Culturally Responsive Teaching Practices

This critical case study examines the experiences of teachers who are within their first three years of teaching; specifically, this study sought to understand new teachers' level of self-efficacy as it pertains to teaching for diversity, equity, and inclusion, as well as the barriers that exist to doing this work and the supports that new teachers need. Generally, new teachers describe feelings of fear, as well as a lack of time and a general feeling of being overwhelmed. I center the voices of new teachers and highlight where teacher preparation programs fall short and how to support new teachers on a path to becoming transformative educators.

The purpose of this research was to explore teachers’ perceptions and methods in line with the Kenyan government’s push for learner-centered education and integration of technology with learning. Through a postcolonial and culturally responsive framework, the researchers used a case study to describe Kenyan teachers’ perceptions of learner-centered teaching and their teaching methods following professional learning. Data sources included pre- and post-surveys, participant-generated artefacts, observations, and interviews. Findings reveal the majority of participants believed teachers’ roles should be flexible and democratic rather than authoritative. They spoke of their desire to implement authentic, hands-on, relevant teaching that reaches all learners. Participants held a theoretical value of active learning but perceived lack of technological devices to be a barrier to the implementation of integrating teaching and technology. The data indicate that learner-centered teaching in postcolonial rural Kenya is happening with minimal technology in classrooms but not as frequently as teacher-centered activities.

We are also committed to developing meaningful partnerships with AITSL, the Project Steering Group, and other key stakeholders to ensure that our conduct is at all times culturally sensitive, guided by Aboriginal people, that there are accessible consultation opportunities, and that Aboriginal views on all aspects of this work are represented accurately in our reporting.

An unfortunate, yet persistent, truth in U.S. public schools is the large achievement gap existing between children from culturally and linguistically diverse backgrounds and their White, middle-class counterparts. The potential for cultural dissonance between contemporary teachers and their students necessitates that educators must persistently seek culturally responsive practices. Much has been written regarding strategies for culturally responsive pedagogy; therefore, this article moves beyond a review of culturally responsive pedagogy. Rather than providing teacher candidates with more suggestions for culturally responsive teaching activities, the authors provide teacher educators with specific resources for facilitating the development of cultural competence among preservice teachers.

This phenomenological study examined the experiences of high school students of color (n = 33) living in a rural, predominately White state in the United States of America (U.S.) Drawing data from in-depth interviews and questionnaires, qualitative analysis revealed that participants experienced heightened levels of academic, cultural, and social isolation. Data also revealed that learners' histories, cultural traditions, validation of race/ethnicity and personal stories were missing in classroom instruction particularly in social studies curricula. Other findings indicated that caring and empathetic teachers helped to mitigate some of the negative experiences that students experienced, thus creating space for academic success. Therefore, this study concludes that teachers' dispositions such as care and empathy are critical aspects of culturally responsive pedagogy that can meet the needs of diverse learners. Finally, this study offers implications for classroom teachers and teacher educators.

Aim: The study described the perceptions of non-SPED teachers regarding the impact of multidimensional reflective practices on promoting inclusive, responsive, and growth-oriented teaching. Methodology: This study used a qualitative design through semi-structured interviews. The study consists of 15 non-SPED teachers from Zuni High School in Zuni, New Mexico, U.S.A. Results: The results revealed three (3) main themes: professional growth and transformation through reflection, responsive teaching through deeper understanding of student needs, and improvement in classroom management and student engagement. Conclusion: Non-SPED teachers perceive multi-dimensional reflective practice as a transformative approach that nurtures their growth both personally and professionally. Reflective practice makes them more self-aware, empathetic, and inclusive in their teaching approach.

A society is a state of unity where people do not perceive each other as threats. Instead, they have empathy, understanding, and compassion toward one another. No prejudice, anxiety, or hostility exists; individuals can connect and care for one another. The multicultural perspective prioritizes creating a healthy society by encouraging interaction and dialogue among cultures, making it a worldview that values inclusivity. The idea of "multicultural education" reflects the vision of creating a society where individuals have a sense of belonging. It is a complementary philosophy that aims to prepare young people for democratic citizenship and improve academic achievement among students from diverse cultural backgrounds. Its goal is to foster the attitudes and values essential for a democratic society, promoting understanding and reflection on freedom, equity, human dignity, and social justice in daily life. Multicultural education can be integrated as course material or incorporated into every lecture and not to impact thinking patterns, learning environments, teaching methods, and assessment. This focuses on the philosophy of education in lessons. In this study, we delve into multiculturalism by exploring culture and its historical evolution. This section reflects the meaning of multiculturalism, the accepted standards used to measure it, and its growing significance. The following text reflects the philosophy of multiculturalism concerning education. This demonstrates the purpose of multicultural education and the subjects it prioritizes. Item It emphasizes teachers' critical role and the skills they need to implement multicultural education effectively. Additionally, it provides a detailed explanation of a model for implementing multicultural education, including considerations for lesson planning and a blueprint for designing a multicultural lesson.

