Teaching To and Through Cultural Diversity

Inovacije u nastavi

Универзитет у Новом Саду, Педагошки факултет у Сомбору Кратки научни прилог Културна различитост као део одрживог развоја и културно респонзивно поучавање Резиме: Културна различитост је неминовност друштва у коме живимо, те је неопходно да друштво, и образовање као интегрални део друштва, дефинише свој однос према датим културним различитостима у ери глобализације. УНЕСКО је у својим публикацијама дефинисао очување културне различитости као саставни и неизоставни део одрживог развоја, а посебно се то истиче у Универзалној декларацији о културној разноликости из 2001. године и Конвенцији о заштити и промоцији разноликости културних израза из 2005. године. Образовање се види као кључни процес приликом којег могу да се преносе различите културне вредности, како националне, тако и универзалне. Како се повећава свесност о културним разликама и неопходности њиховог неговања, настају идеје културно респонзивне педагогије. Културно респонзивна педагогија полази од нужности очувања културне баштине и традиције, уз постизање максималних академских постигнућа. Она се не оријентише само на процес поучавања, него и на шире друштвене елементе који доводе до либерализације поучавања културно различитих ученика. Циљ рада је сагледавање значаја културне различитости кроз кључне документе и разматрање претпоставки културно респонзивне педагогије као одговора на културну различитост, чије одржање представља део одрживог развоја. Кључне речи: културна различитост, одрживи развој, културно респонзивна педагогија, културно респонзивно поучавање. Увод 1 Честа померања становништва у прошлости и све актуелније миграције у садашњем 1 друштву доводе до хетерогенизације друштва по свим основама. Културна различитост људи који живе на истом поднебљу постала је неминовност, а њено одржање императив савременог друштва. Захтев за признавањем културних раз

Iskolakultúra

Napjaink gyorsan változó információs társadalmában a tanároknak folyamatosan felül kell vizsgálniuk és kihívások elé kell állítaniuk nézeteiket, módszereiket, mivel a sokszínű osztályközösségek, illetve a változó tanulási formák, források és tanulási környezetek gyors, adaptív pedagógiai reakciókat igényelnek (Lampert, 2010). A reflektív gondolkodás elengedhetetlen kelléke a tanárok szakmai repertoárjának így a 20. század végétől a reflektivitás egyre nagyobb hangsúlyt kap a pedagógusképzésben (Kinsella, 2007; Collin, Karsenti és Komis, 2013). A tanárszakos hallgatók reflektív gondolkodásának támogatására, illetve feltárására számos módszer áll rendelkezésre mind hazai, mind nemzetközi viszonylatban. Ezeknek a tanulmányoknak szisztematikus feldolgozását célul kitűző kutatások azonban kis számban vannak csak jelen a hazai szakirodalomban. Jelen tanulmány, a reflektív naplónak, mint a reflektivitás egyik hatékony eszközének tanárképzésben való alkalmazási lehetőségeit tárja fel a s...

Journal of New Approaches in Educational Research, 2020

school teacher and coordinator of the "ABC" Project (inclusion and education), Messina, Italy Ensuring inclusive education, which is one of the priorities of the 2030 Agenda for Sustainable Development, is not possible without teachers. Teachers' perceptions influence the way they organise and develop their professional activity and the commitment they ultimately give to cultural diversity in educational practice. In this paper, we study the perceptions about cultural diversity which are held by teachers working in compulsory education with Roma students in the Italian city of Messina. The study involved 182 teachers from four educational centres for primary education and the first grade of secondary education. It is a quantitative descriptive study in which a questionnaire has been used as the instrument to collect information. The results obtained highlight, among other issues, the fact that the teachers who were involved in the study favour theoretical and practical perspectives which encourage cultural diversity. In addition, they reveal that there are significant differences in teachers' perceptions according to the educational level they teach.

Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education

Recent global demand for cybersecurity professionals is promising, with the U.S. job growth rate at 28%, three times the national average [1]. In a global survey, 2,300 security managers reported that 59% of their security positions were unfilled, although 82% anticipated cyberattacks to their systems [2]. At the same time, the cybersecurity field is broadening, not only in technical concepts but also in human factors, business processes, and international law. The field has not become culturally diversified, however. Professionals hired in 2018 included only 24.9% women, 12.3% African Americans, and 6.8% Latinos [3]. These realities create an opportunity for higher education: diversify the profession while increasing the numbers of skilled computer scientists. New and integrated methods of attracting student populations in the field of cybersecurity are needed. This working group report analyzes the outcomes and approaches used in higher education to diversify the cybersecurity field through a review of the literature, identification of gaps, and recommendations for cybersecurity education researchers and practitioners. * Working Group leader. † Working Group co-leader. ‡ Working Group co-leader.

