who Teach Children of Recent Immigrants
Authors: Adair Jennifer Keys, Tobin Joseph, Arzubiaga Angela E.
The authors present an analysis of the teacher interviews which were conducted in five U.S. cities with 50 preschool teachers. These interviews were part of a comparative study in Europe and the United States of what practitioners and parents who are recent immigrants think should happen in preschool. The authors compare the perspectives of these immigrant teachers with those of their nonimmigrant counterparts. Specifically, the authors focus on the cultural expertise of immigrant teachers who work within their own immigrant community. One of the major findings is that preschool teachers are caught between their pedagogical training and their cultural knowledge.
Published: 2012
Updated: Jun. 17, 2013
76
Urban Education and Segregation: The Responses from Young People
Authors: Ohrn Elisabet
The author discusses schooling in the neighbourhoods typically associated with problems and challenges, in order to explore young people’s responses to their schooling and social positions.
Published: 2012
Updated: Apr. 25, 2013
77
Why Are Migrant Students Better Off in Certain Types of Educational Systems or Schools than in Others?
Authors: Dronkers Jaap, Van Der Velden Rolf, Ghk Allison Dunne
This article is concerned with the combined estimation of the effects of educational systems, school composition, track level, and country of origin on the educational achievement of 15-year-old migrant students. The authors focus specifically on the effects of socioeconomic and ethnic background on achievement scores and the extent to which these effects are affected by characteristics of the school, track, or educational system in which these students are enrolled.
Published: 2012
Updated: Apr. 25, 2013
78
Through a Glass Darkly: The Persistence of Race in Education Research & Scholarship
Authors: Ladson-Billings Gloria
Each of the social sciences that contribute to the field of education has a history of racialized understandings that make their way to both our research and practice.
Published: 2012
Updated: Mar. 24, 2013
79
A Call to Duty: Educational Policy and School Reform Addressing the Needs of Children From Military Families
Authors: Esqueda Monica Christina, Astor Ron Avi, De Pedro Kris M. Tunac
This article examines the intersections among state policy, school reform, and the educational experiences of military children.
Published: 2012
Updated: Mar. 24, 2013
80
The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis
Authors: Sax Linda J., Riggers Tiffani A., Eagan M. Kevin
This study compares levels of self-reported academic engagement between female graduates of single-sex and coeducational private high schools using nationwide data on these students at the point of college entry. This study demonstrates that school gender remains a significant predictor of self-reported academic engagement when controlling for other school characteristics. The results reveal that women attending all-girls high schools report higher levels of academic engagement across numerous fronts: studying individually or in groups, interacting with teachers, tutoring other students, and getting involved in student organizations.
Published: 2013
Updated: Mar. 06, 2013
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