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Thematische Bibliographien / Culturally diverse classrooms / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Culturally diverse classrooms“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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1

Jiang, Xiaoli. „Intercultural Management in Culturally Diverse Classrooms“. Asian Education Studies 3, Nr. 2 (11.04.2018): 69. http://dx.doi.org/10.20849/aes.v3i2.374.

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Globalisation and internationalisation have brought culturally diverse classrooms into universities and schools worldwide. There are increasing opportunities for culturally diverse teachers and students to interact and learn from each other. This paper investigates the changes that occur when classrooms are managed by teachers with different cultural backgrounds from that of their students, utilising observations and interviews. The research indicates that when people from both collective and individualist cultures are in the same classroom, the different dynamics require adjustments from at least one cultural group to achieve desirable learning outcomes, in particular from the teacher. This is largely due to, in individualistic and collective cultures, teachers having different roles associated with their respective power structure and social hierarchy caused by various ways of establishing and maintaining individual self-esteem and perceiving self in relation to others. It would appear that the changes are engineered by a teacher’s desire to allow students to learn more effectively and teachers’ belief as to what are effective teaching and learning strategies. However, the changes are also accompanied by many challenges and personal growth on the part of the teachers. Bridging cultural differences should never been taken for granted. Should teachers reflect deeply and adjust to changes in classroom culture, the learning and teaching experiences can be both enriching and enlightening. Intellectual challenges and reflections on different home and host cultural assumptions are required when managing students who are from dissimilar cultural backgrounds.

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Scott, Catherine E. „Preparing to Teach Culturally Diverse Classrooms“. Phi Delta Kappan 95, Nr. 5 (Februar 2014): 80. http://dx.doi.org/10.1177/003172171409500521.

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3

Deegan, James G. „Children's Friendships in Culturally Diverse Classrooms“. Journal of Research in Childhood Education 7, Nr. 2 (31.12.1993): 91–101. http://dx.doi.org/10.1080/02568549309594845.

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4

Barwell, Richard, und Gabriele Kaiser. „Mathematics education in culturally diverse classrooms“. Zentralblatt für Didaktik der Mathematik 37, Nr. 2 (April 2005): 61–63. http://dx.doi.org/10.1007/bf02655714.

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5

Novikova, Yevgeniya B., Irina P. Gotovtseva, Alexandra A. Lukina und Daria V. Sukhorukova. „Exploring language errors in culturally diverse classrooms“. XLinguae 10, Nr. 4 (2017): 369–80. http://dx.doi.org/10.18355/xl.2017.10.04.30.

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6

Fraser-Abder, Pamela. „Preparing Science Teachers for Culturally Diverse Classrooms“. Journal of Science Teacher Education 12, Nr. 2 (Mai 2001): 123–31. http://dx.doi.org/10.1023/a:1016677722735.

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7

Vaccarino, Franco. „Learning and Teaching in Culturally Diverse Classrooms“. International Journal of Learning: Annual Review 16, Nr. 4 (2009): 105–18. http://dx.doi.org/10.18848/1447-9494/cgp/v16i04/46231.

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8

Breault, Rick A. „Preparing Preservice Teachers for Culturally Diverse Classrooms“. Educational Forum 59, Nr. 3 (30.09.1995): 265–75. http://dx.doi.org/10.1080/00131729509336402.

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9

Markey, Kathleen, Margaret Efua Sackey und Richard Oppong-Gyan. „Maximising intercultural learning opportunities: learning with, from and about students from different cultures“. British Journal of Nursing 29, Nr. 18 (08.10.2020): 1074–77. http://dx.doi.org/10.12968/bjon.2020.29.18.1074.

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Nurses continue to experience challenges when caring for culturally diverse patients and while working with staff from different cultural, ethnic and linguistic backgrounds. The widening landscape of cultural diversity in the nursing classroom provides a vehicle for intercultural learning, supporting intercultural competence development. However, students must embrace culturally diverse learning environments and maximise opportunities to learn with, from and about students from different cultural backgrounds. This requires developing the courage, curiosity and commitment to maximise all intercultural learning opportunities. Drawing on experiences of international students studying in culturally diverse classrooms, this article presents some practical suggestions for meaningfully engaging and capitalising on intercultural learning opportunities.

