Inhaltsverzeichnis
Auswahl der wissenschaftlichen Literatur zum Thema „Teachers from migratory backgrounds“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Teachers from migratory backgrounds" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Zeitschriftenartikel zum Thema "Teachers from migratory backgrounds"
1
Fiorentino, Alice. „C’ERA UNA VOLTA L’ALUNNO STRANIERO: INDAGINE SULLE PRATICHE DI INSEGNAMENTO DELL’ITALIANO LINGUA SECONDA NELLE SCUOLE DEL VENETO“. Italiano LinguaDue 13, Nr. 2 (26.01.2022): 133–51. http://dx.doi.org/10.54103/2037-3597/17133.
Der volle Inhalt der QuelleAnnotation:
Nonostante il sistema scolastico italiano sia ancora legato alla concezione originaria dell’alunno così detto straniero, la recente stabilizzazione del fenomeno migratorio sta lentamente modificando il profilo di questo apprendente. In Italia, i corsi di italiano come lingua seconda all’interno della scuola sono stati promossi sin dagli inizi degli anni ’90, e tuttavia i risultati scolastici di questo gruppo di studenti risultano ancora di molto inferiori a quelli dei compagni madrelingua. In questo articolo si riportano i risultati dell’indagine IMPACT Veneto, realizzata tra il 2019 e il 2020 presso l’Università di Verona e finalizzata ad esplorare le pratiche di inclusione scolastica dell’alunno dal background migratorio attualmente in uso nelle scuole del Veneto, così come descritte da un campione di 352 docenti e impiegati scolastici. L’obiettivo dell’indagine è stato quello di individuare l’approccio con cui viene realizzata l’inclusione scolastica in questa regione e di individuare nuove piste di ricerca che possano aiutare a promuovere il successo scolastico.
Once upon a time there was the foreign student: a survey on teaching practices of Italian L2 in schools in the Veneto region
Although the Italian school system is still tied to the original conception of the so-called foreign student, the recent stabilization of the migratory phenomenon is slowly modifying the profile of this learner. In Italy, Italian L2 courses in schools have been promoted since the beginning of the 90s, and yet the scholastic results of these students are still much lower than those of native speakers. In this paper we report the results of the IMPACT Veneto survey, carried out between 2019 and 2020 at the University of Verona and aimed at exploring the practices of school inclusion of students from migrant backgrounds currently adopted in schools in the Veneto region, as described by a sample of 352 teachers and school employees. The aim of the survey was to identify the approach for school inclusion implemented in this region and to identify new areas of research that can help promote school success.
2
Peppoloni, Diana. „Which Terminology for Multilingual Communication in Language Pedagogy?“ International Journal of Linguistics 9, Nr. 6 (28.12.2017): 87. http://dx.doi.org/10.5296/ijl.v9i6.12380.
Der volle Inhalt der QuelleAnnotation:
The actual multilingual society, deriving from an augmented personal and professional mobility, and from the migratory growing phenomena of the last decades, requires to its citizens a solid linguistic communicative expertise. Plurilingualism has become an unavoidable need, more than an additional skill. Experts in Language Pedagogy from different linguistic backgrounds are called to develop the theoretical principles for an effective multilingual didactics and teachers, from their side, are called to train themselves on these principles and to apply them in the language classroom. An effective multilingual didactics requires high qualitative standards in Language Pedagogy. Being this latter a relatively recent science (Cambiaghi, 2008), and an interdisciplinary one, it has not yet developed a standard shared terminology. This has led to confusion and disagreement among scholars about the meaning to be attributed to meta-didactic terms, and among practioners that have to apply these concepts.This study aims at filling this requirement of terminological clarity and transparency, developing an original multilingual glossary (Italian, French and German) of Language Pedagogy terminology, thus favouring inter-comprehension and interaction among experts through terminological standardization. Terminology is an essential component of each discipline, since it shapes its contents and outilines its evolution. Then an effort has to be done to develop a common metalanguage of Language Pedagogy. Even if it exists some resources, they are generally monolingual and still too related to their cultural area of origins. The glossary described in the present study constitutes a shared digital platform for experts and students, easily accessible and constantly updated. The 130 terms and expressions included at the moment, are alphabetically disposed and provided with translations, definitions, hyperlinks and examples. Lemmas derive from the comparison of three relevant European documents for Language Pedagogy and have been selected only when appearing in at least two out of three of them.
3
Carter-Thuillier, Bastian, Víctor López-Pastor, Francisco Gallardo-Fuentes, Rodrigo Ojeda-Nahuelcura und Juan Carter-Beltran. „Incorporar la competencia intercultural en la formación docente: examinando posibilidades para Educación Física en la macrozona sur de Chile (Incorporating intercultural competence in pre-service teacher education: examining possibilities for Physical Ed“. Retos 43 (01.07.2021): 36–45. http://dx.doi.org/10.47197/retos.v43i0.88416.
Der volle Inhalt der QuelleAnnotation:
En Chile, el volumen de estudiantes extranjeros alcanzó cifras históricas durante la última década, instalando con ello nuevos desafíos para la formación de profesores. Especialmente en la macrozona sur del país, donde la inmigración ha supuesto el ingreso de nuevas identidades a un territorio históricamente marcado por la diversidad cultural (por la presencia del pueblo Mapuche, los procesos de colonización, etc.) transformando las escuelas en espacios aún más plurales y complejos. Considerando dicho escenario, parece lógico apostar por la formación de especialistas en Educación Física (EF) que tengan las competencias necesarias para trabajar en contextos de diversidad cultural con presencia migrante. Sin embargo, la evidencia sugiere que las universidades situadas en la macrozona sur de Chile no incorporan la “competencia intercultural” en los itinerarios formativos del futuro profesorado de EF; hecho que supone una inconsistencia, frente a las características históricas de dicho territorio y los cambios educativos que ha generado el fenómeno migratorio en ese contexto. En virtud de lo antes expresado, el presente artículo tiene por objetivo examinar la posible incorporación de la competencia intercultural en la formación inicial del profesorado de EF que se desarrolla en las universidades de la macrozona sur de Chile. Para ello, se revisan diferentes antecedentes teóricos y empíricos, a partir de los cuales queda en evidencia la necesidad de avanzar hacia una formación docente que sea coherente con las características socioculturales del entorno y capaz de preparar especialistas comprometidos con el resguardo de la diversidad, la justicia social y la dignidad humana.
Abstract. In Chile, the volume of foreign students has reached historic levels over the last decade, creating new challenges for teacher training. Especially in the southern macro-zone of the country, where immigration has brought new identities to a territory historically marked by cultural diversity (due to the presence of the Mapuche ethnicity, the processes of colonisation, etc.), transforming schools into even more plural and complex spaces. Considering this scenario, it seems logical to focus on the training of Physical Education (PE) specialists who have the necessary competences to work in contexts of cultural diversity with a migrant presence. However, the evidence suggests that the universities located in the southern macro-zone of Chile do not incorporate "intercultural competence" in the training itineraries of future PE teachers; a fact that is inconsistent, given the historical characteristics of this territory and the educational changes that the migratory phenomenon has generated in this context. In view of the above, the aim of this article is to examine the possible incorporation of intercultural competence in the initial training of PE teachers in universities in the southern macro-zone of Chile. To this end, different theoretical and empirical backgrounds are reviewed, from which the need to move towards a teacher training that is consistent with the socio-cultural characteristics of the environment and capable of preparing specialists committed to safeguarding diversity, social justice and human dignity becomes evident.
4
Erling, Elizabeth J., Anouschka Foltz, Felicitas Siwik und Michael Brummer. „Teaching English to Linguistically Diverse Students from Migration Backgrounds: From Deficit Perspectives to Pockets of Possibility“. Languages 7, Nr. 3 (20.07.2022): 186. http://dx.doi.org/10.3390/languages7030186.