Araştırmada Evrensel Tasarıma Dayalı Öğrenme Modeli'nin ortaokul kademesinde uygulanmasının öğretmen ve öğrencilerin deneyimlerine göre değerlendirilmesi amaçlanmaktadır ve nitel araştırma desenlerinden durum çalışması kullanılmıştır. Çalışma grubu, bir devlet ortaokulunun 7. sınıfında öğrenim gören 20 öğrenci ve uygulamayı yürüten öğretmenden oluşmaktadır. Evrensel tasarımın temel ilkelerine uygun olarak Türkçe dersinde dört hafta, 20 ders saati uygulama yapılmıştır. Öğretmen ve öğrenci yansıtıcı günlükleri ve yarı yapılandırılmış görüşme formlarıyla toplanan veriler, içerik analizi yöntemiyle analiz edilmiştir. Bu modele ilişkin öğrenciler, aktif ve etkileşimli bir ders olduğunu, çoklu temsil ve ifade araçlarını kullandıklarını, farklı bakış açısı geliştirdiklerini belirtmişlerdir. Öğretmen bu model ile öğrencilerin bireysel farklılıklarına daha fazla önem verdiğini ifade etmiştir. Bazı öğrenciler ise, derste aktif olmalarının beklenmesi sebebiyle, öğrenme sürecini zaman zaman yorucu bulduklarını belirtmiştir. Evrensel Tasarıma Dayalı Öğrenme Modeli, bireysel farklılıkların değerine ve öğrenmenin önündeki engellerin ortadan kaldırılmasına odaklandığından, eğitimciler tarafından eğitim sisteminin her kademesinde ve alanında uygulanabilir.

This article has aim to identify the attitudes of the teachers toward families with CLD or, Culturally Linguistically Diverse and have limited proficiency in English. It has shown the experiences of cross-culture and the attitudes among the people of other languages, those studying abroad, and traveling. It has been seen that there is significant growth in the number of students from linguistically and culturally diverse backgrounds. It is important to educate children with special education. This study further reflects on the need for special education in early childhood and also the role and attitudes of teachers towards this education system. Today's generation is evolving much rapidly which is beyond imagination, this is the reason it is important to be open-minded and accept all irrespective of any differentiation. This research article is based on the secondary qualitative data analysis method. The main aim of this study is to understand the need for special education in early childhood and the perspectives of teachers.

The promotion of inclusive education remains one of the foremost challenges of contemporary educational policies, requiring the transcendence of normative rhetoric and the implementation of transformative pedagogical practices. In this context, the Wonder Learning Approach proposes a reconfiguration of the teaching and learning process, centred on the pedagogy of wonder, the appreciation of diversity, and the creation of more equitable educational environments. This article critically analyses the potential and the constraints associated with the implementation of this model, with particular emphasis on the development of accessible pedagogical materials, the use of adapted technological resources, and the significance of the European project Wonder Learning for Digital Natives. It concludes that the effective realisation of inclusive education demands a structural transformation of school contexts and a firm ethical and political commitment to social equity. that the effective realization of inclusive education requires the structural transformation of school contexts and an ethical and political commitment to social equity.

Creating culturally responsive learning environments stands as a pivotal objective for 21st-century classrooms to foster inclusive and equitable education. This phenomenological inquiry explores the perceptions and practices of classroom teachers regarding Culturally Responsive Pedagogy (CRP) within the educational context of Türkiye. To this end, semi-structured interviews were conducted with 11 teachers purposefully selected from public schools in Gaziantep, a city notable for its increased cultural diversity in the country. Content analysis was utilized for data analysis. The following themes emerged in the study: Barriers to Culturally Responsive Pedagogy and Culturally Responsive Pedagogy Practices. The findings indicate that,

In order to develop schools as intercultural learning environments, studies about the organisa-tional culture of schools and leadership in a cultural context, are required. This article high-lights the work of head teachers in multicultural schools and the development of ...

The purpose of this research was to explore teachers’ perceptions
and methods in line with the Kenyan government’s push for learner-
centered education and integration of technology with learning.
Through a postcolonial and culturally responsive framework,
the researchers used a case study to describe Kenyan teachers’
perceptions of learner-centered teaching and their teaching methods
following professional learning. Data sources included pre- and
post-surveys, participant-generated artefacts, observations, and
interviews. Findings reveal the majority of participants believed
teachers’ roles should be flexible and democratic rather than
authoritative. They spoke of their desire to implement authentic,
hands-on, relevant teaching that reaches all learners. Participants
held a theoretical value of active learning but perceived lack of
technological devices to be a barrier to the implementation of
integrating teaching and technology. The data indicate that learner-
centered teaching in postcolonial rural Kenya is happening
with minimal technology in classrooms but not as frequently as
teacher-centered activities.

Black youth face unique challenges stemming from constant exposure to systemic and cultural racism, discrimination, and lack of access to culturally responsive services meeting their needs, which significantly impacts their emotional well-being, career trajectories, and civic engagement. The research project explores the benefits of a culturally responsive program called Catharsis offered by the non-profit organization Generation Chosen, which focuses on supporting Black youth with their mental health, emotional intelligence, and civic engagement. Data was collected between December 2022 and April 2023. Surveys and focus groups were administered to Black youth aged 15 to 20 in Toronto, Canada, who attended programming in the Jane and Finch community known as a racialized under-resourced neighbourhood. Twenty-nine surveys and two focus groups were administered, totalling 55 respondents. Critical Race Theory (CRT) as a theoretical framework was applied to centre the lived experiences of the youth and listen to their concerns and ideas as counter-narratives. Thematic analysis and triangulation of the data indicated that culturally responsive, trauma-informed programming can enhance emotional intelligence and lead to better coping mechanisms to manage stress and cope with systemic barriers. Participants reported improved life skills and mental health by accessing culturally responsive mental health service providers and engaging with staff who had similar lived experiences who modelled vulnerability as a form of strength and maturity. The research contributes to filling in the research gap in the Canadian context around the importance of culturally responsive, trauma-informed programming for Black youth and how it can foster healthy identity development and larger community benefits.

