Gotowe bibliografie tematyczne / Multicultural classroom

Gotowa bibliografia na temat „Multicultural classroom”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 6 września 2023

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Artykuły w czasopismach na temat "Multicultural classroom"

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Naz, Farah Latif, Afrina Afzal i Muhammad Hamid Nawaz Khan. "Challenges and Benefits of Multicultural Education for Promoting Equality in Diverse Classrooms". Spring 2023 3, nr 2 (30.06.2023): 511–22. http://dx.doi.org/10.54183/jssr.v3i2.291.

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Multicultural education is increasingly vital for equity in different classrooms. This study examines intercultural education's pros and cons from teachers' and students' perspectives. This study used easy sampling to choose 200 individuals from Lahore, Punjab educational institutions. Multicultural education promotes cultural awareness, empathy, and respect in pupils, which can improve diversity. Multicultural education improves critical thinking, brainstorming, and problem-solving in the classroom. Multicultural education enabled teachers and students to understand and appreciate diverse cultures, faiths, and languages and challenge their assumptions to see the world from different perspectives. Multicultural education also fosters camaraderie in varied classrooms. Multicultural education improved student connections and classroom inclusion. The study also found that teachers feel unprepared to teach in diverse classrooms and lack the resources to effectively integrate multicultural education. Students also say intercultural education overloaded information access. Some also view intercultural education as useless and uncomfortable since it discusses sensitive themes like culture and identity. This research reveals intercultural education's benefits and drawbacks in creating equality in heterogeneous classrooms. Further, instructors need more assistance and training to promote and execute multicultural education in classrooms and offer students with appropriate materials and advice. Despite these limitations, suggested promoting and emphasizing varied teaching approaches in classrooms.
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Briggs, Sandra J. "The Multilingual/Multicultural Classroom". Kappa Delta Pi Record 28, nr 1 (październik 1991): 11–14. http://dx.doi.org/10.1080/00228958.1991.10517866.

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van Tartwijk, Jan, Perry den Brok, Ietje Veldman i Theo Wubbels. "Teachers’ practical knowledge about classroom management in multicultural classrooms". Teaching and Teacher Education 25, nr 3 (kwiecień 2009): 453–60. http://dx.doi.org/10.1016/j.tate.2008.09.005.

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Fabris, Marta E. "Using Multimedia in the Multicultural Classroom". Journal of Educational Technology Systems 21, nr 2 (grudzień 1992): 163–71. http://dx.doi.org/10.2190/pluc-3h0v-6gxg-nag7.

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A salient characteristic of American society is diversity. Educators who recognize the rapidly evolving nature of the society at large and our classrooms in particular, will agree with the idea that there is an urgent need for new kinds of instructional environments which are consistent with today's diverse society. Recent demographic changes in the school population demand some changes in educational theory, curriculum, and teaching strategies. Multimedia technology has the potential to impact and enhance the multicultural classroom experience. Multimedia in the hands of a resourceful teacher can help create situations that stimulate interest, generate questions, find problems, or motivate investigations. It can also foster freer communication between students of diverse background. Today's educational market is flooded with many excellent videodiscs, CD-ROMs, and many more low price devices from which to select. A rich multimedia environment can change the way teachers teach and students learn. In conclusion, multiple electronic media or multimedia has a great potential for the multicultural classroom.
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Piland, William E., i Becky Barnard. "MULTICULTURAL EDUCATION IN THE CLASSROOM". Community College Journal of Research and Practice 20, nr 1 (styczeń 1996): 49–63. http://dx.doi.org/10.1080/1066892960200106.

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Sri Rahayuni, Ni Ketut. "TEACHING STRATEGIES FOR MULTICULTURAL STUDENTS AT BIPAS, UDAYANA UNIVERSITY". Lingual: Journal of Language and Culture 4, nr 2 (21.11.2017): 51. http://dx.doi.org/10.24843/ljlc.2017.v04.i02.p08.

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The relationship between teacher and student involves not just instruction, but interaction. When interaction fails because of teacher misperceptions of student behavior, instructional failure will often follow. This is in line with teaching BIPAS students who come from different countries. Teachers should use certain teaching strategies in order to meet the students’ need and make the learning process successful. The aims of this research are to find out the teaching strategies and the situation of students-teacher interactions and students-students interactions in multicultural classrooms of BIPAS Program, Udayana University in Bahasa Indonesia classes. Malone (2012) stated that communicative approaches and instructional techniques are required to teach second language. The data was collected through a classroom observation and the documentation method through video recording during the classroom interaction was done to get the supporting data. It was found that communicative approach through emphasis on learning to communicative through classroom interaction, and cooperative learning such as small group discussion and pair work/discussion become the effective teaching strategies used for multicultural students at BIPAS, Udayana University. Both teacher -student interaction and student-student interaction are applied for multicultural students in the classroom. Keywords: multicultural students, teaching strategies, interaction, communicative approach
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Okoro, Ephraim, i Melvin Washington. "Communicating In A Multicultural Classroom: A Study Of Students Nonverbal Behavior And Attitudes Toward Faculty Attire". Journal of College Teaching & Learning (TLC) 8, nr 7 (5.07.2011): 27–38. http://dx.doi.org/10.19030/tlc.v8i7.4850.