Der volle Inhalt der QuelleAnnotation:
This article reports on an interview study with six secondary school LX English teachers working in a part of Austria where there is an above-average number of residents–and thus also students–who are multilingual and come from migration backgrounds. It attempts to extend research on deficit perspectives of multilingual learners from migration backgrounds to the area of LX English learning and to provide insights into a language learning context that is underrepresented in international applied linguistics research, which has tended to focus on elite language learning. The article explores teachers’ perceptions of teaching English in this context. We hypothesized that teachers would hold negative beliefs about their students’ multilingual backgrounds and practices. The typological analysis of teachers’ interview data revealed that teachers did hold some dominant deficit perspectives about their students’ multilingualism and language learning; however, it also suggests that teachers are taking on the rudiments of a translanguaging stance that values multilingual practice. The article thus closes by considering how possibility perspectives can be harnessed and extended to foster students’ multilingual and multicultural development, with particular regard to LX English language learning.
5
Maula, Nihlah Ni’matul, und Nalim. „Pengaruh Latar Belakang Pendidikan Guru terhadap Kompetensi Pedagogik dan Hasil Belajar Matematika Siswa“. Circle: Jurnal Pendidikan Matematika 4, Nr. 1 (26.03.2024): 78–87. http://dx.doi.org/10.28918/circle.v4i1.6906.
Der volle Inhalt der QuelleAnnotation:
This research aims to investigate the pedagogical competency outcomes of teachers with backgrounds in mathematics education versus those without, to examine the mathematics learning outcomes of students taught by teachers with backgrounds in mathematics education versus those without, and to analyze the influence of teachers' pedagogical competency on students' mathematics learning achievement. The analytical method employed in this study is the independent sample t-test followed by simple linear regression. The findings reveal that the pedagogical competency scores of teachers with backgrounds in mathematics education (62.86) are significantly higher than those of teachers without such backgrounds (58.16). Similarly, the mathematics learning outcomes of students taught by teachers with backgrounds in mathematics education (71.84) are significantly higher than those of students taught by teachers without backgrounds in mathematics education (60.03). There is also a significant influence of teachers' pedagogical competency on students' mathematics learning outcomes, with a coefficient of determination (R square) value of 9.9% from the linear regression analysis.
6
Bazemore-Bertrand, Shamaine. „Using Photovoice as a Teaching Tool to Explore Pre-service Teachers' Perceptions of Students from Impoverished Backgrounds“. Journal of Urban Learning, Teaching, and Research 16, Nr. 1 (09.03.2021): 43–57. http://dx.doi.org/10.51830/jultr.18.
Der volle Inhalt der QuelleAnnotation:
Despite the diversity of the American student population, the current teacher force and cohorts of future teachers are overwhelmingly white women from middle class backgrounds. In addition to the work around race, gender, and disability status, there is a clear need for us to help future teachers reconsider how they think about children experiencing poverty in urban schools and communities. Based on its use in an elementary education foundations course, this article provides a first-person accounting of how the pedagogical tool photovoice helped future teachers critically reflect on their perceptions of students from these backgrounds and offered their professor entry points for knowledge and skill development related to teaching students living in impoverished backgrounds.
7
Singh, Pratika, und Kaili C. Zhang. „Parents’ Perspective on Early Childhood Education in New Zealand: Voices from Pacifika Families“. Australasian Journal of Early Childhood 43, Nr. 1 (März 2018): 52–58. http://dx.doi.org/10.23965/ajec.43.1.06.
Der volle Inhalt der QuelleAnnotation:
AOTEAROA/NEW ZEALAND HAS a reputation for being a world leader in early childhood education. However, research indicates that many early childhood teachers in New Zealand encounter difficulties when working with children and families from diverse backgrounds. In addition, though a plethora of research has been done on early childhood teachers’ partnership with parents of multicultural backgrounds, little attention has been given by researchers to Pacifika parents’ perspective on early childhood education in New Zealand. This article draws on findings from an interpretative study on three Pacifika families’ views about their cultural practice at home and their views about early childhood education in New Zealand. It is believed that investigating parents’ views on early childhood education and early childhood services in New Zealand can provide better support for families and children from Pacifika backgrounds.
8
Strole, Nicholas A. „Destabilising myths of origin: Collaborative storytelling and biopolitical communities in Wajdi Mouawad's Le Sang des promesses“. French Cultural Studies 33, Nr. 2 (26.10.2021): 135–46. http://dx.doi.org/10.1177/09571558211048404.
Der volle Inhalt der QuelleAnnotation:
This article analyses how diverse communities are formed through storytelling and mythmaking in Wajdi Mouawad's theatrical tetralogy, Le Sang des promesses (1999–2009). Mythic origin stories, which Mouawad's migratory characters collect and share on their journeys from one community to the next, draw individuals from their pasts on stage to act out the events from each narrative. Mouawad thus reveals how the theatre can serve as an ideal venue for spectators from diverse backgrounds to gather and experience the various conditions many migrants face. Drawing on Roberto Esposito's biopolitical theory of communitas and Lévi-Strauss's structuralist analysis of myth, this article argues that collaborative storytelling and mythmaking allow Mouawad's migratory characters to cross various types of borders and form unexpected communities that defy barriers of time and space.
9
Kelcey, Ben. „Assessing the Effects of Teachers’ Reading Knowledge on Students’ Achievement Using Multilevel Propensity Score Stratification“. Educational Evaluation and Policy Analysis 33, Nr. 4 (Dezember 2011): 458–82. http://dx.doi.org/10.3102/0162373711415262.
Der volle Inhalt der QuelleAnnotation:
This study investigated the relationship of teachers’ reading knowledge with students’ reading achievement using a direct teacher knowledge assessment rather than indirect proxies (e.g., certification). To address the inequitable distribution of teachers’ knowledge resulting from differences in teachers’ backgrounds and the disparities in how schools attract and cultivate knowledge, the study developed multilevel propensity score methods to identify comparable teachers on the basis of both teacher and school backgrounds. Results suggest that schools are complexly associated with differences in teachers’ knowledge and that comparisons which ignore the relevance of schools may be misleading. By comparing teachers with similar personal and school backgrounds, results show measured knowledge is significantly associated with students’ achievement in reading comprehension but not word analysis. The findings support policies which leverage school capacities to develop the specialized knowledge needed for teaching reading.
10
Lee, Soojin. „General Music Teachers’ Backgrounds and Multicultural Repertoire Selection“. Update: Applications of Research in Music Education 36, Nr. 2 (22.06.2017): 38–44. http://dx.doi.org/10.1177/8755123317717052.
Der volle Inhalt der QuelleAnnotation:
The purpose of this qualitative study was to examine how teachers’ backgrounds could contribute to their decisions to include music from diverse cultures. Analysis of interviews with three general music teachers indicated that their music training and experiences, ethnic backgrounds, and years of teaching experience may have influenced their familiarity with multicultural music. That familiarity, in turn, may have affected their multicultural repertoire selection. In addition, the findings revealed that participants included multicultural music in spite of their relatively homogeneous student populations, because they recognized the need to provide their students with global perspectives. However, the teachers primarily focused on teaching Western music concepts, employing music from different cultures mainly as a way to offer variety in their repertoire.
Dissertationen zum Thema "Teachers from migratory backgrounds"
1
Delévaux, Olivier. „Parcours scolaire et biographique de futurs enseignants et d'enseignants novices de l'enseignement primaire issus de la migration : Impacts sur l'accès au métier et sa pratique“. Electronic Thesis or Diss., Université Côte d'Azur, 2024. http://www.theses.fr/2024COAZ2018.
