Search results for: Multiculturalism
Page 3/7 64 items
The article presents a case study of a 2nd-year teacher who was in a graduate-level Multicultural Curriculum Design course, which was designed to develop the complexity with which teachers understand and plan curriculum. Data included (1) several student papers, (2) a reflective journal, (3) classroom observation of the teacher, and (4) an interview . The case study reinforced the importance of creating contexts in which teachers can examine their own backgrounds and beliefs, interact with one another, and interact with ideas that stretch them intellectually.
Updated: Nov. 18, 2009
The Influence of University Coursework on Pre-service Middle and High School Teachers’ Experiences with Multicultural Themes
The study examined the influence of university-based teacher education courses on pre-service middle and high school teachers’ experiences with multicultural themes in a secondary science alternative certification program. Eight participants volunteered to be a part of the study. The findings indicated that while the participants became more familiar with the themes of multicultural education, many did not demonstrate fluency with these themes and struggled with balancing their responsibilities as a science teacher and a culturally competent teacher.
Updated: Oct. 28, 2009
Building Cultural Responsiveness in Rural, Preservice Teachers Using a Multicultural Children's Literature Project
The purpose of this study was to describe the qualities of preservice early childhood teacher response to a multicultural children's literature project. Furthermore, the study aimed to evaluate the project as a means for developing culturally responsive teaching practices in preservice early childhood teachers. The Students' responses indicated that the reading of multicultural children's books enabled the future early childhood teachers to identify more closely with people of a culture other than their own and to develop knowledge, empathy, and commitment to improving the well-being of their future students.
Updated: Jun. 11, 2009
In this article, an Indigenous Māori Peoples' solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of Māori students in mainstream secondary schools.The article concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.
Updated: Jun. 10, 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
A Model of School Change for Culturally and Linguistically Diverse Students in New Zealand: A Summary and Evidence from Systematic Replication
A model of school change has been designed and implemented in a systematic replication series. Key principles are: that teachers need to be able to act as adaptive experts; that local evidence about teaching and learning is necessary to inform instructional design; that school professional learning communities are vehicles for changing teaching practice; ect. A three-stage model has been tested across three clusters of schools: two groups of urban schools serving Māori and Pasifika children from low socio-economic status communities. The third group comprising all the primary schools in a rural and remote region of New Zealand.
Updated: Apr. 27, 2009
This study investigates the similarities and differences in the perception of the good teacher among a wide population, focusing on two aspects – ethnicity and gender. The research investigated whether the ethno-cultural or the gender component better explains the differences in the perceptions of these qualities and whether interaction exists between the two components. The research indicated that perception of the qualities of a good teacher is culturally dependent. The ethno-cultural origin of the group was dominant in explaining differences in attitudes towards the qualities of the good teacher and not the gender group.
Updated: Apr. 23, 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
International Field Experiences: The Impact of Class, Gender and Race on the Perceptions and Experiences of Preservice Teachers
The authors explore ways class, gender and race complicate perceptions and experiences of preservice teachers during an international field experience in Honduras. Data were collected over 5 years through observations, group discussions, course assignments, and on-site focus group interviews and post-trip individual interviews. An inductive approach combined with cross-comparative analysis reveal diverse ways class, gender and race shaped and re-shaped preservice teachers' perceptions of self, peers, and host community members.
Updated: Jan. 05, 2009
In this article, the author uses James A. Banks’s conceptualization of the five components of multicultural educational practice—content integration, knowledge construction, prejudice reduction, equity pedagogies, and empowering school cultures—to examine the empirical evidence for the influence of each of these five different components on the academic outcomes of students of color and intergroup relations in schools. The empirical research reveals that all five components of multicultural educational practice outlined by Banks to have a strong, positive impact on the educational outcomes of students of color and to improved intergroup relations.
Updated: Dec. 17, 2008