Creating inclusive curricula is essential in today's diverse educational landscape. This paper explores effective strategies for developing inclusive curricula that cater to the diverse needs of all learners, promoting equity, access, and engagement. By implementing universal design principles and culturally responsive teaching methods, educators can create learning environments that respect and leverage diversity.

Classroom management is known to be the most crucial, yet the most challenging skill to be acquired for educators. Teachers who are not well-equipped with the essential tools for classroom management are claimed to be distant from constructing effective teaching and learning environments. In poorly managed classrooms, students are likely to have little motivation, which in due time hinders their learning and yield to conduct misbehaviors more often. The purpose of this study it to examine the classroom management problems that K-12 teachers experience in their schools, to investigate the reasons behind the problems and come up with policy suggestions to better the school conditions. Our most important finding is that the poor infrastructure of the physical environment (the narrow class structure; traditionally designed classrooms composed of a blackboard, desk and traditional rows of seats, etc.) yields a positive relationship with disruptive behaviors in the classroom. In addition, the schools located in urban areas, that are public and overcrowded are more likely to experience misbehaviors of students.

In today's diverse educational landscape, fostering inclusivity in classrooms is essential for providing equitable learning opportunities. High school classrooms often comprise students from various cultural, social, and academic backgrounds, as well as those with varying abilities and learning needs. Creating an inclusive learning environment involves adopting teaching methodologies that cater to this diversity, ensuring every student feels valued, supported, and empowered to succeed. Understanding Inclusive Education Inclusive education refers to a system where all students, regardless of their abilities or backgrounds, learn together in the same environment. It emphasizes the need for adapting teaching methods and resources to meet the diverse needs of learners. The goal is not merely to integrate students but to create a sense of belonging and active participation for everyone.

In today's diverse educational landscape, fostering inclusivity in classrooms is essential for providing equitable learning opportunities. High school classrooms often comprise students from various cultural, social, and academic backgrounds, as well as those with varying abilities and learning needs. Creating an inclusive learning environment involves adopting teaching methodologies that cater to this diversity, ensuring every student feels valued, supported, and empowered to succeed. Understanding Inclusive Education Inclusive education refers to a system where all students, regardless of their abilities or backgrounds, learn together in the same environment. It emphasizes the need for adapting teaching methods and resources to meet the diverse needs of learners. The goal is not merely to integrate students but to create a sense of belonging and active participation for everyone.

This paper explores the significant role that cultural identity plays in academic disengagement among learners, particularly from non-dominant cultural backgrounds. While existing research delves into the theoretical relationship between cultural identity and disengagement, there is a notable gap in translating these findings into practical strategies for educational practice. The essay synthesizes key theories, including the Cultural Mismatch Hypothesis and Culturally Relevant Pedagogy, to demonstrate how a failure to integrate cultural identity in educational environments leads to disengagement. The study highlights the need for culturally responsive teaching, teacher training in cultural sensitivity, and systemic policy changes to create inclusive school environments. The proposed actionable strategies aim to foster student engagement by valuing and integrating students' cultural identities into the curriculum. These interventions will not only address disengagement but also promote academic success, particularly among students from minority cultural backgrounds.

Avaliação: desejos, vozes, diálogos e processos é o quarto volume da coleção Ciclos em Revista, organizada por Andréa Rosana Fetzner. Esse volume é constituído por 14 artigos de estudiosos brasileiros sobre avaliação e escola ciclada, distribuídos em cinco partes. São elas: o controle do outro pela escola; as possibilidades de avaliar sem reprovar; as vozes da escola; diálogos entre teorias; e resultados de pesquisa. A presente resenha está estruturada com base nessa divisão, já que a mesma demonstra a amplitude do conceito de avaliação em seu entrecruzamento com a educação.