Theory Into Practice, 2019

Among the many approaches proposed for closing opportunity and achievement gaps is supporting student’s academic language development. Often, however, instructional approaches that are more familiar to teachers, such as helping students learn new vocabulary, are prioritized over more complex and less familiar explorations into disciplinary language, such as analyzing how a whole text is organized or identifying grammatical boundaries within sentences and connecting these analyses to disciplinary learning goals. In addition, the cultural and linguistic assets students bring to the classroom, valuable resources for learning, are often neglected in school, depriving students an opportunity to leverage and expand such resources. This article argues for an instructional approach that integrates disciplinary language and literacy teaching with culturally sustaining pedagogy. We synthesize research and theories on the approach and provide illustrative examples with elementary grades Hmong-American children.

Journal of Higher Education Policy And Leadership Studies

In the Canadian province of Saskatchewan, the Ministry of Education has encouraged sociocultural and linguistic diversity within schools. Yet, as is typical within neoliberal societies, standardized assessments continue to be promoted for evaluating student progress and for the validity of in-school assessments. Standardized testing is designed using a monolingual Eurocentric perspective which ultimately discounts many cognitive processes used by non-Canadian EAL students. This study describes ways in which educational leaders work towards incorporating culturally responsive pedagogy into their practices so as to increase representativeness within their schools. Six principals in rural Saskatchewan were interviewed. Results revealed three common themes: the use of standardized data to assess student progress and in-school testing, integration of cultural competence practices, and initiation of individualized intervention strategies.

Remedial and Special Education

This special issue of Remedial and Special Education is a collection of theoretical and empirical research addressing equity in the preparation of a diverse special education teaching force, with a focus on racial/ethnic diversity. The purpose of this special issue is to open a conversation about equity as it pertains to special education teachers, including both students’ equitable access to special education teachers who share their racial/ethnic and/or cultural background and prospective special educators’ equitable access to the profession.

Teorìâ ta Metodika Fìzičnogo Vihovannâ

Purpose. The research aims at multi-faceted study of global communication competence, which is a vital soft skill for professional development of students, acquiring their degrees in sport and tourism. Materials and methods. Qualitative research methods applied in the research include theoretical analysis of relevant scientific findings, synthesis and modelling, pedagogical observation and evaluation. Quantitative analysis relates to questioning and data processing, in particular, 50-question Intercultural Quiz, conducted among 352 students of NUUPES and NUFT. Results. The conducted research of global communication competence of the first and fifth year university sport and tourism students shows clear correlation between the level of education and gained global communication expertise, presented by the communicative skills of critical thinking and cooperation. The analysis of statistic data has proved that along with improved self-awareness, disciplines more than doubled students’ ...

2020

Power distance' and 'power relations' are two concepts that have been repeatedly used to depict interactions between faculty and students, especially in uncivil learning environments. Different learning environments and corresponding pedagogical designs are often typified by different power relationships. The last several years have brought rapid changes to learning environments. New modes of teaching and learning as well as new communication strategies have been espoused as alternatives to the traditional, teacher-centered classroom model. Teachers in traditional classrooms, are largely, if not exclusively, responsible for setting goals, designing learning tasks and assessing progress. Traditional teacher-student relationships, described at length earlier in this book, are often perceived as an exhibition of authority and as the exercise of exclusive power by teachers. In contrast, in constructivist, student-centered classrooms, knowledge and authority are shared among teachers and students. The power structure that typifies traditional learning environments is similar to the structure that supports uncivil class encounters, while constructivist classrooms represent the opposite pole. This chapter describes the main tenets of constructivist pedagogy, centering on the shifts in control over the learning process, from external, as used in conventional and well-structured learning settings, to the students. It is through such shifts in power relationships between teachers and contemporary millennial students that constructivist approaches may mitigate academic incivility. The Main Tenets of Constructivist Pedagogy In recent decades, constructivist pedagogy has challenged traditional classroom practice. With growing advances in information and communication technologies, social changes, globalization and the pursuit of quality in education, new societal requirements have emerged and a new range of abilities, including diversified social, communication and cooperation skills, all necessary in order to meet these requirements, has been recognized. Constructivist pedagogy addresses the new role of modern-day teachers, recognizes the need to use new teaching methods in the classroom and provides a path for