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Economic and market globalization in the United States has engendered a multicultural learning environment that challenges both faculty and students. Diversity in the classroom is further complicated by nonverbal communication, which impacts on students attitudes toward faculty members. Because todays classrooms are changing and undergoing rapid shifts in composition, culture, and orientation, the nature of learning is also changing to be more participative, interactive, and team-oriented. To ensure that effective learning is taking place in global/multicultural classroom settings, an improved faculty-student nonverbal relationship is critically important. This study, therefore, emphasizes the importance of appropriate dress/attire in a diverse classroom setting.
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Hansen-Thomas, Holly, i 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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Subedi, Dhanapati. "Multicultural Classroom Issues in the Nepalese Context". Journal of Education and Research 2 (12.02.2013): 17–25. http://dx.doi.org/10.3126/jer.v2i0.7618.

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Multicultural issue in the present context is a global issue of socialization. It has not yet been materialized into the education system in Nepal. The education system of a country should prepare students to function in today’s diverse society. There are issues emerging in the effectiveness of the multicultural education and the concerns how to better shape the multicultural classroom in Nepal. This paper focuses on issues such as curriculum design, classroom management, and role of teachers and students in the multicultural classroom context. It also discusses the context, and recommends measures that can bring the multicultural education into the right track. DOI: http://dx.doi.org/10.3126/jer.v2i0.7618 Journal of Education and Research Vol. 2, 2010 p.17-25
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Mustafida, Fita. "Multicultural Classroom Management: Strategies for Managing the Diversity of Students in Elementary Schools and Madrasah Ibtidaiyah". Madrasah 13, nr 2 (29.03.2021): 84–96. http://dx.doi.org/10.18860/mad.v13i2.11061.

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A comfortable classroom environment cannot be separated from the role of the teacher in managing the learning environment. Heterogeneous classroom conditions are a challenge for teachers to create a conducive and meaningful learning atmosphere. This is because each student has different characters, needs, and potentials that need to be developed. On the other hand, the heterogeneity of students if not managed properly can be a source of various problems in the classroom. Starting from bullying, the learning atmosphere is uncontrollable, even the attitude of antipathy to diversity triggers other negative attitudes, such as discrimination and injustice. Therefore, to overcome this problem, it requires the ability of teachers to create a classroom environment that respects diversity (multicultural). Based on this view, multicultural class management is needed. This is because multicultural classroom management is believed to be able to foster student diversity while still adhering to universal human values that are just and in favor of equality. Multicultural classroom management is also able to provide educational services that are by human needs, and respect differences with the human approach. On this basis, this study discusses teacher strategies in managing the diversity of students using a multicultural classroom management approach. Multicultural classroom management needs to be developed to create a more humanist and democratic learning atmosphere which is needed to foster the diversity of students in the classroom. Among the multicultural class management strategies that can be carried out are managing gender diversity, social status, ethnicity, including intelligence
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Rozprawy doktorskie na temat "Multicultural classroom"

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Huynh, Hope Ngoc. "Minority talk ethnography of a multicultural classroom /". Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/648975652/viewonline.

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Pierce, Beth Suzanne. "Art in a sheltered-English multicultural classroom". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/803.

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DeLuca, Eileen. "Exploration of literature discussions in a multicultural classroom". [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006651.

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Lulkin, Elyse R. "Literature circles in the multicultural classroom, who's learning what?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62987.pdf.

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Rodríguez, Haydeé Marie. "Multicultural literature : teachers' beliefs shape teachers' goals and classroom practice /". Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Wagner, Terra M. "Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822760/.