navreme navreme knoWledge develoPment navreme knowledge development develops knowledge through evaluation, consultation, and research -at the right time. www.navreme.net navreme is an Expert Platform for Evaluation, Consultancy, Research, and Training in EU-Projects and Central, and South-Eastern Europe, on Public Administration Reform, Education, Communication and Human Resources, headquartered in Vienna (AT), with network nodes in Prague (CZ), Skopje (MK), Giurgiu (RO), and Ankara (TR) as well as a "VirtuVersity" in the immerging environment SecondLife. The name navreme means "at the right time" in most Slavic languages. navreme's experts participate in flexible, on-spot or virtual collaboration in a range of own and commissioned projects across Europe as a whole: navreme's transnational research projects in education & training, regional develop- ment or peace, xenophobia and racism result in theoretical studies, analyses and policy reports. The network is committed to collaborative, applied and action research. navreme's international consulting activities include policy advice to, strategic  programming for, scenario development with, and evaluations on behalf of EU institutions, governments and private firms. They imply the valorisation of explicit and tacit knowledge, and aim at capacity and institution building. navreme's interactive teaching and training shares findings from theory and  practice with learners in learner-centred courses, seminars and workshops. This includes Virtual Learning Environments and e-learning. We help build capacity in the state and non-governmental sectors. We connect local with international expertise to bring added value to transformation processes. We form the hub of a dynamic, innovative and transnational expert network that covers the fields of education, policy-making, and quality assurance across Europe. The navreme publications series | "research for practice" collects experiences which stem from assignments, seminars, projects and reports of navreme and its partners across Europe. The content of these publications is practice-oriented and should be regarded as working tools rather than academic or theoretical aspirations. They may develop into fully-fledged books in the future, if so needed. In their present form, they are meant to capitalise on our productis and learning, to disseminate results, and to stimulate the creativity of our colleagues to use and adapt them as appropriate. We hope these booklets will encourage many of you to upgrade, deepen, valorise and extend the value of projects, evaluations, and resulting learning -in order to enable us to do our jobs a little better in the future! www.navreme.net/publications/ the production of this Cd is financed by the european Commission's lifelong learning Programme: inter network, 134367-llP-1-2007-1-es-Comenius-CnW.

This investigation examined the psychometric properties of the Culturally Responsive Teaching Survey (CRTS), a newly-developed assessment that measures the cultural responsiveness of adult English language educators’ teaching practices. Findings from two studies revealed a uni-dimensional scale of appropriate internal consistency which yielded positive correlations with multi-cultural knowledge and teaching skills.

According to recent demographic data, over 1.5 million English learners (EL) attend public and private schools in California. This number is expected to exceed two million by 2015 (California Department of Education, 2002), thus greatly increasing the number of students in need of language and literacy development in English. The situation is similar in many other states where changing immigration patterns have brought native speakers of other languages to schools in growing numbers. In fact, half of all teachers nationally may expect to have a culturally and linguistically diverse (CLD) student in their classroom at some point in their career (Menken & Antunez, 2001). Consequently, the provision of English language and

The thirty chapters included in the present volume were conducted in fourteen
countries spread across five continents. Their main aim is to improve the under-
standing of the status and potential influence of teachers from ‘different’ cultural,
ethnic, racial, and national minority groups working in mainstream schools. For a
variety of reasons, increasing migration flows around the world has led many educa-
tion systems to consider including minority teachers among the teaching staff in
schools. It is assumed that these teachers’ cultural knowledge will help them medi-
ate cultural and linguistic boundaries in school contexts with empathy, and thus
effectively contribute to the success of minority students, while at the same time
supporting prejudice reduction.

In Algerian Higher Education, there is no official English for specific purposes (ESP) syllabus; thus, practitioners usually design their own syllabuses. This study examines the challenges that Algerian ESP teachers face while developing syllabuses. In order to investigate this issue, a questionnaire was administered to 20 teachers from different Algerian technical departments (engineering, biology, computer sciences, and architecture) at the universities of (Oran, Tiaret, Saida and Mostaghanem). Results show that practitioners encounter considerable obstacles in the process of syllabus development such as lack of teacher training, lack of a syllabus model, and lack of documentation. Therefore, and in the hope of overcoming these challenges and improving the quality of ESP teaching in Algeria, it is recommended that some work must be done at the ministry level to develop a unified syllabus and textbook for the various disciplines across Algerian universities. Besides and in order to...

Intercultural education is not something episodic and static, a casual whim or imposed fashion, it is a movement in schools, it is a living reality and a lasting trend; it is the merging of cultures without losing their identity, it is the formation of respect and harmony when everyone is valued and respected; it is cultural pluralism, tolerant behavior.

Multicultural and intercultural education have arisen in the last two decades as intersectional fields of academic knowledge and professional development, located in the confluence of the multicultural paradigm in the social sciences, the anthropology of education, and other interdisciplinary subfields commonly known as Intercultural Studies. As will be discussed throughout this chapter, the thematic range represented by the broad topos of interculturality-in-education is not limited to questions about minority groups, but is closely linked to core issues of national identity and broad societal identification processes. Therefore, in order to be able to critically engage in a fruitful, truly "intercultural" dialogue between multicultural theorists and activists, on the one hand, and between academic and practitioners' knowledge on diversity, on the other, we need a particularly, and constantly, self-reflexive hermeneutical approach. In this way, we can avoid the traps and bridge the biases of the underlying, but omnipresent, self-fulfilling, and self-essentializing identity discourses in broader national society as a whole. This need for critical reflexivity is even more urgent when comparing multiculturalism internationally. When multiculturalist discourses migrate from one society to another-and particularly from originally Anglo-Saxon to other diversity contextsthese different diversity contexts and their underlying identity domains (their structures

Aušra Simoniukštytė Ethos in Inclusive Education The role of teachers in inclusive education Inclusive education by definition strives to provide equal educational opportunities for every child. The terms 'inclusion' or 'inclusive education' have largely replaced 'integration' and are intended to represent a different concept: 'integration' may be seen as a child adapting to a host educational setting while 'inclusion' may refer to the educational setting adapting in order to meet the needs of a child. The change in terminology reflects a shift from a needs-based to a rights-based agenda (Pirrie, Head, & Brna, 2006). Consequently, the inclusive education is defined as a multifaceted practice, built upon foundations grounded in a belief that children with SEN or any kind of developmental or learning difficulties require appropriate education, which optimizes their life chances as individuals to become full members of society. The proposition that this should largely if not entirely be facilitated by education in mainstream schools should be recognized as a values-based position. It has been wide admitted that the role of teachers in developing inclusion is central to its effectiveness. Consequently, teachers' attitudes, as well as their behaviors, play a crucial role in successful implementation of inclusive education, the key factors of which are the positive ethos, with a values-based teachers' commitment to inclusion (Lindsay, 2007).