2020

Democracy and social justice are mutually involved. This statement is valid for our society and is also true for our schools. With Nancy Fraser's ideas on Social Justice as a framework, this article proposes five dimensions to improve Social Justice and Democracy in schools. First, Redistribution of opportunities and benefits of education, as a way for schools to break the social inequalities perverse circle; the second dimension is the Recognition of cultural values and social diversity, through which the dominant cultural values in education are questioned, and the different school’s member identities, perspectives and lifestyles are respected and learned from. The third dimension refers to democratic school governance, a governance based on responsibilities distribution, proactivity and plural networks cooperation. The fourth dimension is Critical and Participatory Curriculum and the fifth and last one is a Democratic School Culture. These dimensions contribute to identify ab...

Languages

This study is a mixed-methods exploratory study of a Spanish Home Language Arts (HLA) pilot curriculum designed for Students with Interrupted Education (SIFE) as it was implemented across six different schools in New York State during the 2019–2020 school year before the onset of COVID-19. The focus of the study was to observe whether the HLA curriculum improved teacher practice in the increased use of the gradual release of responsibility and the curriculum-prescribed protocols. Another goal was to examine whether the use of the curriculum helped to improve student writing and bilingual literacy. A final goal of the study was to survey teachers on their perceptions of the curriculum, especially in how the lesson design fostered student engagement and collaboration with others. The results of the internal evaluation showed that the teachers improved in their practice, especially in the areas of gradual release and increased student time on task. The students were able to develop spe...

2020

Roraima state has most of its territory, roughly 46% of it, officially demarcated and designated as Indigenous lands. Nearly half of the territorial area of the Roraima province, in northernmost Amazonia, is occupied by eight distinct Indigenous groups in order to ensure an area for physical and cultural reproduction. Throughout the history of these peoples, several schooling processes and changes at primary and secondary educational levels were observed, and later in higher education. The attainment of rights, such as the right to land and ethnically differentiated education, has ensured that these schools could work with individualized curricula which include culture, way of life, and world view for each ethnic group of the province. In this context, Indigenous peoples demanded higher education programs with specific courses at the Federal University of Roraima (UFRR), which resulted in the creation, in 2001, of the Insikiran Institute for Indigenous Higher Education. The offer of...

Frontiers in Education, 2017

This study aimed to address a gap in current research on cultural responsiveness by introducing the Culturally Responsive Practices for Ma ˉori Scale (CRPMS), a self-report instrument designed to measure schools' culturally responsive practices in relation to Ma ˉori students. Within this paper, the development and analysis of the factorial structure and psychometric properties of the CRPMS are presented. The validity evidence findings from this study supported the utility of the CRPMS as a measure of cultural responsiveness for mainstream English-speaking New Zealand schools. Potential uses and applications of the CRPMS by researchers and educational stakeholders are discussed.

Discourse and Communication for Sustainable Education, 2020

We designed this study with the aim to examine teachers’ culturally relevant and sustaining education self-efficacy perceptions in Turkey. For this purpose, we developed a Culturally Relevant/Sustaining Education Self-Efficacy Scale. We obtained the data from 1302 teachers. Data analysis proceeded in three steps: First, we analyzed factor analysis. Second, we conducted a descriptive analysis of the items on the CRESE Scale. Finally, we compared teachers’ perceptions. The scale consists of a single factor and teachers’ scores on the CRESE Scale were highly reliable. The findings revealed that teachers were less efficacious in their ability to revise the teaching-learning materials in terms of cultural diversity, to give culturally relevant examples, to reflect the students’ cultural values in the classroom, and to increase in school parents’ and families’ participation in Turkey. Also, teachers’ self-efficacy perceptions differ significantly according to some variables. We discussed ...

2018

The aim of this study is to survey teachers' views about culturally relevant/responsive education (CRE), in Turkey in terms of some variables. The study was designed as a descriptive survey model. The data were collected by means of a scale, Culturally Relevant Education View Scale (CREVS), developed by the researchers. The scale applied to 1302 teachers who were selected with random-stratified sampling and working currently in Van, Diyarbakir, Konya, Antalya, Izmir, Istanbul, and Trabzon provinces. Descriptive statistics and non-parametric tests were used in the analysis of the data. The results clearly indicated that teachers' views are positive though they have some doubts about CRE. For example, some teachers think that taking into account the different cultural values of the students can negatively affect the educational process (53%) while the vast majority of teachers believe that different cultural values should be supported (87%) and be taken into consideration (85%...