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Multicultural education in counselor education is a popular topic among counselor educators and scholars. To date, scholars have focused on understanding the experiences of counselor educators who teach dedicated multicultural courses. However, less attention has been given to other counselor educators who are required by ethical and training standards to address multicultural issues across the curriculum. The purpose of this study was to understand counselor educators’ experiences addressing multicultural issues in courses that do not have a specific multicultural or diversity focus. I used phenomenological methodology to explore the experiences of counselor educators who hold doctoral degrees in counseling or a related field, have taken a multicultural/diversity course in their graduate training, are full-time clinical or tenure-line faculty members in CACREP-accredited programs, and have never taught courses dedicated to multicultural or diversity issues. Twelve participants (six men and six women), ranging in age ranged from 31 to 65, participated in the study. Ten participants identified as White, one African-American, and one Hispanic. The research team identified eight themes: (1) reasons for avoidance, (2) constraints, (3) qualities and practices, (4) educator as a factor in student development, (5) infusion, (6) personal background, (7) awareness of biases and assumptions, and (8) counselor educator responsibility/gatekeeping. Findings from this study will add to the literature regarding infusion of multicultural issues across the curriculum. Additionally, the implications offered will serve as a resource for counselor educators as they experience unique personal and professional challenges when addressing multicultural issues in classrooms beyond the main multicultural or diversity course offered in counseling programs. Implications for this study may lead to development of more focused guidelines on how to increase the increase the comfort of counselor educators as they facilitate multicultural discussions and assist counselors-in-training in working toward cultural competence.
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Johnson, Sally Ann. "The art specialist as a multicultural resource for the classroom teacher". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998johnsons.pdf.

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Carroll, Michael John, i res cand@acu edu au. "An Investigation Into Students’ Perceptions of Multicultural Classroom Environments in Queensland Catholic Secondary Schools". Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp119.25102006.

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Australia continues to become culturally diverse. This diversity is being witnessed in Catholic schools. This thesis reports research which employed quantitative data collection methods in investigating students’ perceptions of their multicultural classroom environment. By drawing on Catholic school literature, multicultural literature, previous learning environment research and the perceptions of stakeholders, an instrument, known as the Multicultural Classroom Environment Instrument (MCEI), was developed to assess psychosocial dimensions of classroom environments in Queensland Catholic secondary schools. These dimensions were: Collaboration, Competition, Teacher Authority, Teacher Support, Congruence, Deference, Teacher Directedness and Gender Equity. The use of the instrument with a sample of 1,460 students in 24 Catholic secondary schools in Queensland revealed some statistically significant differences in students’ perceptions of their classroom environment. Differences were revealed according to the country of birth of the student and those of the parents. Investigations examining school type, subject, year level and gender were also undertaken. Single-sex schools were shown to be more concerned with Teacher Authority and Competition compared to coeducational schools. Religion and Study of Religion classes were perceived as very similar, irrespective of school type. There were differences in students’ perception of the classroom environment across different year levels, with year 8 students’ perceptions significantly different to that of years 10 and 12 students. Girls generally perceived their classroom environment more positively than boys, with greater Collaboration, Teacher Support and Gender Equity and less Competition and Teacher Authority. The results of this thesis suggest that differences in students’ perceptions of multicultural classroom environments in Queensland Catholic secondary schools do exist. It also suggests that in order to continue to provide quality education, Catholic schools must acknowledge these differences. They must also ensure that curriculum initiatives, staff professional development and training, and other educational and pastoral initiatives are designed to incorporate the differences identified in this thesis. Further investigation into a variety of multicultural classroom environments is recommended.
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Carroll, Michael John. "An investigation into students' perceptions of multicultural classroom environments in Queensland Catholic secondary schools". Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/649f10177aef1d196338d7336561df7ca78c0df1f7398380f2b3c16c75a1a54f/1817308/64816_downloaded_stream_41.pdf.

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Australia continues to become culturally diverse. This diversity is being witnessed in Catholic schools. This thesis reports research which employed quantitative data collection methods in investigating students' perceptions of their multicultural classroom environment. By drawing on Catholic school literature, multicultural literature, previous learning environment research and the perceptions of stakeholders, an instrument, known as the Multicultural Classroom Environment Instrument (MCEI), was developed to assess psychosocial dimensions of classroom environments in Queensland Catholic secondary schools. These dimensions were: Collaboration, Competition, Teacher Authority, Teacher Support, Congruence, Deference, Teacher Directedness and Gender Equity. The use of the instrument with a sample of 1,460 students in 24 Catholic secondary schools in Queensland revealed some statistically significant differences in students' perceptions of their classroom environment. Differences were revealed according to the country of birth of the student and those of the parents. Investigations examining school type, subject, year level and gender were also undertaken. Single-sex schools were shown to be more concerned with Teacher Authority and Competition compared to coeducational schools. Religion and Study of Religion classes were perceived as very similar, irrespective of school type. There were differences in students' perception of the classroom environment across different year levels, with year 8 students' perceptions significantly different to that of years 10 and 12 students. Girls generally perceived their classroom environment more positively than boys, with greater Collaboration, Teacher Support and Gender Equity and less Competition and Teacher Authority. The results of this thesis suggest that differences in students' perceptions of multicultural classroom environments in Queensland Catholic secondary schools do exist.;It also suggests that in order to continue to provide quality education, Catholic schools must acknowledge these differences. They must also ensure that curriculum initiatives, staff professional development and training, and other educational and pastoral initiatives are designed to incorporate the differences identified in this thesis. Further investigation into a variety of multicultural classroom environments is recommended.
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Moons, Caroline. "Kindergarten teachers speak: working with language diversity in the classroom". Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95243.