According to recent demographic data, over 1.5 million English learners (EL) attend public and private schools in California. This number is expected to exceed two million by 2015 (California Department of Education, 2002), thus greatly increasing the number of students in need of language and literacy development in English. The situation is similar in many other states where changing immigration patterns have brought native speakers of other languages to schools in growing numbers. In fact, half of all teachers nationally may expect to have a culturally and linguistically diverse (CLD) student in their classroom at some point in their career (Menken & Antunez, 2001). Consequently, the provision of English language and

Yabancı dil olarak Türkçe öğretimi yapılan sınıflarda genel olarak farklı ve aynı milletten öğrencilerin olduğu bilinmektedir. Literatürde dil öğretiminde homojen olmayan sınıflarda çeşitli sorunların ortaya çıktığı görülmektedir. Bu çalışma, yabancı dil olarak Türkçe öğrenen heterojen bir sınıfta aynı ve farklı milletten öğrencilerin sınıf içi iletişimlerini, kültürel etkileşimlerini ve birlikte Türkçe öğrenme durumlarını incelemeyi amaçlamaktadır. Araştırma, nitel araştırma yöntemlerinden fenomenoloji (olgubilim) desenine göre desenlenmiştir. Araştırmanın çalışma grubunu, Türkiye’de bir vakıf üniversitesinde yabancı dil olarak Türkçe öğrenen 6 İranlı, 2 Mısırlı, 2 Yemenli ve birer Amerikalı, Güney Koreli, Suriyeli, Pakistanlı, Sudanlı olmak üzere 15 katılımcı oluşturmaktadır. Araştırmanın verileri yüz yüze gerçekleştirilen görüşmelerden elde edilmiştir. Veri toplama aracı olarak araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Veriler içerik analizi ve betimsel analiz ile çözümlenmiştir. Araştırmada elde edilen bulgulara göre; aynı milletten öğrencilerin sınıf içindeki ilişkilerinin genellikle olumlu ve yakın olduğu, bir arada Türkçeyi öğrenirken olumlu açıdan birbirlerine yardım ettikleri, olumsuz açıdan daha çok ana dillerine başvurarak iletişim kurdukları belirlenmiştir. Farklı milletten öğrencilerin birbirleriyle ağırlıklı olarak mesafeli olduğu, bir arada Türkçeyi öğrenirken olumlu açıdan hedef dili kullanmaya mecbur kaldıkları, olumsuz açıdan iletişim kurarken ortak dil sorunu yaşadıkları ve farklılıklarından dolayı zaman zaman uyum sorunu yaşadıkları belirlenmiştir. Katılımcıların hem farklı kültürden insanlarla tanışma isteğinden hem de hedef dili daha çok kullanmak için daha çok heterojen bir sınıfta olmak istedikleri saptanmıştır.

Australia has the world’s second most internationalised higher education system together with an already diverse domestic student population. This creates unique opportunities for intercultural interaction, and the development of intercultural confidence. Much is known about the challenges of cross-cultural contact but less is known about how cultural diversity can be used productively, particularly to enhance learning outcomes. This paper explores the notion of intercultural confidence, and how it can be fostered through curriculum activities in professional courses. We seek to move the research agenda away from identifying the challenges of cultural diversity to determining how the opportunities created by cultural diversity can be harnessed to enhance students’ professional competence and intercultural confidence.

The Achilles' heel of educational language policy research is making connections between educational policy levels, discourses, and language practices. The paper is part of a longitudinal research that takes up the challenge. The focus is on meso-level educational policy arbiters. It explores Moroccan ELT inspectorates' agency in creating implementational spaces for self-directed learning during Covid 19 pandemic. The study leverages critical discourse analytic tools: Interdiscursivity and intertextuality to address paucity of research about meso-level agency in Morocco. A preliminary finding shows that conceptual ambivalence among ELT inspectors predicts conflicting voices. A second finding indicates dominance of central discourse which constrains the agentive role of educational inspectorates. The study concludes with some recommendations for future research to empower educational inspectors' discourse.