The Urban Review, 2017

With an increasingly diverse, K-12 public school student population, adequately teaching and instructing all student demographic groups is a pertinent educational issue. As such, there has been an ensuing need for teachers to develop the knowledge, dispositions, and pedagogical skills and competencies necessary to teach children from diverse backgrounds. Acknowledging this need, this qualitative analysis examines the teaching strategies that seven award-winning teachers of students in urban schools use to cultivate culturally responsive classroom environments. Considering the disparaging academic achievement of many U.S. public school students, culturally responsive teaching may assist in closing enduring achievement gaps. To this end, this study's findings indicate four major themes that may inform the classroom pedagogical practices of practitioners.

Emerald Open Research, 2019

As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates’ teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates’ educator preparation and stimulate candidates’ personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a Minority Serving Institution’s integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts’ need of culturally competent new teachers who have the content knowledge and pedagogy to teach ...

Intercultural Education, 2016

This article presents a model for Intercultural Teaching Competence (ITC) that instructors may use as a tool for reflection as they prepare to facilitate learning across cultures. Building on previous research on intercultural competence, culturally relevant teaching, intercultural trainer competencies, and student-centred approaches to teaching, the model identifies concrete facilitation techniques for instructors who would like to further develop their own teaching practice or mentor colleagues in effective teaching across cultures. The model consists of 20 instructor competencies grouped into three categories: foundational skills, facilitation skills, and curriculum development skills for intercultural learning. While intended as a tool to guide instructors in individual and group reflection on inclusive teaching practices, the ITC model may also be used by educational developers to guide feedback during classroom observations or while supporting curriculum internationalisation initiatives. Recommendations for use in faculty learning communities and workshops are included at the end of the article. The ITC model will benefit instructors in a variety of disciplines who teach in diverse and multidisciplinary classrooms, discuss global or social justice issues in their class, and those who seek to include intercultural and Indigenous perspectives in their curriculum.

Journal of Science Teacher Education, 2018

Science teacher educators (STEs) openly suggest that kindergarten-Grade 12 teachers must be prepared to teach all students, especially diverse learners, who may be marginalized in and by science; however, how STEs prepare preservice teachers to engage and empower diverse students in science teacher education needs further research. Therefore, perceptions of culturally relevant pedagogy (CRP) were collected from a group of STEs in a Mid-Atlantic state. The study highlighted here was part of a larger study in which 66 STEs were invited to participate in an online qualitative survey. The current article presents data from 11 STEs who consented to the online survey; 4 from this pool of 11 were then carefully selected for 3 semistructured interviews. The findings of the qualitative survey, which were commensurate with the interviews, revealed that participants articulated prerequisites of CRP or beliefs and practices that could be likened to a turn toward teaching in culturally relevant ways. The overall findings revealed the STEs' ability to articulate the need for ideological change in science education to empower all students, but STEs were unable to describe how CRP or other substantial pedagogical changes could be used to address the needs of historically underserved or marginalized students in science classrooms. This was primarily because of their misunderstandings of what CRP is and how it can be implemented in science education. Implications for the integration of CRP within teacher education are discussed.

Cultural Studies of Science Education, 2022

The main focus of this paper is to put forward an argument about the value of asset-based, culturally relevant/responsive and sustaining pedagogies in science education, especially in former colonial contexts. Countering the framing hegemony of science education through a historically Euro-dominant lens, we call for a critical analysis of the state of science education in the Netherlands by exploring, specifically, the Dutch Caribbean community which includes Suriname and the former Dutch Antilles and Aruba and the need to respond with a more culturally relevant and sustaining pedagogical stance. In doing so, we provide a concrete example of a CR-SP-focused community-based STEAM program for young children and their parents in the north of the Netherlands. We hope that this paper will provide the foundation to springboard conversations among educators and researchers with an interest in designing, enacting and researching CR-SP-informed programs and curricula geared for historically ...

Culturally Responsive Teaching and Learning in Higher Education, 2020

This chapter presents an example of culturally responsive teaching, CRT, in a private university in Puebla, Mexico. The university developed a program to integrate indigenous students into higher education programs promoting personal development and community growth. CRT has been used as a methodology that promotes inclusion in the classroom, helping students connect their cultural backgrounds in the new context. In the study, focus groups were conducted and students' narratives were collected based on their personal experiences during their stay at the university. Additionally, the CRT Survey was applied to a sample of professors who taught indigenous students in their courses.