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Milhouse, Virginia H. „Instructional strategies and pedagogy for culturally diverse classrooms“. Howard Journal of Communications 6, Nr. 3 (November 1995): 173–87. http://dx.doi.org/10.1080/10646179509361695.

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11

Ramsay, Nancy J. „Teaching Effectively in Racially and Culturally Diverse Classrooms“. Teaching Theology and Religion 8, Nr. 1 (Januar 2005): 18–23. http://dx.doi.org/10.1111/j.1467-9647.2005.00220.x.

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12

Virta, Arja. „Learning to teach history in culturally diverse classrooms“. Intercultural Education 20, Nr. 4 (August 2009): 285–97. http://dx.doi.org/10.1080/14675980903351920.

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13

McInerney, Dennis M., und Valentina McInerney. „The Goals of Schooling in Culturally Diverse Classrooms“. Clearing House: A Journal of Educational Strategies, Issues and Ideas 71, Nr. 6 (Juli 1998): 363–66. http://dx.doi.org/10.1080/00098659809599593.

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14

Jacob, Evelyn. „Reflective Practice and Anthropology in Culturally Diverse Classrooms“. Elementary School Journal 95, Nr. 5 (Mai 1995): 451–63. http://dx.doi.org/10.1086/461855.

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15

Solak, Ekrem, und Betül Bal Gezegin. „Counter-effect of Refugee Movement in Culturally and Linguistically Diverse Classrooms“. World Journal of Education 9, Nr. 2 (18.03.2019): 22. http://dx.doi.org/10.5430/wje.v9n2p22.

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The presence of refugee students in culturally and linguistically diverse classrooms relatively influences thedevelopment of local students as well. Students with different languages and cultural background in a learningenvironment create a different atmosphere and may influence the attitude of local students to other languages andcultures. Therefore, this study investigated how and to what extent native students were influenced from refugeestudents in terms of linguistic and cultural perspective. The mixed method was used in this study. Quantitative datawere collected from local students in culturally and linguistically diverse classrooms through a questionnaire andqualitative data were collected from teachers teaching in these classrooms by means of interviews. The results of thestudy revealed that there were remarkable positive effects of the integration process on both sides though variousproblems emerged in diverse classrooms. The findings of this research may also (delete) give implications about theinfluence of refugee movement for other cultures.

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Arias, Armando. „Computer-Mediated Classrooms for Culturally and Linguistically Diverse Learners“. Computers in the Schools 7, Nr. 1-2 (16.11.1990): 227–42. http://dx.doi.org/10.1300/j025v07n01_11.

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17

Deegan, James G. „Understanding Vulnerable Friendships in Fifth Grade Culturally Diverse Classrooms“. Middle School Journal 23, Nr. 4 (März 1992): 20–25. http://dx.doi.org/10.1080/00940771.1992.11496057.

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18

Cabello, Beverly, und Nancy Davis Burstein. „Examining Teachers' Beliefs about Teaching in Culturally Diverse Classrooms“. Journal of Teacher Education 46, Nr. 4 (September 1995): 285–94. http://dx.doi.org/10.1177/0022487195046004007.

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19

Andernovics, S. „Culturally and Linguistically Diverse Classrooms: New Dilemmas for Teachers“. ELT Journal 65, Nr. 1 (11.12.2010): 87–89. http://dx.doi.org/10.1093/elt/ccq082.

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20

Castro, Antonio J., Sherry L. Field, Michelle Bauml und Deborah Morowski. „“I Want a Multicultural Classroom”: Preparing Social Studies Teachers for Culturally Diverse Classrooms“. Social Studies 103, Nr. 3 (Mai 2012): 97–106. http://dx.doi.org/10.1080/00377996.2011.575419.

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21

Brown, Julie C., Elizabeth A. Ring-Whalen, Gillian H. Roehrig und Joshua A. Ellis. „Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course“. International Journal of Designs for Learning 9, Nr. 1 (09.05.2018): 14–33. http://dx.doi.org/10.14434/ijdl.v9i1.23297.