This chapter documents how, in 2017, a university professor, two doctoral students, 16 preservice teachers (PSTs), and hundreds of elementary students disrupted teacher–student binaries by collectively conducting a practice-based research study (Sailors & Hoffman, 2019). This disruption occurred on three levels: (1) Teacher educators practiced activist research in the enactment of our preparation program, (2) PSTs developed activist research knowledge and practices that shaped their inservice teaching, and (3) Elementary students became activist researchers by identifying topics of concern and taking action for change. https://ebookcentral.proquest.com/lib/ttu/detail.action?docID=30773778

TÜRK HAVA KUVVETLERİ SUBAY VE ASTSUBAY YETİŞTİRME OKULU ÖRTÜK PROGRAM KAPSAMININ OKUL İKLİMİ VE SINIF İKLİMİ BOYUTLARIYLA İNCELENMESİ
GÜN, Mehmet
Yüksek Lisans, Eğitim Bilimleri Ana Bilim Dalı
Tez Danışmanı: Doç. Dr. Hasan Hüseyin ŞAHAN
2018, 276 Sayfa

Bu çalışmanın amacı Türk Hava Kuvvetleri Subay ve Astsubay Yetiştirme Okulundaki örtük programın kapsamını okul iklimi ve sınıf iklimi boyutlarıyla ortaya çıkarmaktır. Araştırmada nitel araştırma yöntemlerinden durum deseni benimsenmiştir. Çalışmada veriler amaçlı örnekleme yöntemlerinden maksimum çeşitlilik ve kolay ulaşılabilirlik örnekleme yöntemi ile belirlenen çalışma grubundan elde edilmiştir. Çalışma grubu; öğretmenlik ve amirlik görevi yapan okul personeli ile 2015-2016 eğitim-öğretim yılında okulda eğitim gören subay ve astsubay adayları arasından seçilmiştir. Çalışma grubunda okulda öğretmenlik ve amirlik görevi yapan farklı kıdemlerdeki 8 subay, üniversitelerin farklı lisans programlarından mezun 8 subay adayı ile farklı ön lisans programlarından mezun 8 astsubay adayı yer almaktadır. Verilerin toplanmasında gözlem ve görüşme yöntemleri birlikte kullanılmıştır. Araştırmadan elde edilen verilerin analizinde içerik analizi ve betimsel analiz yöntemlerinden yararlanılmıştır.
Araştırmanın sonucunda çalışma yapılan okulda yürütülen resmi programın yanında yoğun biçimde uygulanan bir örtük programında da olduğu görülmüştür. Ortaya konulan örtük programın öğrenmenin duyuşsal alanında kendini daha fazla gösterdiği, bu durumun ise askerlik mesleğinin karakteristik özelliklerden kaynaklandığı düşünülmektedir. Çalışmadan elde edilen sonuçlar, kuramsal açıdan örtük programa yönelik yapısal-fonksiyonanalist (işlevselci) görüşe sahip düşünürlerin görüşlerini desteklemektedir.
Öğrenciler örtük program aracılığıyla gerçek meslek yaşantısına uygun tasarlanmış kurallar bütününe göre davranışlar sergilemekte, geçtikleri süreçler üzerinden meslek yaşantısına uyumlarını kolaylaştırmaktadır. Bu uyum sürecinde öğretmen olarak atanmış personelin okul ve sınıf iklimindeki tecrübe paylaşımları önemli rol oynamaktadır. Okul personeli ve öğrenci görüşleri tutarlık göstermektedir. Okul personeli öğrencilere yardımsever, pozitif, olumlu davranmakla birlikte, bu durum öğrenciler tarafından personelin otorite olarak algılanmasına engel olmamaktadır. Okulun atmosferi öğrencilerin kendilerini değerli hissetmelerini, kuruma kendilerini ait hissetmelerini sağlamaktadır. Bu duygunun kazandırılmasında törenlerin ve sembolik özelliklerin etkisi yüksektir. Örtük programın işlevi subay ve astsubay adayları için bazı açılardan farklılık göstermektedir. Subay adaylarının bağımsız çalışma, problem çözme, eleştirel düşünme, liderlik özelliklerinin geliştirilmesi amaçlanırken, astsubay adayları için mesleki olarak bir ihtisasta uzmanlaşma, emre itaat ve görev bilinci kavramları üzerinde daha sık durulmaktadır.

Anahtar Kelimeler: Örtük Program, Türk Hava Kuvvetleri, Subay ve Astsubay Yetiştirme Okulu, Okul İklimi, Sınıf İklimi.

ABSTRACT

A RESEARCH ON HIDDEN CURRICULUM OF TURKISH AIR FORCE OFFICER AND NON COMMISSIONED OFFICER TRAINING SCHOOL                                      IN ASPECTS OF SCHOOL AND CLASS CLIMATE
GÜN, Mehmet
Post Graduate, Department of Educational Sciences
Supervisor: Assoc.Prof. Dr. Hasan Hüseyin ŞAHAN
2018, 276 Pages
This study aims to reveal scopes of hidden curriculum in aspects of both school and class climate in Turkish Air Force (TurAF) Officer and Non Commissioned Officer (NCO) Training School. In the study, case design, which is one of  qualitative research method, was utilized.  Data was obtained from a study group determined through maximum variaton and convenient sampling from purposeful sampling method. The group members were chosen among school personnel working  as superior, instructor and officer and NCO candidates in 2015-2016  Academic Year. The group consisted of 8 officers at different seniorities and ranks, 8 bachelor degree graduate officer candidates and 8 associate degree graduate NCO candidates. During data collection process, observation and interview methods were used together. For collected data analysis, it was benefited from content and descriptive analysis methods.
Following the research, it was confirmed that an intense hidden curriculum was applied along with offical  curriculum of the school. It was also considered that applied hidden curriculum stood out more at instructors' affective domain as it stemmed from characteristic features of military service. Findings of the study support the views of functionalist philosophers on hidden curriculum in terms of academical aspects.
Through hidden curriculum, cadets display behaviours compatible with the body of rules designed practically for real career life, and they adapt themselves easily to their careers due to the processes they experience. During this orientation period, experience sharing sessions of personnel assigned as instructors play important roles on school and class climate. The views of school personnel and cadets show consistency. Considering the school personnel exhibit positive, friendly and favourable attitude, this pattern of behaviour does not prevent cadets from perceiving school personnel as authority. The atmosphere of school provides them with feeling themselves precious and sense of belonging to the institution. On establishing these senses, the impacts of military ceremonies and symbolic specifics are high. The function of hidden curriculum differs in some ways for officer and NCO candidates. While it is aimed to develop leadership features, problem solving, critical thinking, and autonomous working abilities of officer candidates, for NCO candidates, majoring on a specialty, obedience to an order and sense of mission cases are centered.