Der volle Inhalt der QuelleAnnotation:
Les travaux s'intéressant aux enseignant·e·s issu·e·s de la migration sont encore peu nombreux. Ceux qui traitent de la scolarité des élèves issu·e·s de la migration procèdent fréquemment d'une approche par les facteurs de risque et mettent en évidence des mécanismes contribuant à la perpétuation d'inégalités scolaires. Nous avons souhaité pour notre part privilégier une entrée par les facteurs de protection et les mécanismes de résilience qui peuvent s'avérer efficaces pour favoriser la réussite éducative et scolaire des élèves issu·e·s de la migration au point de les amener à s'engager dans une carrière d'enseignant·e·s. Cette recherche s'appuie sur 42 entretiens réalisés auprès de 36 futurs enseignant·e·s et enseignant·e·s novices de l'enseignement primaire issu·e·s de la migration. Son originalité réside en un double regard porté sur la scolarité des élèves issu·e·s de la migration. Le premier est rétrospectif et propose un retour réflexif de ces enseignant·e·s sur leur propre trajectoire de formation, les obstacles rencontrés et les facteurs qui leur ont permis, en dépit de la présence d'obstacles, d'accomplir un parcours de formation certes sinueux, mais néanmoins marqué par la réussite. Le second se centre sur la scolarité des élèves issu·e·s de la migration qu'ils·elles sont amené·e·s à rencontrer dans le cadre de leurs stages et de leurs premières expériences d'enseignement et vise à identifier des sources de malentendus et des formes de discrimination. Enfin, la recherche aborde également l'incidence de l'appartenance à la migration sur l'accès au métier, la perception de la confiance accordée par différentes parties prenantes du système éducatif et la question de la légitimité perçue pour intervenir auprès des usagers de l'école, issus ou non de la migration. Les résultats montrent la persistance dans le temps de préjugés, stéréotypes et discriminations susceptibles de contribuer à développer des formes d'inégalité touchant les élèves issu·e·s de la migration. Ils mettent en évidence une grande sensibilité interculturelle des enseignant·e·s issu·e·s de la migration et montrent également que certains facteurs de protection s'avèrent efficaces et qu'ils peuvent faire l'objet de propositions concrètes. Certaines d'entre elles s'adressent directement aux élèves et aux enseignant·e·s. La plupart cependant sont orientées vers les parents et accordent une importance particulière à la clarté de la communication entre école et familles. Concernant l'accès au métier, l'analyse des données fait ressortir que certains préjugés et réticences concernant les compétences des élèves issu·e·s de la migration sont également présents au moment d'engager des enseignants issu·e·s de la migration. Par ailleurs la légitimité professionnelle évoquée par ces enseignant·e·s est liée à l'obtention de leur diplôme et nous notons qu'ils·elles résistent à l'idée de faire l'objet d'une assignation sociale limitant leur activité auprès des élèves issu·e·s de la migration. Paradoxalement cependant, les enseignant·e·s interrogé·e·s manifestent également certaines craintes à l'idée d'une insertion professionnelle dans un contexte caractérisé par une forte majorité de population non issue de la migrationThe research focusing on teachers from migratory backgrounds is scarce. Those addressing the school experience of students from migration often take a risk-factor approach, and highlight mechanisms contributing to the perpetuation of educational inequalities. Our purpose was to focus on protective factors and resilience processes that can prove effective in promoting the educational and school achievement of students from migratory backgrounds, to the point of leading them to get involved in a teaching career. This research is based on 42 interviews with 36 prospective and newly appointed primary school teachers from migratory backgrounds. Its originality lies in a dual approach to the schooling of students from migration. The first perspective is retrospective, offering these teachers reflective insights into their own training trajectory, the obstacles they encountered and the factors that enabled them, despite the presence of obstacles, to complete a training path that was admittedly winding, but nonetheless successfully achieved. The second perspective focuses on the schooling of students from migratory backgrounds, whom they were in contact during their internships or during their first teaching experiences. It aims to identify sources of misunderstandings and potential forms of discrimination. Finally, the study also addresses the impact of migration on access to the profession, perceptions of trust from various stakeholders within the education system, and the perceived legitimacy to intervene with school users, whether or not from a migratory background. The findings show the persistence over time of prejudices, stereotypes and discrimination over time likely to contribute to the development of inequalities affecting students from migratory background. They highlight a high level of intercultural sensitivity among teachers from migratory backgrounds, and also show that some protective factors prove effective and can lead to concrete proposals. Some of them are directed at students and teachers. However, most are aimed at parents, emphasizing clear communication between school and families. Concerning access to the teaching profession, data analyses show that certain prejudices and reservations regarding the skills of students from migratory backgrounds also impact their hiring process. Furthermore, the professional legitimacy evoked by these teachers is linked to their diplomas, and we note that they resist the idea of being subjected to a social assignment limiting their activity with migrant students. Paradoxically, however, the interviewed teachers also express fears about the idea of professional integration in a context characterized by a large majority of non-migratory population
2
Woods, Shaneka. „The Pedagogy of Science Teachers from Non-Natural Science Backgrounds“. Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602180.
Der volle Inhalt der QuelleAnnotation:
This is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The conceptual framework is based on Social Cognitive Theory & Self-Efficacy (Bandura, 1977; Bandura, 1997) and Problem-Solving & Transfer (Berg & Strough, 2011; van Merrienboer, 2013). The research questions are: What does science instruction look like in classrooms where science teachers without natural science degrees are teaching? and How do these natural science teachers without natural science degrees believe their prior experiences inform their instruction? The participants were 4 science teachers from middle and high schools in Southern California. The instruments used in this study were interviews, observations, and document analysis. The research revealed that science teachers without natural science degrees utilize techniques that make them high-quality teachers. The current qualifications for science teachers should be revisited to consider utilizing self-efficacious teachers with an interest in science and a passion for teaching students. Science teaching competency can be measured by more than natural science degree attainment.
3
Carrison, Catherine L. „Learning from lived experinces : strengths and insights of bilingual immigrant teachers“. Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/C_Carrison_051507.pdf.
Der volle Inhalt der Quelle
4
Su, Yuling Lianna. „Understanding Teachers' Experiences Working with Young Children from Diverse Cultural and Linguistic Backgrounds“. Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27778.
Der volle Inhalt der QuelleAnnotation:
The purpose of this phenomenological study was to illuminate the experiences of six teachers in southwestern Virginia who are working with toddlers and preschoolers from diverse cultural and linguistic backgrounds. These young children were those whose first language is not English and their parents were from countries other than the United States. A phenomenological research method was chosen because the main focus of the study was to learn about teachers' experiences and that method is a tool to explore the essence of human experiences. The study was guided by the main research question: What are teachers' experiences working with these children? Semi-structured interviews were conducted with six toddler and preschool teachers from two day care and development centers. Observations of classroom teaching added vital information to the data collected through interviews. Other tools for data collection included field notes and a researcher's journal. These tools were used to gain a deeper understanding of this phenomenon. Strategies for examining the data for this study were narrative, thematic, and constant comparative analysis. Five major themes emerged from the teachers' experiences: (1) Types of teachers' experiences, which include learning, challenging, interesting and fulfilling experiences, (2) The interaction among experiences and changes in teaching strategies and self-perception, (3) Teachers' relationships with these children, (4) Teachers' relationships with these parents, and (5) Common resources for teachers working with these children. The findings suggested recommendations for future research and practice in the field of early childhood education. The study also generated stories and thick, detailed descriptions of teachers' experiences. The study was intended to inspire other teachers in similar settings to share stories and encourage colleagues.Ph. D.
5
McCluskey, Kerryn Gail. „Working at the Edge: Accounts of Beginning and Novice NESB Teachers“. Thesis, Griffith University, 2008. http://hdl.handle.net/10072/366722.
Der volle Inhalt der QuelleAnnotation:
Australia is a multicultural country and as such, the Australian workforce should be reflecting that diversity. Logically, the teaching profession is no different from any other sub-group of the working populace. Policy documents that inform the profession of teaching explicitly refer to the necessity for nurturing and developing those who are new to the profession. A key part of the development and growth of newcomers to the teaching profession involves the exchange of ideas and knowledge between colleagues. Using the sociocultural theoretical framework of communities of practice, this study seeks to understand the positioning of new members of the teaching profession with respect to their communities of practice. The particular group of newcomers to the profession investigated are those who have a non-English speaking background and who have recently undergone teacher preparation courses in the state of Queensland.
This study focuses on the accounts of interactions of a group of beginning or novice teachers who are from a non-English speaking background with other members of their particular communities of teaching practice. The abductive research strategy was used in this qualitative study. Data were generated through interviews, electronic diary recordings, face-to-face focus group and virtual focus group sessions. The participants had all completed at least two practicum experiences in schools or were in their first or second years of teaching at the time of data collection.