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Culturally responsive science teaching has been associated with several positive academic outcomes for students of color, including improved science achievement, attitudes, and identities. Given the chronic science performance gap between students of color and white peers, culturally responsive teaching seems ideal for mitigating this disparity. Traditional teacher preparation programs, however, neither emphasize nor require multicultural science education coursework. Unfortunately, many science teachers exit preparation programs without critically examining their beliefs about culturally diverse students or increasing their confidence in working with them. In response to this concern, we designed a theoretically- and contextually-grounded induction course to support culturally responsive secondary science teacher development. The purpose of this four-week course was to engage beginning secondary science teachers (1-5 years of teaching experience) in activities, discussions, and reflections raising awareness of the importance of attending to attitudes about culturally diverse students, as well as abilities to incorporate students’ backgrounds into science instruction. Course goals included improving teachers’: understanding of culturally responsive pedagogy (CRP); sociopolitical awareness and knowledge of their cultural identities; knowledge of and attitudes toward culturally diverse students, their families, and communities; critical reflection on classroom practices; and abilities to design culturally responsive science curriculum units integrating families’ funds of knowledge and/or sociopolitical ties. In this paper, we share our design and implementation experiences, as well as teacher outcomes. Continued conversations between researchers, teacher educators, and others involved in advancing culturally responsive science teaching are crucial to the academic success of culturally diverse student populations.

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Evans, Rinelle, und Ailie Cleghorn. „Complex language encounters: Observations from linguistically diverse South African classrooms“. Language and Literacy 12, Nr. 2 (18.10.2010): 30. http://dx.doi.org/10.20360/g26p4r.

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This article reports on the initial observation phase of a larger, longitudinal project that explores complex language encounters in grades R (Reception) to 3 classrooms in South Africa. Complex language encounters refer to teacher-learner exchanges that take place when neither teachers nor learners are first language speakers of the language of instruction, in this case English. Observations during teaching practice visits to linguistically and culturally diverse South African urban classrooms yielded several vignettes that illustrate the need for teachers to be provided with strategies to lessen the confusion of some language encounters. Although preliminary, our findings underline how critical it is for teachers to possess full proficiency in the language of instruction as well as cross-cultural competence. That is, in order to attend adequately to diverse learners’ sense-making efforts, teachers need to know how to relate to learners by ‘border crossing’ linguistically, culturally and conceptually.

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Cartledge, Gwendolyn, und Lefki Kourea. „Culturally Responsive Classrooms for Culturally Diverse Students with and at Risk for Disabilities“. Exceptional Children 74, Nr. 3 (April 2008): 351–71. http://dx.doi.org/10.1177/001440290807400305.

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24

Xu, Shelley Hong. „Reading instruction for diverse classrooms: research-based, culturally responsive practice“. Educational Review 65, Nr. 2 (Mai 2013): 241–42. http://dx.doi.org/10.1080/00131911.2011.634166.

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25

Santoro, Ninetta. „‘Outsiders’ and ‘others’: ‘different’ teachers teaching in culturally diverse classrooms“. Teachers and Teaching 13, Nr. 1 (Februar 2007): 81–97. http://dx.doi.org/10.1080/13540600601106104.

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26

Kibler, Kristin, und Lindsey A. Chapman. „Six Tips for Using Culturally Relevant Texts in Diverse Classrooms“. Reading Teacher 72, Nr. 6 (14.10.2018): 741–44. http://dx.doi.org/10.1002/trtr.1775.

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27

Gaad, Eman. „Crossing the Barriers: Culturally Diverse Teachers Teaching in Culturally Diverse Mixed Abilities Classrooms in the United Arab Emirates“. International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 5, Nr. 5 (2006): 1–10. http://dx.doi.org/10.18848/1447-9532/cgp/v05i05/39108.

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28

Badrkhani, Parisa. „Iranian University Faculties and Managing Culturally Diverse Classrooms: Strategies for Peace Establishment in the Higher Education“. Education and Urban Society 52, Nr. 2 (07.07.2019): 234–56. http://dx.doi.org/10.1177/0013124519859649.