Kappa Delta Pi Record, 2016

By infusing social justice themes into social studies lessons and creating interdisciplinary units, educators not only changed the curriculum, but also created a school-wide culture of understanding and valuing human rights.

The Urban Review, 2013

Empathy is theorized to improve the teaching effectiveness of teachers in urban and multicultural classroom settings. However, the field has few models useful for training and preparing teachers to cultivate empathy as a professional disposition. This study examines the academic, behavioral, and social/relational interactions of four White female high school teachers with their Black male students. Findings suggest that empathy, as a professional disposition applied by teachers to negotiate interactions with students, requires two phases of implementation. Phase 1 is the acquisition of new knowledge. Phase 2 is the strategic negotiation of that knowledge and interpretation of student feedback to make the necessary pedagogic adjustments in subsequent student-teacher interactions. Implications for teacher education and professional development are discussed.

The Urban Review, 2014

The concept ''False Empathy'' posited by critical race theory luminary Richard Delgado (Calif Law Rev 84(1):61-100, 1996) easily obscures White teacher's good intentions to be effective educators of racially, culturally, and linguistically diverse students. It is argued here that critical race theory is useful for isolating and explaining how race and racism intersect the teaching and learning process. Thus, equipping White teacher candidates with the requisite skills needed to become even more aware of perspectives and behaviors reflective of false empathy. This paper explores how practicing White female teachers' conceptions and expressions of empathy in two separate studies suggest evidence of false empathy. Findings demonstrate that false empathy may show up in three phases of classroom interaction: pre-contact, contact, and post-contact. Implications and recommendations for teacher preparation are discussed.

Journal of Teacher Education, 2017

Culturally responsive pedagogy (CRP) offers elaborate empirical and theoretical conventions for becoming an effective teacher of diverse youth. Empathy has been found to improve classroom teachers’ capacity to (re)act or respond to youth in ways that produce evidence of CRP. However, there are too few instructive models in teacher education that help connect teacher candidates’ knowledge of students and communities to development of efficacious physical habits, tendencies, and trends in observable behavior or teacher dispositions. The application of empathy operationalized through perspective taking is one such model useful to preparing teacher candidates to make professional decisions that produce evidence of CRP. Engaging teacher candidates in perspective taking—adopting the social perspectives of others as an act and process of knowing—invites them to obtain (and reason with) new knowledge of students and the sociocultural context where she or he will teach. Recommendations for m...

Anthropology & Education Quarterly, 2018

This article uses the construct of racial code word to advance theory about unspoken, racialized expectations that accompany seemingly neutral historical concepts. Critical race ethnographic methods were used to examine how eight black teenagers made sense of the term "civil rights leader" and the assumptions that supported their sense-making. Data from this eighteen-month study reveals tension between ideals of whiteness in popular stories about black activism and the possible and desired civic identities of participants. [Critical race theory, civic education, critical race ethnography, social studies, urban education]

Journal of Baltic Science Education, 2019

The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers’ lack of subject knowledge and socio-economic and cultural-based issues. As student-based barr...

Inclusive Learning and Educational Equity, 2021

The experience of the development of inclusive education strategies in various countries has been the source of various conceptions and practices, which have gradually evolved into the axis of the education policy of the late twentieth and early twenty-first century. This chapter presents an overlook of insights that are significant for the practical implementation of inclusive education and substantiated by scientific research. As the perception of inclusive education developed from meeting special educational needs in general schools (Florian. Int J Incl Educ 23(7–8): 691–704. 10.1080/13603116.2019.1622801, 2019) to recognising the variety of needs of all students (Meyer et al. Universal design for learning: theory and practice. CAST, 2014), the Universal Design for Learning (UDL) approach was presented to the pedagogical circles. This chapter of the book examines the fundamental aspects of the UDL approach in the context of the development of the inclusive education construct, fr...