The data generated consisted of the accounts of the participants’ experiences in their communities of teaching practice. These data were interrogated through the application of critical discourse analysis and positioning theory. Analysis of emergent small stories used by the participants in the telling of their accounts was supported by narrative analytic tools from sociolinguists such as Ochs and Capps (2001).
The interactions of the participant teachers with established members of their communities of practice were shown to be influenced by the presence of an element of worldliness, defined as personal overseas experience through travel or migration, in the colleague teachers. Discourses of Race and Care were used by participants in their accounts. The study findings revealed that in some communities of practice, participants were positioned or had taken up positions at the edge of that community. Where a discourse of Care occurred, particularly when linked to worldliness, the study participants took up positions as legitimate peripheral participants of that community of practice
The findings generated a model that can be implemented in any organisation to assist in the movement of newcomers to legitimate peripheral participants of their communities of practice and so allow continuation on their trajectories through that community (Lave & Wenger, 1991).Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
6
Wheeler, Sassy Cenita. „Novice Special Education Teachers' Experiences with Students with Disabilities from Culturally and Linguistically Diverse Backgrounds: The Effects of Perceptions on Interactions“. ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/580.
Der volle Inhalt der QuelleAnnotation:
Novice special education teachers often enter their professions with unique perspectives that contribute to the overall educational experience of their students. This research was designed to inform the existing literature revolving around novice special education teachers' experiences, and how they subsequently effect the perceptions and interactions engaged in with students with disabilities from culturally and linguistically diverse backgrounds. Five novice special education teachers who currently serve students with disabilities from culturally and linguistically diverse backgrounds offered their unique perspectives for this research. This research study consisted of individual interviews, two direct classroom observations, and responses to three reflections of recent experiences. The data yielded three main categories: (a) student attributes, (b) establishing rapport, and (c) teacher responsibilities, which included properties and sub-properties. To verify findings rival explanations were sought and triangulation procedures were utilized. Findings of this research are discussed in detail, with implications relating to novice special education teachers, K-12 school administrators, and special education teacher educators being addressed. Methods to address potential limitations to this research are presented, followed by suggestions for future research.
7
Gregory, Evelyn Elsie. „The nature and significance of boundary negotiation between teachers and children from "non-school-oriented" backgrounds in early school reading lessons“. Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018655/.
Der volle Inhalt der QuelleAnnotation:
Children from families which do not share the language, culture or social class of the teacher are often viewed as 'disadvantaged' when they enter school. It comes as no surprise to teachers when these children experience problems in beginning reading in the classroom. The teachers' expectations are backed up by statistics showing that children from 'non-school-oriented' backgrounds are less likely to succeed at all stages in their school careers. Explanations for lack of progress are sought in the children's linguistic, cultural or cognitive deficiency or, most recently, in their inexperience of narrative and literature from home. Within this framework, children from 'non-schooloriented' backgrounds who step quickly and easily into reading in school can be explained only as 'exceptions' whose progress is beyond the teachers' control. In this study, I examine the origins of the teachers' beliefs. Using the example of two children from 'nonschool- oriented' families who make very different progress in early reading lessons as a starting-point, I question the validity of explanations grounded in the deficit of the child and the home. I then propose a new focus of attention; the interaction between teacher and child and their negotiation of the reading task during group and individual lessons. Through ethnographic and ethnomethodological approaches to studying the interaction between a group of children, their families and the teacher during the first eighteen months in school, I argue that a child's early reading progress does not depend upon entering the classroom from a 'school-oriented' home but an ability to engage in a specific pattern of dialogue and turn-taking with the teacher during early reading lessons. Ultimately, it depends upon the child being able to negotiate a joint interpretation of the reading task with the teacher.
8
Yen, Ching-Yun, und 顏靜筠. „The Narrative Inquiry of Primary School Teachers’ Identities: Stories from Teachers with Different Teacher Education Backgrounds“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/fjp2c9.
Der volle Inhalt der QuelleAnnotation:
博士國立臺灣師範大學
教育學系
103
This study aimed to explore primary school teachers’ professional identities and related contributive structural and social-cultural factors in Taiwan education context. The purposes of this study were to gain a better understanding of the formation of primary school teachers’ identities through their teacher education backgrounds; to analyze how structural constraints affected teachers’ identities; and to discover the potential of teachers while they become aware of the meaning of professional identities. A narrative research approach was applied in this study based on the interviews with eight primary school teachers. To reflect the change of teacher education policy indeed has impact on teachers’ professional identities, the discussions of the findings are divided into two parts: teachers received their training before the 1995 Teacher Education Act when teacher education was offered by 9 teacher colleges only; and teachers had their training since the new Teacher Education Act was implemented that teacher education programs has opened up to all comprehensive universities. Before the 1995 Teacher Education Act was promulgated, government financial aid supported many elite students with a financial need to enroll in junior teachers colleges. However, in line with the standardized criteria, these students were trained to become loyal followers with coherent quality under the conservative and closed teacher education system. Moreover, the traditional image of caring-teachers internalized junior teachers college students with their self-identity accordingly. Along with the teacher education reformed, the changes in political democracy and the diversity development in our society, teachers had started to critically reflect on issues of school’s salary allocation model and the ambiguity of academic subjects’ differentiation. In particular, teachers with an education post-baccalaureate background had evidently encountered conflicts and struggles between the school’s overall culture and their personal beliefs. After the 1995 Teacher Education Act been put into practice, teachers experienced overwhelming pressure because of frequent education reforms, special needs requested from students and questioning by parents. The roles and the responsibilities of teachers had become much more complicated than the past. Fascinatingly, though time changed and policies varied, many teachers had still retained their self-identity unaffected by maintaining and demonstrating their consistent moral mission, constant self-reflection, and self-expectation in the pursuit of professional development and growth as a teacher. Under the structural conditions, teachers’ identities have been restrained by the power of disciplinary and professionalism. A teacher who was used to function as an executive in school is now given expectations to be a professional, but without having a equivalent professional status. The inconsistency of accountability-oriented reform policies and teachers’ identities has constrained the teachers’ agency to carry out their initiatives. However, teachers still seek after opportunities to break through structural restrictions, the prospect lies in their consciousness awakening and critical reflection via the course of identity construction, the actions and true impacts through pedagogical praxis and teachers-students relationships in their daily lives.
9
CHANG, WAN-LING, und 張婉玲. „A Study of Influential Factors in Decision-Making of Taipei Elementary School English Teachers from Different Backgrounds“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/12243031085064483507.
Der volle Inhalt der QuelleAnnotation:
碩士國立臺北教育大學
兒童英語教育學系碩士班
104
The purpose of this study was to investigate the present conditions, differences and correlations between five background variables of teachers (i.e. school range, educational degree, graduation major, teaching experiences in elementary school and teaching position), and three main influential factors (i.e. viewpoints towards teachers, students and school administrations) of Taipei elementary School English Teachers’ decision-making. This study adopted a questionnaire of elementary school English teachers’ decision-making factors. The subjects of this research including 216 elementary school English teachers in Taipei City are surveyed by questionaire. The analysis methods employed were descriptive statsitics, t-test, one-way ANOVA, and Pearson’s correlation. Based on the results, several conclusions have been made as follows: 1. Taipei City elementary school English teachers highly support in the teaching process that teachers have already had viewpoints towards teaching, students and school administrations. 2. There was no significant difference among viewpoints towards teaching, students, and school administrations among Taipei City elementary school English teachers from five backgrounds. 3. There was a significant and positive correlation between teacher’s making- decisions and viewpoints towards teaching, students, and school administrations in Taipei City elementary school English teachers. Finally, based on the research findings, several suggestions are provided as references for elementary school English teachers, the authority concerned and further studies.
10
Chu, Szu-Yin. „The influence of perceived collective teacher efficacy, and contextual variables on individual teacher efficacy of special education teachers serving students from culturally and linguistically diverse backgrounds“. Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1451.