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There are large number of students from around the world who are planning to continue their education in the U.S. universities. They have different nationalities, cultural backgrounds, social beliefs, and so on. Moreover, the educators who are from different countries have the special cultures. This is their task to manage the culturally diverse classrooms to obtain the best results for the educational purposes. In this study, the focus was on three main issues: (a) teaching in multicultural higher education, (b) students’ attitudes toward the different cultures (especially their classmates), and (c) the strategies the educators apply in the multicultural classroom to establish peace. Five Iranian faculties who were teaching English language literature subject, in California State universities, were selected and interviewed via Skype. The results showed that they had a very positive attitude toward teaching in multicultural classrooms. The educators claimed that they apply the emotional empathy, empathy training, culturally proportional curriculum, and the structured rules for the multicultural classroom. One of them argued that holding conferences regarding the diversity is very useful, and the other one proposed that holding involuntary service, sport, and community programs for both the immigrant and the local students is considerable to make the students closer and establish the sense of peace among them.

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29

Knotts, J. Dusteen, und Susan Keesey. „Friendship with Old Order Mennonite Teachers Develops Cultural Responsiveness in Preservice Special Education Teachers“. Rural Special Education Quarterly 35, Nr. 4 (Dezember 2016): 10–17. http://dx.doi.org/10.1177/875687051603500403.

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Developing preservice teachers with a strong understanding of culturally relevant pedagogy should be a priority for all teacher education programs. Although much focus is placed on diversity in urban areas, diverse classrooms are found in all education settings. This paper demonstrates how a rural opportunity expanded the cultural awareness and culturally responsive teaching of four preservice special education teachers. Knowledge shared between teachers in an Old Order Mennonite community and these preservice teachers resulted in growth for all participants. Through immersion with the Mennonite community, four key themes emerged: (a) culturally relevant communication, (b) goal setting, (c) culturally sensitive curriculum materials, and (d) creation of a classroom to match the students' needs.

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Sturdivant, Toni Denese, und Iliana Alanís. „Teaching through culture“. Journal for Multicultural Education 13, Nr. 3 (12.08.2019): 203–14. http://dx.doi.org/10.1108/jme-03-2019-0019.

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Purpose Oftentimes, attempts at culturally relevant early childhood practices are limited to diverse materials in the physical environment. The purpose of this study is to document the culturally relevant teaching practices, specifically for African American children, within a culturally diverse preschool classroom with a Black teacher. Design/methodology/approach The researchers used qualitative methodology to answer the following question: How does a Black preschool teacher enact culturally relevant practices for her African American students in a culturally diverse classroom? Data sources included field notes from classroom observations, transcripts from both formal and informal semi-structured interviews with a Master Teacher and photographs. Findings The authors found that the participant fostered an inclusive classroom community and a classroom environment that reflected the range of human diversity. She was intentional in her integration of culturally representative read alouds and lessons designed to incorporate students’ interests. Finally, she engaged families by facilitating their involvement in her curriculum. However, social justice aspects were absent during the time of the study. Originality/value This paper contributes to the literature in that it documents a high-quality early childhood classroom with a teacher, that is, actively trying to incorporate the cultures of her African American students. Many extant studies provide examples of superficial culturally relevant pedagogy (CRP) being enacting in early childhood classrooms or the focus is not specifically on African American children.

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Yoo, Hyesoo, Sangmi Kang, Camilo I. Leal und Abbey Chokera. „Engaged Listening Experiences: A World Music Sampler“. General Music Today 33, Nr. 3 (25.11.2019): 14–20. http://dx.doi.org/10.1177/1048371319890291.

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As the U.S. population has become significantly more culturally diverse, many music educators have acknowledged the necessity to implement culturally diverse musics in music curricula. One of the challenges in teaching culturally diverse musics is designing a balance between performing-based activities and other activities such as listening, improvising, and composing activities. Despite the importance of developing students’ listening skills, listening lessons are still relatively deficient within the context of world musics. Therefore, we provide general music teachers with engaged listening strategies for implementing world music lessons in music classrooms. The lessons provided in this article are appropriate for upper elementary and secondary general music classrooms.

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Manzoor, Amir. „Technology Tools for Building Diverse, Equitable, and Inclusive Classrooms“. International Journal of Technology and Educational Marketing 8, Nr. 2 (Juli 2018): 75–94. http://dx.doi.org/10.4018/ijtem.2018070105.