Journal of Research on Technology in Education, 2020

Personalized learning refers to a collection of practices designed to place student interests and needs at the heart of schooling. Schools that implement personalized learning need leaders that support educators and students in redesigning the core practices of teaching and learning in K-12 schools. To answer the question of how leaders support this redesign, we use distributed leadership theory to focus on the macrotasks and microtasks that leaders enact to create the conditions for personalized learning practices. Drawing on a five-year, qualitative study of 11 personalized learning programs in the Midwest, we identify three macrotasks supporting personalized learning: reorganizing learning environments to support student voice and choice, assembling idiosyncratic technology ecosystems to distribute teaching and learning tasks, and redesigning instructional time to prioritize student's interests, agency, and learning relationships. After we describe a number of microtasks associated with each macrotask, we discuss how a consideration of these kinds of leadership tasks can open the contemporary discussion of personalized learning from a narrow focus on learning technologies to an expansive vision of studentcentered school reform.

Journal of Economics, Race, and Policy, 2020

The demand for increasing participation of grades K-12 students in science, technology, engineering, and mathematics (STEM) education has steadily increased over time. However, the extent to which black students in K-12 gain equitable access toward a quality STEM education and eventual STEM-related careers is primarily a reflection of pecuniary influences, including socioeconomic status (SES) and inequitable educational funding. To this point, the National Science and Technology Council cautioned K-12 educators of the increasing shortage of historically marginalized students, such as black students, in STEM fields and the national and global repercussions for the U.S.A. Through a synthesis of reviewed literature including reviews of empirical studies that explore the dynamics of socioeconomics, race, and policies, and a discussion about what is missing from the literature, this article examines how SES and inequitable funding have slowed efforts toward increased participation of black students in STEM. The study concludes with final thoughts about what could be done to change course.

International Journal of Science and Mathematics Education, 2020

Many scholars call for teacher educators to provide experiences that can lead prospective teachers to adopt and implement culturally responsive pedagogy in mathematics classrooms. This qualitative investigation analyzed interviews from preservice secondary mathematics teachers using Hernandez, Shroyer, and Morales framework for culturally responsive mathematics teaching. Analysis of the data demonstrates how preservice teachers grapple with enacting a culturally responsive framework at practicum sites. Findings reveal that while some participants reported comfort implementing some aspects of culturally responsive practices at placement sites, others reported apprehension. The data suggests strategies for teacher educators interested in supporting culturally responsive teacher-learners through professional modeling.

Journal of School Leadership, 2019

This qualitative multiple case study assesses two locally designed instructional artifacts created to support teacher enactment of culturally relevant educational (CRE) practices. Attention is paid to artifact’s ability to support collective teacher use of CRE and the ways that artifacts acted as proxies for instructional leadership. Findings demonstrate that for artifacts to be successful tools in leading building-wide instructional change, they need to nurture teacher collaboration on supporting youth of color and position professional practice as needing to change. Finally, I analyze the differences between the two instructional artifacts to demonstrate how one was more successful at shifting collective practice.

Computer Science Education, 2020

Background and Context: Though computer science education is marked by a pronounced racial participation gap, there is little research about effective ways that teachers can be supported in creating racially-just and equitable computer science learning opportunities for students. Objectives: This paper examines how teachers engage in learning about race and equity in computer science education during professional development. Method: Drawing from data collected from 94 participants attending a summer week-long Exploring Computer Science workshop, this mixed-methods study revealed how key curricular and instructional features of professional development foster race-conscious discussions and shifts in beliefs and agency around broadening participation in computing. Findings: Given the importance of developing teacher capacity to increase opportunities for students of color in computing classrooms, the findings of this study highlight how intentionally integrating race education in the center of professional development for teachers can support teachers' equity-based beliefs and practices. Implications: Professional development for teachers that seeks to broaden participation in computing is supported by long-term professional learning that explicitly center issues of race and equity in the curriculum.

Frontiers in Psychology

This study examined elementary school teachers’ attitudes toward immigrant students and their families in Russia and Taiwan. Qualitative methodology was used for data collection. Teachers’ attitudes and conceptual orientations toward cultural diversity in the classroom were identified. Teachers’ attitudes were categorized into three groups: Attitudes toward children, parents, and diverse ethnic groups. The study found that country-specific attitudes were similar. Both countries prioritize cognition. The Russian teacher may not acknowledge cultural variance (personal attitude) and hold all students to the same standards (professional attitude). Prior experiences have made the Taiwanese instructor more accepting of cultural variety. Teachers of immigrant children often tackle language concerns. Some instructors are less welcoming of immigrants at home. Educators judge immigrants depending on their natal country. These impressions may encourage prejudice, some say. Many teachers dislik...