Der volle Inhalt der QuelleAnnotation:
Research over the last three decades has documented that teacher efficacy has an effect on student achievement (Armor et al., 1976; Bandura, 1997). The literature on culturally responsive teaching (CRT) recognizes teacher efficacy as one of the attributes of successful teachers of students from culturally and linguistically diverse (CLD) backgrounds (Gay, 2000; Ladson-Billings, 1994). Researchers (e.g., Goddard & Goddard, 2001) have also found that collective teacher efficacy (CTE) beliefs can affect teachers’ goal setting, motivation, and persistence with challenging tasks or situations; specifically, the CTE construct not only explains school-level effects on achievement, but also explains effects on individual teachers’ self-efficacy. When CLD students require special education services, their instruction must be equally responsive to their cultural and linguistic characteristics in addition to their educational needs based on the disability (García & Ortiz, 2004; McCray & García, 2002). Consequently, CRT practices are central to improve these students’ learning outcomes (Gay, 2000).
The purpose of this descriptive, correlational survey research study was to investigate (a) the relationship between special education teachers’ collective teacher efficacy beliefs and CRT efficacy for teaching CLD students in special education; and (b) the influences of personal and professional background variables on participating teachers’ CRT efficacy beliefs. The survey was sent to 855 special education teachers of CLD students with disabilities in three urban school districts in Texas; 344 complete responses were received, yielding a 44% response rate. The survey consisted of four sections: Background Information, Collective Teacher Efficacy (CTE), Culturally Responsive Teaching Self-Efficacy Scale (CRTSE), and Culturally Responsive Teaching Outcome-Expectancy Scale (CRTOE).
Data were analyzed using descriptive statistics, factor analysis, analysis of variance, and multiple regression. The results revealed statistically significant relationships (a) between CRTSE and CRTOE beliefs, with a positive and moderate association; and (b) between CTE and CRT efficacy beliefs (CRTSE as well as CRTOE), but the associations were positive and weak. Teachers’ language characteristics, instructional setting, certification in bilingual education/English as a second language, and their perceptions of the quality of their professional preparation emerged as significant influences on their CRTSE and CRTOE beliefs. Implications for teacher education and future research are presented.text
Bücher zum Thema "Teachers from migratory backgrounds"
1
Hamayan, Else V. Developing literacy in English as a second language: Guidelines for teachers of young children from non-literate backgrounds. Silver Spring, Md: National Clearinghouse for Bilingual Education, 1987.
Den vollen Inhalt der Quelle finden
2
Hamayan, Else. Developing literacy in English as a second language: Guidelines for teachers of young children from non-literate backgrounds. Wheaton, Md: National Clearinghouse for Bilingual Education, 1987.
Den vollen Inhalt der Quelle finden
3
Hamayan, Else V. Developing literacy in English as a second language: Guidelines for teachers of young children from non-literate backgrounds. Silver Spring, Md: National Clearinghouse for Bilingual Education, 1987.
Den vollen Inhalt der Quelle finden
4
Mahmud, Arif, und Liam Satchell. Mental Wellbeing in Schools: What Teachers Need to Know to Support Pupils from Diverse Backgrounds. Taylor & Francis Group, 2022.
Den vollen Inhalt der Quelle finden
5
McDaniel, Linda L. Teachers' referral patterns, beliefs, and training related to African American children from low SES backgrounds. 2000.
Den vollen Inhalt der Quelle finden
6
Mahmud, Arif, und Liam Satchell. Mental Wellbeing in Schools: What Teachers Need to Know to Support Pupils from Diverse Backgrounds. Taylor & Francis Group, 2022.
Den vollen Inhalt der Quelle finden
7
Mahmud, Arif, und Liam Satchell. Mental Wellbeing in Schools: What Teachers Need to Know to Support Pupils from Diverse Backgrounds. Taylor & Francis Group, 2022.
Den vollen Inhalt der Quelle finden
8
What strategies can be used by initial teacher training providers, trainees and newly qualified teachers to raise the attainment of pupils from culturally diverse backgrounds? [London: EPPI-Centre, University of London], 2004.
Den vollen Inhalt der Quelle finden
9
Gunnell, Kristine Ashton, Hrsg. Voices of American Women’s History from Reconstruction to the Present. Bloomsbury Publishing Inc, 2023. http://dx.doi.org/10.5040/9798216172505.
Der volle Inhalt der QuelleAnnotation:
This collection of historical and contemporary writing by women argues that, in addition to gender, identity markers such as race, class, religion, citizenship, sexuality, and marital status have influenced women’s lives in the United States for more than 200 years. Voices of American Women's History illustrates that gender alone has never defined women's experiences in America. Women from diverse backgrounds are represented in media and documents that include pamphlets, book excerpts, personal narratives, photographs, advertisements, congressional testimonies, and Supreme Court rulings. Such issues as abortion, marriage equality, domestic violence, and gender parity are shown from historical and contemporary angles, as this collection of primary sources allows readers and students to easily trace how women's lives and histories have and continue to intersect. With a historical context for each selection, the book also features structured activities to help teachers with class discussion and exams, including suggestions for further reading, document analysis, essay questions, and manageable research assignments.
10
Hooper, Daniel, und Natasha Hashimoto, Hrsg. Teacher Narratives From the Eikaiwa Classroom: Moving Beyond "McEnglish". Candlin & Mynard ePublishing, 2020. http://dx.doi.org/10.47908/13.
Der volle Inhalt der QuelleAnnotation:
This book includes 16 chapters written by current and former eikaiwa (English conversation school) teachers to illustrate a complexity within the eikaiwa profession that has been thus far largely ignored. Through teacher narratives, the authors explore the unique and often problematic world of eikaiwa to present a counter narrative to what the editors regard as blanket stereotyping of a multifaceted and evolving teaching context. Eikaiwa schools are found in virtually every city and town in Japan. They provide conversation and test-preparation classes for learners of all ages. Those attending eikaiwa may be looking to prepare for an overseas holiday or work placement, achieve a required TOEIC score for their company, or simply enjoy a new hobby and socialise with people from different cultures and backgrounds. Eikaiwa teachers often need to negotiate conflicting demands from students, parents, management, and society at large. Furthermore, opportunities for professional development are scarce and research on this context is virtually non existent. Despite the massive scale of the eikaiwa industry and the varied roles that teachers are required to fulfil within it, expatriate and ELT communities have also tended to stigmatise the work of eikaiwa teachers as being simplistic and uniform. As a result, many former eikaiwa teachers choose to “forget” their eikaiwa past and the way it shaped them as professionals. This volume provides an important opportunity for eikaiwa teachers to share their stories and for the editors to present a coherent and convincing case for the value that the experiences of working in English conversation schools has for our understanding of teaching and learning languages.
Buchteile zum Thema "Teachers from migratory backgrounds"
1
Nyamupangedengu, Eunice. „Teaching Genetics to Pre-Service Teachers from Diverse Backgrounds“. In Self-Study and Diversity II, 151–71. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-534-0_10.
Der volle Inhalt der Quelle
2
Marzoli, Irene, Nico Rizza, Alessandro Saltarelli und Euro Sampaolesi. „Arduino: From Physics to Robotics“. In Makers at School, Educational Robotics and Innovative Learning Environments, 309–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_41.
Der volle Inhalt der QuelleAnnotation:
AbstractThis paper discusses how a microcontroller, like Arduino, can improve laboratory practice in Italian upper secondary school and change students’ attitudes towards STEM subjects. Since 2015, we started a close and fruitful collaboration with several high school teachers in the Marche region to introduce microcontroller programming to the physics lab. Notably, the project also involved teachers of other subjects, such as computer science, and with different backgrounds, for example electronic engineering, thus showing the inherently interdisciplinary character and versatility of Arduino. Students were engaged in hands-on activities, working in small groups of four to five people, supervised by learning assistants and teachers. Arduino was used to interface with sensors, to control the experimental setup, and for data acquisition. Finally, we could also make contact with robotics, by building a simple prototype of a rover.