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Educators everywhere recognize that today's classrooms are more culturally diverse than ever. These classrooms can enhance learning by giving all students equal opportunity to share their experiences, knowledge, perspectives and insights. However, this enhanced learning is possible only through a process that is supported by appropriate tools especially technology tools. This chapter explores the issue of learning in multicultural classrooms and various tools educators can use to open up their students' minds, understand each other privileges, and gain better understanding of other people, perspectives, and cultures. Specific recommendations to meet the challenges of multicultural learning using the technology tools are also provided.

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Yıldırım, Rana. „Teaching in culturally and linguistically diverse classrooms: Turkish EFL instructors’ experience“. Dil ve Dilbilimi Çalışmaları Dergisi 15, Nr. 3 (11.10.2019): 1155–70. http://dx.doi.org/10.17263/jlls.631557.

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34

Dippold, Doris. „“That's Wrong”: Repair and Rapport in Culturally Diverse Higher Education Classrooms“. Modern Language Journal 98, Nr. 1 (14.02.2014): 402–16. http://dx.doi.org/10.1111/j.1540-4781.2014.12061.x.

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35

Delano-Oriaran, Omobolade. „Preparing pre-service teachers for culturally diverse classrooms: a conceptual model“. Journal of Education for Teaching 38, Nr. 1 (20.01.2012): 103–6. http://dx.doi.org/10.1080/02607476.2012.643660.

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36

Eun, Barohny. „A Vygotskian theory‐based professional development: implications for culturally diverse classrooms“. Professional Development in Education 37, Nr. 3 (Juli 2011): 319–33. http://dx.doi.org/10.1080/19415257.2010.527761.

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37

Richardson, Silvana. „CPD for the EAL classroom“. SecEd 2019, Nr. 11 (02.05.2019): 36–37. http://dx.doi.org/10.12968/sece.2019.11.36.

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As schools become linguistically and culturally diverse, it makes sense to ensure that teaching staff are adequately prepared. Silvana Richardson looks at CPD to enable teaching staff to work effectively in diverse multilingual and EAL classrooms

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Khote, Nihal, und Zhongfeng Tian. „Translanguaging in culturally sustaining systemic functional linguistics“. Positive synergies 5, Nr. 1 (10.01.2019): 5–28. http://dx.doi.org/10.1075/ttmc.00022.kho.

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Abstract In today’s globalized multilingual classrooms, deficit ideologies tend to disregard the cultural capital and mobile semiotic resources that immigrant and culturally diverse students bring with them (Blommaert 2010). There is a growing need to focus on culturally sustaining pedagogies that reframe how we think about teaching multilingual learners (Paris and Alim 2017). By bringing two perspectives – Halliday’s systemic functional linguistics (SFL) (Halliday 1993) theory and García’s (2009) notion of translanguaging – into dialogue, we explore their conceptual alignments and complementarities. Building upon this, we envision culturally sustaining SFL as an integrative framework which holds the promise of fostering meaningful heteroglossic contexts of learning for multilingual learners in supporting their multiliteracies (see Khote 2017; Harman and Khote 2018). Data from one of the author’s English Language Arts (ELA) classroom will further illustrate: (a) how students’ complex linguistic repertoires were mobilized as a foundational resource for developing disciplinary literacy, and (b) how multilingual students engaged with the curriculum to interrogate discourses that diminish their authentic participation in the classroom.

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Piazza, Susan V., Shaila Rao und Selena Protacio. „Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners“. International Journal of Multicultural Education 17, Nr. 3 (01.11.2015): 1. http://dx.doi.org/10.18251/ijme.v17i3.1023.

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This study examines culturally responsive pedagogy across the fields of special education, multicultural literacy education, and teaching English language learners. A systematic review of recommendations identified culturally responsive practices in five key areas: dialogue, collaboration, visual representation, explicit instruction, and inquiry. Educators are encouraged to adopt a critical and responsive stance that incorporates students’ cultural knowledge and lived experiences when implementing these recommendations. Creating classrooms that promote culturally responsive and effective instruction is grounded in the definition of literacy as a social practice and leads to more equitable learning opportunities in all areas.