Innoeduca. International Journal of Technology and Educational Innovation

En los últimos años, los programas de Formación Docente han aumentado el interés por capacitar a sus futuros maestros en la integración de las tecnologías inmersivas. Esto había llevado a un mayor auge y exploración de las posibilidades de enseñanza de estas tecnologías, especialmente con la realidad aumentada y su integración al aula bilingüe y de inglés como segundo idioma (ESL). El siguiente artículo presenta un estudio reciente que se realizó en la Texas Woman’s University con n = 27 futuros maestros bilingües y de ESL. Sirvió como piloto y buscó determinar las percepciones de los futuros maestros en sobre las fortalezas y limitaciones en el uso de la realidad aumentada (RA) para el aula bilingüe y de ESL. También buscó proporcionar una comprensión de posibles aplicaciones móviles, implicaciones educativas y actividades para el aula. El estudio utilizó un método cualitativo siguiendo un diseño exploratorio e integró un análisis de contenido. Los resultados indicaron que los par...

Empirical Research in Vocational Education and Training, 2017

Background: In the Netherlands, there has been a strong increase in diversity among students in recent decades. Even though access for previously underrepresented groups based on economic status, ethnicity or culture has been realised to a certain extent, differences in student performance between groups persist. Research shows that teacher performance influences student achievement and that this influence is more pronounced for 'non-western students'. This creates a need for reflection on the way teachers cope with their increasingly diverse student population. This paper explores the attitudes of Dutch teachers in higher vocational education towards their diverse student population and the translation of these attitudes into teaching practice. Methods: Twenty-five teacher teams at two universities of applied sciences participated in this research. The teams came from a broad range of programmes that educate students for different future professions. A mixed method methodology was used to gather data, in which the qualitative method was most substantial. Focus group interviews on diversity and student achievement were held with each teacher team. Additionally, a questionnaire was distributed to all 274 participants, which was completed by 215 teachers. Data from the questionnaire were analysed using SPSS. In order to analyse the qualitative data we used AtlasTI. Because we applied a grounded approach, allowing teachers to form their own ideas on both diversity and student achievement, we used a similar approach in the first analytical phase. In a second phase, we compared the concepts arising from the grounded theory approach with concepts from the literature. Results and conclusions: Around 40% of the teachers repudiated the influence of diversity on student achievement and did not take student diversity into account in their teaching practice. Problems regarding the student achievement of students or groups thereof are considered as something that the students, the educational institution or society at large should cope with, not teachers themselves. Of the teachers, 60% recognised diversity among students, but mainly based on students' shortcomings and perceived problems. A minority of this 60% not only recognised but also understood diversity's effect on student achievement. Teachers do not always translate this understanding into their teaching practice. They feel they lack the skills, knowledge or time to do so. Teachers seemingly translate their understanding of diversity into their didactic and pedagogical approaches only when these conditions are met.

Compare: A Journal of Comparative and International Education, 2019

International Journal of Research in Business and Social Science (2147- 4478)

In this study, we developed a tribal learning model based on indigenous knowledge to expand Taiwan's indigenous higher education system. The model adopts a culturally responsive teaching strategy that conforms to the cultural background and satisfies the learning needs of indigenous learners. The instructional design of the model is based on the outcomes of a literature review and comprises five stages: preparation, communication, execution, reflection, and feedback. The proposed model allows educators to develop culturally appropriate teaching plans that include indigenous knowledge. Applying the model allows educators to hone their self-study skills while improving the learning effectiveness of their learners.

Bilingual Research Journal, 2017

Participatory educational research, 2022

Thanks to technological advances, migration, and globalization, English has become the language of internationalization. Therefore, many schools prioritized learning English to ensure and sustain international communication. However, in order to communicate well with individuals all around the world, bestowing English language learners with intercultural competence is also required in the teaching and learning of English. In Türkiye, one of the countries that host many immigrants, the experiences of foreign language teachers regarding intercultural issues might provide many insights into intercultural language learning and teaching. Therefore, this study aimed to expose EFL state schoolteachers' perceptions and practices regarding intercultural language teaching and having foreign students in their classrooms. The methods that teachers adopted to promote intercultural competence in their classes were also explored. The semi-structured interviews were carried out with 30 English language teachers in middle and high schools in Türkiye. For data analysis, the computer program MAXQDA was benefited to categorize the codes and reveal the common themes. The findings revealed certain teacher practices that might contribute to students' intercultural competence development and challenges experienced during that process. It can be concluded that teachers are in need of professional guidance and resources to further develop their learners' intercultural competence.