3
Dyer, Elizabeth B. „Preparing Primary Mathematics Teachers to Learn to Work with Students from Diverse Backgrounds“. In Exploring the Mathematical Education of Teachers Using TEDS-M Data, 311–47. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92144-0_11.
Der volle Inhalt der Quelle
4
Akkari, Abdeljalil, und Myriam Radhouane. „International Migrations and the Management of Identity by the State“. In Intercultural Approaches to Education, 19–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-70825-2_2.
Der volle Inhalt der QuelleAnnotation:
AbstractDespite meeting opposition, intercultural approaches to education have still been able to spread. International migrations form a typical part of global phenomena and have resulted in the adoption and legalization of these approaches in many countries. In this chapter, we will look initially at the extent and evolution of international migrations in the world. Then, we will address the different models of access to citizenship. Finally, we will analyse the consequences of restricted access to citizenship for children and young people from migratory backgrounds.
5
Vijayavarathan-R, Kalpana, und Edda Óskarsdóttir. „‘Analysis of Policies Supporting Teachers to Tackle Linguistic and Cultural Diversity and Facilitate Inclusion from the Perspectives of Iceland and the Faroe Islands’“. In Springer Polar Sciences, 179–96. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_12.
Der volle Inhalt der QuelleAnnotation:
AbstractIn today’s fast changing multicultural societies, governments and organisations must use their agency to ensure the contribution and inclusion of all cultures and ethnicities. A key factor for enabling this is ensuring education plays a leading role in facilitating the creation of an inclusive society. In this context, the education of teachers must be a priority given the reach and impact teachers have on a society. Therefore, teacher education with its role in preparing pre-service teachers for teaching in a multicultural setting is uniquely placed to enable focus on and engender a foundation for enabling inclusivity, equality and social justice in education. The purpose of this chapter is to discuss the policy framework needed for preparing preservice teachers to work with learners from diverse linguistic and cultural backgrounds. The aim is to gain knowledge and understanding of how the concepts of inclusion and culturally responsive pedagogy are reflected in teacher education policy in the island nations of Iceland and the Faroe Islands.
6
I, Ji Yeong, und EunJin Bahng. „“After Building Relationships, Language Is No Longer a Barrier”: Two Bilingual Mathematics Teachers’ Growth Through Student Teaching Experiences“. In To Be a Minority Teacher in a Foreign Culture, 75–89. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_6.
Der volle Inhalt der QuelleAnnotation:
AbstractWe followed the journeys of two bilingual mathematics teachers during their student teaching experiences. Both bilingual teachers initially expressed the high anxiety they experienced when speaking English as a Second Language speakers during their student teaching. As they interacted with supportive co-operating teachers, along with culturally and linguistically diverse students, both teachers showed how they underwent a crucial shift in their thinking from deficit views to asset-rich views in terms of their own cultural and linguistic identities. The results of this case study suggest that teacher preparation programs should integrate ways of supporting bilingual teachers to help foster a positive cultural identity and to bring enriching linguistic backgrounds into future classrooms.
7
Wang, Deyu Woody, Weihang Cheng, Yun Jin und Manwen Ivy Guo. „Reimagine Elementary and Secondary Learning During the Pandemic: Tsinghua University“. In Knowledge Studies in Higher Education, 81–97. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_5.
Der volle Inhalt der QuelleAnnotation:
AbstractNew technologies inspire the reforms in education. A global pandemic that kept people including students and teachers in their homes only accelerated the progress of adopting new ways for students to learn and for teachers to teach. This chapter presents two programs carried out by Tsinghua University and Tsinghua University High School to provide adequate learning experience for students even when they cannot attend school physically. The merits of the two programs are not only reflected in the new content students learned, but also emphasized by the fact that students from distant areas and diverse backgrounds can form online learning communities that continue to exist after the pandemic. Finally, how teachers inspired undergraduates to act as peer learners for younger students is also inspected and discussed here.
8
Wang, Deyu Woody, Weihang Cheng, Yun Jin und Manwen Ivy Guo. „Reimagine Elementary and Secondary Learning During the Pandemic: Tsinghua University“. In Knowledge Studies in Higher Education, 81–97. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_5.
Der volle Inhalt der QuelleAnnotation:
AbstractNew technologies inspire the reforms in education. A global pandemic that kept people including students and teachers in their homes only accelerated the progress of adopting new ways for students to learn and for teachers to teach. This chapter presents two programs carried out by Tsinghua University and Tsinghua University High School to provide adequate learning experience for students even when they cannot attend school physically. The merits of the two programs are not only reflected in the new content students learned, but also emphasized by the fact that students from distant areas and diverse backgrounds can form online learning communities that continue to exist after the pandemic. Finally, how teachers inspired undergraduates to act as peer learners for younger students is also inspected and discussed here.
9
Dyer, Elizabeth B. „An International Study of the Relationship Between Learning to Teach Students from Diverse Backgrounds and Mathematical Knowledge for Teaching in Future Secondary Mathematics Teachers“. In Exploring the Mathematical Education of Teachers Using TEDS-M Data, 451–75. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92144-0_15.
Der volle Inhalt der Quelle
10
Proyer, Michelle, Gertraud Kremsner und Gottfried Biewer. „Good Practice in Inclusive Education: Participatory Reinterpretation of Already Existing Elaborate Classroom Practices Under a UDL Perspective“. In Inclusive Learning and Educational Equity, 279–312. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_11.
Der volle Inhalt der QuelleAnnotation:
AbstractThis chapter presents well-established educational practices implemented at a school in Vienna with two decades of experience in school development in the context of inclusion. It elaborates on how these existing teaching practices can be interpreted from a UDL perspective. Furthermore, this chapter aims to underline the importance of engaging with teachers’ perspectives in research efforts regarding the design of learning environments. Findings point to the advantages that the emphasized consideration of localized and societal backgrounds of students could add to the purposeful application of UDL.
Konferenzberichte zum Thema "Teachers from migratory backgrounds"
1
Uriegas, Brian. „Identifying the Professional Development Needs for Teachers From Noneducational Backgrounds“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1678937.
Der volle Inhalt der Quelle
2
Kiss, Julien-Ferencz. „Romanian Teachers 'Perspective On The Education Of Students From Vulnerable Backgrounds“. In 9th International Conference Edu World 2022 Education Facing Contemporary World Issues. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23045.102.
Der volle Inhalt der Quelle
3
Imig, Scott. „Supporting Children and Families With Refugee Backgrounds: Lessons From Teachers in Five Countries“. In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2011731.
Der volle Inhalt der Quelle
4
Vančíková, Katarína, Mária Hušlová Orságová und Dominika Molnárová. „COOPERATION WITH PARENTS OF PRESCHOOL CHILDREN FROM DIFFERENT SOCIO-CULTURAL BACKGROUNDS - TEACHERS' CONCERNS“. In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1418.
Der volle Inhalt der Quelle
5
Xarles-Jubany, Gemma, und Kyungmee Lee. „Beyond Allowing the Disadvantaged in: Biographical Perspectives of Online Higher Education Alumni with Migratory Backgrounds“. In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6357.
Der volle Inhalt der QuelleAnnotation:
Since the United Nations made a call in 2016 to facilitate online education for migrants worldwide, the number of online initiatives targeting this profile of students has been growing. The rapid growth in course offerings and students' enrolment has mistakenly been considered evidence for the increased accessibility of university education. However, improving access to higher education is a complex and multidimensional social issue beyond allowing the disadvantaged in universities. Thus, our research aims to develop a more comprehensive understanding of the accessibility of online higher education rooted in an actual online HE practice, going beyond the point of entrance. This article focuses on the biographical narratives of three alumni from the Open University of Catalonia, each with migratory backgrounds from a different continent of origin and previous university experience, illustrating the journey of obtaining an online bachelor's degree. A set of influencing factors has been identified, based on which the accessibility of online education has been reconceptualised. Additionally, we suggest strategies to better support this profile of students in the context of online universities.
6
Kim, Hannah. „Toward Culturally Responsive Social-Emotional Learning: Teachers’ Praxis and Challenges in Supporting Students From Refugee Backgrounds“. In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2101279.