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Kapofu, Lifeas Kudakwashe. „Negotiating the Cultural Terrain in Transforming Classrooms—The LEAP MODEL“. International Education Studies 14, Nr. 3 (20.02.2021): 51. http://dx.doi.org/10.5539/ies.v14n3p51.

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This study recentres the sociocultural in culturally transforming pedagogic settings whilst foregrounding culturally responsive teaching (CRT). Through a protracted anthropological excavation, teachers’ experiences in a culturally diverse integrated high school were explored and interpreted vis-à-vis tenets and precepts of CRT. Findings from observation and interviews indicate that the pedagogic settings as structured by the teachers were not attendant to the aspirations of CRT and teacher practices were not reflective of dispositions of CRT. Teachers professed negative experiences of the pedagogic setting, demonstrated and professed limited knowledge of the cultural being of their learners. The findings highlighted the need for micro-context cultural excavations to remedy socioculturally detached teaching. Cognisant of the emergent need for a learning tool, the LEAP model is proposed premised on centering the humanistic world of the learners and the inherent currency in their culture for progressive teaching and learning engagements.

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Hansen-Thomas, Holly, und SriPadmini Chennapragada. „Culture Clash in the Multicultural Classroom: A Case Study From a Newcomer School“. English Language Teaching 11, Nr. 4 (20.03.2018): 82. http://dx.doi.org/10.5539/elt.v11n4p82.

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This ethnographic case study of a multicultural/multilingual classroom in a newcomer school describes an incident that occurred among new immigrant English Language Learners from widely diverse backgrounds in a secondary classroom in Texas. Increased numbers of immigrant students in U.S. schools have resulted in classrooms with tremendous diversity in terms of language, ethnicity, culture, religion, among other categories. The incident arose as the result of a clash of cultures and lack of knowledge on the part of students. As a result, an explicit focus on culturally responsive teaching is called for, as is training for teachers in multicultural classrooms regarding the specific demographic backgrounds of their students.

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Aminoff, Susan. „The Family History Exercise: Developing Positive Awareness in Culturally Diverse College Classrooms“. Teaching Sociology 23, Nr. 2 (April 1995): 155. http://dx.doi.org/10.2307/1319346.

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Daunic, Ann P., Vivian I. Correa und María E. Reyes-Blanes. „Teacher Preparation for Culturally Diverse Classrooms: Performance-Based Assessment of Beginning Teachers“. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 27, Nr. 2 (April 2004): 105–18. http://dx.doi.org/10.1177/088840640402700203.

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Thomas, R. Murray. „Learning from culturally and linguistically diverse classrooms: Using inquiry to inform practice“. International Review of Education 59, Nr. 2 (26.02.2013): 297–98. http://dx.doi.org/10.1007/s11159-013-9337-5.

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Warren, Chezare A. „Towards a Pedagogy for the Application of Empathy in Culturally Diverse Classrooms“. Urban Review 46, Nr. 3 (24.08.2013): 395–419. http://dx.doi.org/10.1007/s11256-013-0262-5.

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Ferguson-Patrick, Kate. „Cooperative Learning in Swedish Classrooms: Engagement and Relationships as a Focus for Culturally Diverse Students“. Education Sciences 10, Nr. 11 (31.10.2020): 312. http://dx.doi.org/10.3390/educsci10110312.

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The ongoing refugee crisis makes intercultural competence and culturally responsive education crucial issues in schools. At the same time, increased migration poses new challenges for social cohesion in countries around the world. How schools and classrooms can be fair and inclusive in terms of experiences and outcomes for migrant and refugee students is therefore a key question. This paper will explore the increase in migration of newly arrived students in Sweden, and how teachers in this country are catering for diverse students through cooperative learning. I explore cooperative learning as an inclusive and culturally responsive pedagogy that can be effectively used in schools to support all students and especially ‘refugee’ or newly arrived students. Using theory from cooperative learning and Stembridge (2020) as a theoretical framework, I particularly focus on analysis using two of Stembridge’s themes of Culturally Responsive Education: Engagement and Relationships to analyze Swedish primary school classroom observations and teacher interviews and find commonalities between these two themes and the key ideas in cooperative learning. This research is built on the premise that there is more need in education research for up to date observations into the classroom factors that support or hinder learning and the way that within-class groupings can support diversity and inclusivity. Cooperative learning allows participants to develop a commitment to fairness, social responsibility and a concern for others and this particularly caters for our diverse student populations.