The Journal of Popular Culture, 2020

Educational Psychologist, 2019

This article seeks to develop transformative social and emotional learning (SEL), a form of SEL intended to promote equity and excellence among children, young people, and adults. We focus on issues of race/ethnicity as a first step toward addressing the broader range of extant inequities. Transformative SEL is anchored in the notion of justice-oriented citizenship, and we discuss issues of culture, identity, agency, belonging, and engagement as relevant expressions of the Collaborative for Academic, Social and Emotional Learning 5 core competencies. We also point to programs and practices that hold promise for cultivating these competencies and the importance of adult professional development in making these efforts maximally effective for diverse children and youth. We conclude by offering a few next steps to further advance transformative SEL research and practice.

Teaching and Teacher Education, 2023

n this manuscript we use Thematic Network Analysis to explore reflective journals of special education pre- service teachers and examine the relationship between culturally relevant pedagogy and teacher disposition toward culturally and linguistically diverse students. We present background information relating to the stark racial, ethnic, and cultural contrast between the teaching body and the student body in the U.S public schools; then we address how teacher candidates used journals to engage with their own perceptions and biases to become more culturally relevant, including actions to take. The manuscript concludes with limitations and implications for future research.

Bilingual Research Journal, 2019

Bulletin of Counseling and Psychotherapy

Intercultural competence is a very complex concept with many levels and perspectives. The role of cross-cultural communication competence in the school environment is very important. The existence of students from various cultural backgrounds complements cultural diversity. Cross-cultural communication competence in this study refers to the objectives of: 1) measuring students' cross-cultural communication skills in classical guidance services; and 2) knowing the level of cross-cultural communication skills possessed by students. Questionnaire measurement involves five important aspects, namely 1) Attitudes, when interacting with other people; 2) Knowledge; 3) Interpreting and associating skills; 4) Discovery and interaction skills; and 5) Critical cultural awareness. This research uses descriptive quantitative survey method. The implementation of this research at SMA/MAK Palembang city consisted of 528 subjects. The results of this study are a) cross-cultural communication comp...

British Journal of Educational Psychology, 2019

BackgroundCulturally responsive teaching (CRT) has been associated with increased student engagement and achievement. Its practice in classrooms, however, has been shown to be less than optimal. Nonetheless, certain teacher qualities have been suggested to facilitate its practice.AimsThe current study sought quantitative evidence in support of two of these teacher qualities, namely teachers’ multicultural attitudes, and their perspective taking abilities. By identifying the strength of the suggested relationships, we aimed to examine the generalizability of previous findings in the literature and inform teachers’ professional development and interventions.SampleA total of 143 primary school teachers from different parts of the Netherlands responded to our online survey.MethodsWe conducted a multivariate multiple regression analysis to investigate the relationship between these qualities and teachers’ engagement in two separate but related components of CRT (i.e., socially sensitive ...

Learning Environments Research, 2023

Having positive and meaningful social connections is one of the basic psychological needs of students. The satisfaction of this need is directly related to students' engagement-a robust predictor of educational achievement. However, schools continue to be sites of interethnic tension and the educational achievement of ethnically-minoritized students still lags behind that of their ethnic majority peers. The goal of the present study was to provide a quantitative account of the current segregated learning environments in terms of multicultural curriculum and instruction, as well as their possible impact on student outcomes that can mitigate these challenges. Drawing upon Self-Determination Theory, we investigated the extent to which the use of multicultural practices can improve students' engagement and whether this relationship is mediated by students' peer relationships. With data from 34 upper primary school classroom teachers and their 708 students, our multigroup analysis using structural equation modeling indicated that, in classrooms with a low (compared with high) minoritized student concentration, peer relationships can mediate the positive as well as negative effects of different dimensions of multicultural education on student engagement.

Sustainability

According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), culture provides the transformative dimension for ensuring the development process of the United Nations’ 2030 Agenda for Sustainable Development. As one of the key drivers in the implementation of the United Nations’ Sustainable Development Goals, culture ensures a people-centered and context-relevant approach that cuts across a range of policy areas and, thus, in the context of quality education promotes the development of human resources for cultural and environmental sustainability. It is in this context that we report on a study aimed at developing students’ cultural identity and supporting the younger generation in preserving their cultural heritage, whilst learning chemistry concepts at the same time. The culturally responsive transformative teaching (CRTT) model served as a theoretical framework for the research to engage students in culture-based, high school chemistry learning by u...