Der volle Inhalt der Quelle
7
Van Der Putten, Sonja Aicha. „HOW RELATIONSHIPS IMPACT SENSE OF BELONGING IN SCHOOLS AMONGST FEMALE ADOLESCENTS FROM REFUGEE BACKGROUNDS“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end019.
Der volle Inhalt der QuelleAnnotation:
Education is believed to play an essential role in creating a sense of belonging amongst adolescents from refugee backgrounds. This narrative inquiry study set out to better understand the influence that relationships formed in one Canadian school community played in the development of a sense of belonging amongst female adolescent students from refugee backgrounds. Study participants were from Middle Eastern and East African origin and had been living in Canada for two-years or less. Data were collected over a five-month period through two sets of interviews, and a series of observations. Findings indicated the students from refugee backgrounds sense of belonging in school was strengthened by strong relationships with teachers from whom they perceived a genuine sense of support and care, which resulted in higher academic achievement. The study also conveyed that students felt that their Canadian-born peers largely ignored them in class, which resulted in increased feelings of social isolation and lack of belonging. The female student experience was further influenced by additional familial obligations and responsibilities.
8
Fico, Martin. „Teachers with Different Educational Background and Their Self-Efficacy“. In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.09.
Der volle Inhalt der QuelleAnnotation:
The presented text responds to the repeated opening of the topic of qualification prerequisites for the teaching profession. The aim of the work is to measure and compare teachers‘ self-efficacy among teachers with different educational backgrounds. The main research question is how preparation for the teaching profession is mirrored in teacher self-efficacy. The research sample in this study consists of Czech teachers (n = 377) with different educational backgrounds (teachers’ educational programs from faculties of education, faculties of sciences, faculties of arts) also included those who have not pedagogical qualification (they have degree from university but not in teachers program). Quantitative measurement of teacher self-efficacy took place through the adapted Norwegian teacher self-efficacy scale (NTSES) for the Czech Republic, whose internal structure was verified by confirmatory factor analysis (CFA) and reliability measure by McDonald’s Omega and Cronbach’s Alpha. Statistical procedures used for data analysis were t-tests and ANOVA tests. The results in the text represent partial results from an ongoing research and suggest that teacher self-efficacy may be related to teachers’ educational background and that Czech version of NTSES is fit to be used for another measure of teacher self-efficacy in the Czech educational environment. Bigger and more representative sample is needed for the further research for more evidence of possible effect of educational background to teachers‘ self-efficacy.
9
Wolfe, Byron, und Seher Erdoǧan Ford. „How Do We Work? Metacognition in Creative and Collaborative Practices“. In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.64.
Der volle Inhalt der QuelleAnnotation:
constitute best practices for initiatingand maintaining sustainable collaborations?These questions arise regularly within the context of our institution, Tyler School of Art and Architecture, which is part of TempleUniversity in Philadelphia, Pennsylvania. The school includes the departments of Architecture and Environmental Design, Art Education and Community Arts Practices, Art History, Studio Art, and Graphic and Interactive Design. It recently updated its structure and adopted a name that captures its breadth of programs to support cross-disciplinary study and reflect current understanding of creative practice and research.One of us being a professor in Studio Art with a background in Photography and the other in Architecture and EnvironmentalDesign, our collective experience and shared interests in interdisciplinary engagements motivated us to design and co-teach a new, graduate-level course focusing on collaboration and the creative process. Following preparations and planning for about a year, we taught the course titled “ Collaboration and Creativity” three times since its first iteration in the fall of 2017. Each semester varied widely in terms of the number of students enrolled, background and expectations both on the part of the students as well as us, as instructors. So far the cohort has included students from architecture, photography, ceramics, glass, painting, printmaking, sculpture and film and media programs.To facilitate research-based collaborative work, we considered place-based topics, allowing for various modes of research, which would generate connections with the local environment. Since students from diverse disciplinary backgrounds and with different skill-sets enroll in the course, we deliberately selected a neutral topic of study, a locally sourced stone, in order to encourage a shared experience of discovery. Taking its name from the creek that defines the northwestern arm of the city of Philadelphia, the Wissahickon schist stone—a metamorphic rock—is widely used in historical construction in the area and well-recognized for its distinct specks of shiny mica and multi-toned layers of gray, blue, brown, and black. We decided to work with this stone as a departure point for diverse lines of inquiry into physical, historical, cultural, and social domains.
10
Howley, Peter, Ayse Bilgin und Elena Prieto. „Engaging students and teachers through statistics towards greater connection and social responsibility“. In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17308.
Der volle Inhalt der QuelleAnnotation:
Arresting statistical anxiety and connecting students with statistics is critical in the big data age and for future generations to be socially responsible citizens. This paper outlines a national project-based learning activity, which facilitates interdisciplinary projects, engages students from varied backgrounds with varying areas of interest, and develops key communication, research and statistical skills aligned with national school curriculum outcomes. Allowing students to take the lead, determine the context and self-diagnose are powerful motivators. A mentoring model connecting industry, primary, secondary and tertiary educators has been invaluable to the project’s success. Australian school teachers are saying “21st Century learning at its best”, “motivates and engages students”. Mentors are saying “I was inspired by their keenness”, “provides students a unique opportunity”. Students are saying “engaging, educational and enjoyable”. Over 1000 students engaged with the competition in 2016.
Berichte der Organisationen zum Thema "Teachers from migratory backgrounds"
1
Ajzenman, Nicolás, Gregory Elacqua, Luana Marotta und Anne Sofie Olsen. Order Effects and Employment Decisions: Experimental Evidence from a Nationwide Program. Inter-American Development Bank, August 2021. http://dx.doi.org/10.18235/0003558.
Der volle Inhalt der QuelleAnnotation:
In this paper, we show that order effects operate in the context of high-stakes, real-world decisions: employment choices. We experimentally evaluate a nationwide program in Ecuador that changed the order of teaching vacancies on a job application platform in order to reduce teacher sorting (that is, lower-income students are more likely to attend schools with less qualified teachers). In the treatment arm, the platform showed hard-to-staff schools (institutions typically located in more vulnerable areas that normally have greater difficulty attracting teachers) first, while in the control group teaching vacancies were displayed in alphabetical order. In both arms, hard-to-staff schools were labeled with an icon and identical information was given to teachers. We find that a teacher in the treatment arm was more likely to apply to hard-to-staff schools, to rank them as their highest priority, and to be assigned to a job vacancy in one of these schools. The effects were not driven by inattentive, altruistic, or less-qualified teachers. The program has thus helped to reduce the unequal distribution of qualified teachers across schools of different socioeconomic backgrounds.
2
Gortazar, Lúcas, Claudia Hupkau und Antonio Roldan. Spain: A Succesful Experience of Remote Tutoring. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005077.
Der volle Inhalt der QuelleAnnotation:
In 2021, EsadeEcPol, in collaboration with the "Empieza Por Educar" Foundation (ExE), launched "Menttores", an online educational reinforcement program aimed at students from vulnerable backgrounds in response to the challenges posed by COVID-19. Over 8 weeks, 356 students aged 12-15 from 18 educational centers in Madrid and Catalonia benefited from three weekly tutoring sessions, each 50 minutes long, taught by paid-for, qualified math teachers who passed a rigorous selection and training process. Through a "Randomized Controlled Trial" (RCT), it was shown that the program achieved a significant increase in math grades, reduced the likelihood of repeating the school year, and additionally, fostered the aspirations and commitment of the students.
3
Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates und Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), Mai 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.
Der volle Inhalt der QuelleAnnotation:
Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
4
Gonchigdorj, Ariunkhishig, Frederika Warren, Akanksha Bapna, Namrata Sharma, Arnaldo Pellini und Crystal Green. Spotlight on EdTech: Bangladesh. HundrED, November 2023. http://dx.doi.org/10.58261/misf7076.