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WAGLER, AMY E., und LAWRENCE M. LESSER. „EVALUATION OF THEORETICAL AND EMPIRICAL CHARACTERISTICS OF THE COMMUNICATION, LANGUAGE, AND STATISTICS SURVEY (CLASS)“. STATISTICS EDUCATION RESEARCH JOURNAL 17, Nr. 1 (31.05.2018): 141–64. http://dx.doi.org/10.52041/serj.v17i1.180.

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The interaction between language and the learning of statistical concepts has been receiving increased attention. The Communication, Language, And Statistics Survey (CLASS) was developed in response to the need to focus on dynamics of language in light of the culturally and linguistically diverse environments of introductory statistics classrooms. This manuscript presents a cross-cultural evaluation of the characteristics of the CLASS III (third generation of the instrument) and provides a user-friendly cross-culturally valid version of the CLASS. Mixed methods are employed to investigate further characteristics of the CLASS III and provide a scale (CLASS IV) that may be utilized in diverse settings. These research results have implications for instructors, professional developers, and researchers to improve instruction with culturally and linguistically diverse student populations. First published May 2018 at Statistics Education Research Journal Archives

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Gerzel-Short, Lydia, Elisheba W. Kiru, Yun-Ju Hsiao, Katrina A. Hovey, Yan Wei und Rhonda D. Miller. „Engaging Culturally and Linguistically Diverse Families of Children with Disabilities“. Intervention in School and Clinic 55, Nr. 2 (25.04.2019): 120–26. http://dx.doi.org/10.1177/1053451219837637.

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Classrooms are increasingly more diverse, and student success can be enhanced through family engagement, especially for culturally and linguistically diverse (CLD) students with disabilities. Too often teachers are stymied by how to engage CLD families of children with disabilities. Common practices of parent involvement are ineffective and fail to appreciate families as members of the educational team. Family engagement seeks to establish and maintain authentic family-school partnerships based on mutual respect and shared agency for student academic and social success. This column provides specific family engagement strategies that teachers and schools can implement in an effort to provide reciprocal collaboration.

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Grant, Donald E., und Jerell B. Hill. „Activating Culturally Empathic Motivation in Diverse Students“. Journal of Education and Learning 9, Nr. 5 (17.08.2020): 45. http://dx.doi.org/10.5539/jel.v9n5p45.

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School motivation as a construct is increasingly surfacing in classrooms across the United States. The research on achievement and intrinsic motivation has become more complex, given contemporary inquiries on trauma-informed practices, special education-related services. With the absence of culturally empathic practices, each of these factors can potentially add another barrier and impact those involved in the learning process. The need for schools to develop dynamic multi-disciplinary teams that capitalize on relational energy to provide support and increase student motivation remains necessary. Schools explore creative ways to prioritize relationships before rigor to see improvements in student motivation and the attainment of student learning outcomes. Low self-worth, falling short of expectations, or completely missing the mark magnifies the differences between self-perception and one’s identity as perceived by others. To combat deficit-based models of engagement, the researchers analyzed culturally empathic motivation in diverse students. Teacher expectations, modeling, and enthusiasm need to be apparent to students, and teachers’ efficacy needs to embrace the idea that all students can learn. Teacher quality, learning climate, and powerful instruction are vital to designing a productive learning environment that motivates students to learn. In a positive learning climate, the teacher and the students work together as a community of learners to help everyone achieve. Motivation plays a significant role in the creation of experiences that enhance the development of empathic awareness. Taking a deeper look at motivation interventions through a holistic ecological lens that is both culturally intelligent and trauma-informed will create a strength-based collaborative learning perspective.

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Bonner, Patricia J., Susan R. Warren und Ying H. Jiang. „Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching“. Education and Urban Society 50, Nr. 8 (15.06.2017): 697–726. http://dx.doi.org/10.1177/0013124517713820.

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This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms.

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