Key Words: Hidden Curriculum, Turkish Air Force, Officer and Non Commissioned  Officer (NCO) Training School , School Climate, Class Climate.

This article is written in response to Lingley's (2016) concept of spiritually responsive pedagogy. To begin with, the word spiritual, when applied to education, still attracts varied responses. Therefore, I have begun by examining contemporary understandings of spirituality as reflected in current research and literature, which provides an informed context for my response. I follow up by aligning some of the key features noted by Lingley in democratic education and spiritually responsive pedagogy to other perspectives that deal with the spiritual dimension in education; I do this in order to offer a supportive stance to Lingley's assertion that, if we are to address the real needs of our students today and prepare them to meet the challenges of the world of tomorrow, we must incorporate spiritually responsive pedagogy into educational policy and practice.

This article is written in response to Lingley's (2016) concept of spiritually responsive pedagogy. To begin with, the word spiritual, when applied to education, still attracts varied responses. Therefore, I have begun by examining contemporary understandings of spirituality as reflected in current research and literature, which provides an informed context for my response. I follow up by aligning some of the key features noted by Lingley in democratic education and spiritually responsive pedagogy to other perspectives that deal with the spiritual dimension in education; I do this in order to offer a supportive stance to Lingley's assertion that, if we are to address the real needs of our students today and prepare them to meet the challenges of the world of tomorrow, we must incorporate spiritually responsive pedagogy into educational policy and practice.

This paper investigates the importance attributed to emotions by teachers, parents and learners. The study further aims at gauging whether teachers realize how influential their behaviour may be in learner self-esteem. On their part, children testify their own experience with regard to those aspects of teacher behaviour they consider encouraging or debilitating. The inclusion of parents as interviewees was deemed necessary since, according to the ecosystemic approach, they indisputably play a role in supporting a child's education, as this paper's research consolidates. The findings of our research pinpoint that positive emotions are deemed indispensable in a learning environment, with all parties (in their own way each) acknowledging the importance of learner's emotional welfare. The study also reveals the impact of negative emotions on learners and the types of teacher behaviour that are liable for it. Furthermore, associations are made between parent and teacher behaviour, the aim being to find the overlapping areas which have triggered corresponding behaviour patterns by the children.

RESUMO-Interculturalidade nas Escolas: um estudo sobre práticas didáticas no Pibid. O estudo analisa a interculturalidade e suas possíveis contribuições para as práticas didáticas na escola de ensino fundamental no Brasil. O objetivo do trabalho foi identificar, nas práticas descritas nos relatórios do Programa Institucional de Bolsa de Iniciação à Docência-Pibid, fazeres didáticos que demonstrassem determinado compromisso com situações de aprendizagem baseadas no diálogo, na polifonia e no ineditismo das compreensões sobre os temas em estudo. A conclusão do estudo traz algumas possibilidades, compreendidas como interculturais, para as práticas didáticas na escola. Palavras-chave: Interculturalidade. Práticas Didáticas. Pibid. ABSTRACT-Interculturalism in Schools: a study on teaching practice in the Pibid. The study analyzes interculturalism and its contributions to the teaching practices in elementary schools in Brazil. Its aim was to identify, within the practices described in the reports of the Programa Institucional de Bolsa de Iniciação à Docência-Pibid, didactic doings that demonstrate particular commitment to learning situations that have focused on dialogue, polyphony and originality of insights on the topics under study. The conclusion brings some possibilities, understood as being intercultural, for teaching practices at school.

h i g h l i g h t s Quad Text Sets (QTS) offer pre-service teachers (PSTs) a clear text set structure. PSTs might need instruction in diversifying genres used in QTS. PSTs need examples of content-specific QTS addressing content and general literacy. Some PSTs still resisted QTS and literacy instruction as not part of their jobs.