Der volle Inhalt der QuelleAnnotation:
Bangladesh has made remarkable progress in achieving over 90% primary enrollment with significantly improved gender parity. Its focus has now shifted from universal primary education towards the quality of education and improvements in teaching outcomes. In order to meet this goal, the government has turned to the merits that EdTech can offer and is implementing a blended learning approach that integrates both digital and physical elements, and balances creative and logical aspects to strengthen its progress and address Bangladesh’s current educational challenges. In partnership with EdTech Hub, this Spotlight contributes to identifying EdTech innovations that have a great potential to be scaled and are being impactfully implemented in the context of Bangladesh and beyond, to directly address and support the learning needs of children, as well as supporting education stakeholders such as educators, parents, and communities coming from varying social and economic backgrounds. We sought a range of hi- to low-tech solutions, encompassing everything from SMS-based technologies and game-based learning to school management systems. These innovations target various educational stakeholders, including teachers, students, and administrators. This Spotlight also demonstrates how private and public sector players fit in the EdTech innovation ecosystem.
5
Voutilainen, M. Mariah, und Crystal Green. Spotlight on Gamified Curricula. HundrED, März 2024. http://dx.doi.org/10.58261/ikck1648.
Der volle Inhalt der QuelleAnnotation:
Given its potential for motivating and engaging learners and teachers alike, HundrED and partner Supercell teamed up with the aim of bringing attention to and curating education innovations that gamify curricula. Our assertion is that gamification should be used more systematically; it has the potential to foster innovative learning environments for young people aged 16-25, especially those from marginalised backgrounds, often difficult for the gaming industry to reach. Our search for and identification of 10-15 impactful and scalable education innovations fulfilling the Spotlight criteria revealed that additional supports are necessary for the successful gamification of curricula. We highlight specific challenges, including the lack of systems modelling that can serve as guidance for educators and administrators interested in implementing gamification in their classrooms and schools. We learned from the selected innovators that gamification puts learners at the centre of their own experience, valuing their ideas and goals and engaging them in discovery. From setting the stage for developing real-world solutions to very imminent problems, or realising they have the ability to start their own business, young people can find their place and grow a mindset of lifelong learning through gamified curricula.
6
Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, Dezember 2020. http://dx.doi.org/10.18235/0002899.
Der volle Inhalt der QuelleAnnotation:
The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
7
Hoddinott, John, Mesele Araya, Tassew Woldehanna, Ricardo Sabates, Dawit Tibebu Tiruneh und Nurullah Eryilmaz. Which Aspects of Educational Reforms in Ethiopia Have Promoted Equitable Achievements in Mathematics? Research on Improving Systems of Education (RISE), März 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/138.
Der volle Inhalt der QuelleAnnotation:
This paper assesses the factors underpinning trends in mathematics learning for Grade 4 pupils in Ethiopia based on data collected in 2012-13 (the Young Lives surveys, YL) and 2018-19 (the RISE surveys). It combines comparable data on attainments on tests of students’ mathematics knowledge with information on their family background, their teachers, and the schools they attend. The period covered by the study encompasses an education reform, the General Education Quality Improvement Program – Phase II (GEQIP-II). GEQIP-II’s goals included increasing access to primary education and the quality of education that was provided. We find that mathematics teachers’ educational qualifications and teacher content knowledge in mathematics improved between 2012 and 2018. Despite this, students in 2018 have learning levels lower than students in 2012. This reflects, in part, changes in the composition of the samples, with the 2018 sample coming from poorer and rural households. However, students in 2018 show greater learning progress over the course of a school year compared to students in 2012. Using a value-added model, we show that learning outcomes in mathematics at the end of the school year are associated with teacher content knowledge, that this association has increased in magnitude over time, and that this content knowledge is especially important for weaker students. The key to reconciling these paradoxical findings is, thus, to recognize that the reforms that underpin these improvements in school quality may well be working in multiple ways, changing the composition of the student body who attend school as well as increasing the amount of learning that takes place in the classroom, particularly for weaker students. This, juxtaposed with the fact that the education reforms implemented over the last decade have sought to both include students from disadvantaged backgrounds and to improve teacher quality, is suggestive of the possibility that the GEQIP initiatives were producing positive learning results.
8
Pitsia, Vasiliki, Sarah McAteer, Grainne McHugh und Emer Delaney. PIRLS 2021: Exploring the contexts for reading of primary school pupils in Ireland. Educational Research Centre, Oktober 2024. http://dx.doi.org/10.70092/1691824.1024.
Der volle Inhalt der QuelleAnnotation:
This report presents a detailed examination of reading literacy among primary school pupils in Ireland, focusing on the relationships of a wide range of contextual factors with pupils’ reading achievement. Drawing on data from the 2021 cycle of the Progress in International Reading Literacy Study (PIRLS), it delves into the demographic backgrounds and home environments of pupils, as well as their wellbeing, reading behaviours and attitudes, and digital attitudes. The report also explores the characteristics of teachers, their instructional approaches, the challenges they encounter in reading instruction, including challenges related to remote teaching and learning during the COVID-19 pandemic, and the composition, resources, and climate of schools. Key trends and international comparisons are presented, offering a global perspective on Ireland’s educational standing.The findings are interpreted in light of national education policies and initiatives, particularly the National Strategy to Improve Literacy and Numeracy (2011-2020), and consider the profound impact of the COVID-19 pandemic on education. By identifying critical factors associated with reading achievement, the report provides essential insights into future policy directions and educational practices necessary to support and enhance literacy development in Ireland. It emphasises the importance of addressing inequalities in achievement, ensuring equitable access to educational resources, and adapting to the evolving needs of pupils in a post-pandemic educational environment.
9
Fearns, Joshua, und Lydia Harriss. Data science skills in the UK workforce. Parliamentary Office of Science and Technology, Juni 2023. http://dx.doi.org/10.58248/pn697.
Der volle Inhalt der QuelleAnnotation:
This POSTnote looks at specialist data skills in the UK, including for artificial intelligence. It considers demand and supply, workforce demographics, challenges, and initiatives to increase supply. Key points: • Collecting and analysing data offers potential economic and social benefits. Analysis by the McKinsey Global Institute estimated that, by 2030, UK GDP could increase by up to 22% as a result of AI. • Potential societal benefits could range from climate change mitigation, to improving early detection and diagnosis of cancers by using AI to identify patterns from imaging (MRI) scans that are not readily detected by humans. • Evidence suggests that the availability of people with specialist data skills in the UK is not sufficient to meet demand. • A 2021 study estimated that the supply of data scientists from UK universities was unlikely to exceed 10,000 per year, yet there were potentially at least 178,000 data specialist roles vacant in the UK. • Research finds that certain groups (such as women, those from minority ethnic backgrounds and people with disabilities) are underrepresented in the data workforce. A lack of workforce diversity has the potential to amplify existing inequalities and prejudices. • Initiatives to increase the number of people with data skills include degree conversion courses, doctoral training centres for PhD students, online up-skilling platforms, apprenticeships, and visas to attract international talent. • Efforts to reduce the skills gap can be hindered by the inconsistent definition of data skills, organisational culture, the availability of specialist primary and secondary school teachers, and barriers to people moving between sectors. • A 2022 inquiry by the Lords Science and Technology Committee concluded that a mismatch exists between the scale of the UK’s STEM skills gap and the solutions proposed by the UK Government, “especially given the UK’s ambition to be a science and technology superpower”. It described the Government’s policies as “inadequate and piecemeal”.
10
The IEP Project: A Strength-based, Whole Learner Teacher Guide. Digital Promise, Februar 2023. http://dx.doi.org/10.51388/20.500.12265/169.
Der volle Inhalt der QuelleAnnotation:
Individual Education Programs (IEPs) are the entry point to the design of teaching and learning for students with disabilities. This guidebook provides teachers with reflective questions, a sample response bank, strategies from the research-based Learner Variability Navigator, and other resources to write strength-based IEPs. Strength-based includes not only strengths in academic or content areas. It also includes strengths in the ability to collaborate, or found in unique backgrounds and languages, for example. The goal is to create a sense of belonging in classrooms so students with learning disabilities are understood and provided with the tools they need to meet their potential in school and beyond.