Countries are increasingly introducing Computer Science (CS) as a mandatory subject, but access does not ensure that all students are included and can succeed. Culturally Relevant Pedagogy (CRP) is a theoretical framework that aims to make learning more equitable. It encourages the incorporation of learners' cultures and experiences and emphasises the development of learners' critical consciousness to equip them to address societal inequities. Research in the UK has started to localise CRP theory and practice in CS classrooms and has highlighted the need to overcome bias in lesson resources. To address this, we have conducted a pilot study with 13 primary teachers, co-creating culturally adapted CS resources for their classrooms. This paper describes the first step of the resource adaptation study, a teacher professional development (PD) workshop, and reports on how attendance affected participants' confidence, attitudes, and perceptions of CRP for CS. We also introduce a knowledge appropriation model to reflect on teachers' experiences of learning about and implementing CRP in their computing lessons. After the PD, participants reported statistically significant improvements in their confidence in adapting computing resources to be culturally relevant for themselves and others. Qualitative responses identified important first steps in knowledge appropriation in terms of raised awareness and increased understanding of CRP in CS. The PD resources presented can be reviewed and built upon by other researchers to investigate whether CRP can be introduced to teachers in other contexts and outcomes compared to our findings. CCS CONCEPTS • Social and professional topics → K-12 education; Race and ethnicity.

O presente trabalho apresenta um estudo de caso sobre interculturalidade e o ensino de artes visuais no Colégio Pedro II. Ele parte da seguinte interrogação: como  construir uma perspectiva intercultural nesse campo de ensino considerando a unilinearidade eurocêntrica que preside a sistematização da história da arte tanto na escola básica quanto na formação inicial de professores/as de artes? O referencial teórico baseia-se na educação intercultural crítica (CANDAU, 2002, 2009, 2016), no pensamento pós-abissal (SANTOS, 2007, 2008, 2010) e em estudos voltados para a interculturalização do ensino de artes visuais (RICHTER, 2002, 2003, 2008). Por meio da análise de documentos curriculares e entrevistas realizadas com professores/as dessa disciplina escolar  verificou-se que a construção da perspectiva multi/intercultural no primeiro segmento do Ensino Fundamental ocorre em meio a tensões e disputas com os/as defensores/as da concepção eurocêntrica estabelecida no segundo segmento do En...

The present study attempts to examine the English language needs of the engineering students majored in agricultural studies in IAV-Complexe Horticole d'Agadir (CHA) in Morocco. The study was conducted in the third semester in the academic year 2018-2019. The use of a mixed-method research design allowed us to collect data from various stakeholders including 39 students, 30 alumni, 13 specialty-subject teachers and the ESP teacher. Three data collection instruments were used, namely questionnaires, interviews and a placement test. The SPSS software was used to code and analyse the quantitative data of the questionnaires, whereas the qualitative data collected from the interview was described, interpreted and summarized. The findings of the study emphasized the importance of English for agricultural engineering students. Besides, the study determined the students' English language needs and depicted their learning preferences with regard to the ESP course. In the end, a number of implications and recommendations are drawn for the stakeholders.

SDR (Special Drawing Rights) IMF tarafından geliĢtirilen, bir çeĢit rezerv birimidir. Değeri hesaplanırken önemli dünya ekonomilerin para birimlerinin farklı oranlarda değerleri kullanılmaktadır. 0.44 oranında ABD doları, 0.34 oranında Euro, 0.11 oranında Yen ve Sterlin kullanılır. 20.09.2010 tarihinde 1SDR=2,285TL=1,525USD. Burada bir paraya bağlı kalarak reel döviz kurunun hesaplanması yerine dünya ekonomilerinde önemli yeri olan ülke paralarına bağlı olarak hesaplanan reel döviz kuru kullanılmıĢtır.

We used the Multicultural Mathematics Dispositions (MCMD) framework to analyze preservice teachers’ (PSTs) dispositions to teach diverse student populations during a cultural awareness unit in a mathematics methods course. The framework is defined as a function of three constructs: openness, self-awareness/self-reflectiveness, and commitment to culturally relevant mathematics teaching. We selected two assignments from the unit as our data sources. Using the framework, we analyzed the ways in which PSTs expressed any of the MCMD constructs in each of the assignments. Our analysis found that self-awareness/self-reflectiveness was the most common dispositional construct expressed by the PSTs, which led to their openness. However, few PSTs committed to using culturally relevant pedagogy in their future classrooms. Additional coursework may be needed to prepare PSTs to teach culturally diverse student populations.

What happens when teachers have opportunities to engage in LGBTQ-affirming practices but choose not to? In the following essay, the authors present a vignette from a middle school context and consider ways to challenge silences to support LGBTQ students in middle school English classrooms. The authors provide discussion and resources to help teachers engage in LGBTQ affirming practices with middle school students.

Demographic trends in Korea indicate that the student population is becoming more diverse with regards to culture, ethnicity and language. These changes have implications for science classrooms where inquiry-based, student-centered activities require culturally and linguistically diverse (CLD) students to connect with their peers and successfully navigate both everyday and content specific language. This study introduces the K-TASILT (Korean Teachers' Attitudes and Self-efficacy for Inquiry and Language based Teaching) questionnaire, which we designed to investigate Korean teachers' conceptions of diversity, inquiry teaching, and language education to help explore attitudes and self-efficacy towards teaching inquiry and language skills to CLD students. An analysis of 144 primary and secondary schools teachers' responses revealed that they have fairly positive attitudes towards CLD students and positive self-efficacy for teaching inquiry, but they also have limited self-efficacy for implementing effective language teaching supports for using inquiry teaching with CLD students. We raise questions about the ways in which teachers' attitudes and beliefs about inquiry teaching and language acquisition could shape teaching practices that limit or afford opportunities for CLD students to participate in school science. We offer implications for science teacher education programs in Korea focused on enhancing diversity and