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In Belgium, language diversity in the classroom is often perceived as a problem. It is necessary, however, to recognize the importance of students' home languages in order to work with this wealth in a constructive manner. Teachers need to be prepared to work with linguistic diversity (and also cultural diversity) and be given possibilities to do this well. This thesis research project is set in the municipality of Heusden-Zolder, located in the Dutch-speaking north east of Flanders, Belgium. It studies the experiences, attitudes, and knowledge of kindergarten teachers regarding multilingualism in the classroom. 57 kindergarten teachers filled out a questionnaire and 15 teachers were interviewed. The findings show that the ‘Dutch-only' policy of schools is hardly carried out by teachers. Schools' language policies should therefore be revised. Overall, teachers know how to support multilingual children (by scaffolding and differentiating/individualizing their lessons). However, offering these extra forms of support makes it difficult to meet all students' needs. Smaller classes would make it more doable for teachers to differentiate or individualize their lessons. The findings also show that teachers know how to work with children going through the silent or non-verbal period and children who show (language)interference, but that extraordinarily few teachers are aware of the importance of the home languages. It is therefore necessary to shift the focus from language (Dutch as L2) to a focus on “languaging” at home and in school. Instead of advising parents to speak Dutch at home, teachers should stimulate parents to talk more with their children and bring the act of languaging to the foreground, not replace the home language(s) by the second.
En Belgique, la diversité linguistique en salle de classe est souvent perçue comme étant un problème. Pour pouvoir aller au-delà de cette perception, il faut de la créativité et de l'imagination; ainsi pourra-t-on éventuellement commencer à valoriser les langues maternelles des élèves et à voir la diversité linguistique comme étant une richesse. Ensuite, les enseignants pourront travailler avec cette richesse de façon constructive, aussi bien pour la société que pour les élèves. Leur formation devrait comporter de la préparation solide dans ce domaine. C'est seulement en faisant cela que l'on peut attendre des opportunités équivalentes. Ce projet de mémoire de maîtrise a pour objet les expériences, les attitudes et les connaissances d'un groupe d'enseignantes à la maternelle sur le phénomène du plurilinguisme en salle de classe à la maternelle. L'étude se situe dans la municipalité de Heusden-Zolder dans le nord-est de la Belgique. Cette région est flamande et l'on y parle néerlandais. 57 enseignants de la maternelle ont rempli un questionnaire et 15 ont été interviewés. Cette étude montre que la politique linguistique d'utiliser le néerlandais comme seul langue d'enseignement ne correspond pas à la pratique. En général, les enseignants savent différencier et individualiser leur enseignement pour répondre aux besoins des élèves multilingues. Malgré tout, ce support supplémentaire ne répond pas aux besoins de ces élèves. Les enseignants recommandent de réduire le nombre d'élève par classe. En plus, les résultats montrent que les enseignants accompagnent bien leurs élèves lors de la phase non verbale et de l'interférence, mais peu d'entre eux prennent en considération la langue première des apprenants. Par conséquent, l'étude recommande d'encourager la littératie dans la langue première de l'enfant à la maison plutôt que d'imposer la langue de l'école à la maison.
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Książki na temat "Multicultural classroom"

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The evolving multicultural classroom. Alexandria, Va: Association for Supervision and Curriculum Development, 1994.

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Martha, Green, i National Education Association of the United States. Human and Civil Rights Division, red. Resources for a multicultural classroom. [Washington, D.C.]: NEA Human and Civil Rights Division, 2000.

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Learning together in the multicultural classroom. Scarborough, Ont: Pippin Pub, 1996.

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Multicultural communication skills in the classroom. Boston: Allyn and Bacon, 1993.

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A, Grant Carl, i Gomez Mary Louise, red. Making schooling multicultural: Campus and classroom. Englewood Cliffs, N.J: Merrill, 1996.

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Coelho, Elizabeth. Learning together in the multicultural classroom. Markham, Ont: Pippin Pub., 1994.

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A, Grant Carl, i Gomez Mary Louise, red. Campus and classroom: Making schooling multicultural. Wyd. 2. Upper Saddle River, N.J: Merrill/Prentice, 2001.

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Creating the nonsexist classroom: A multicultural approach. New York: Teachers College Press, Teachers College, Columbia University, 1994.

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Gail, Whang, red. Literature study circles in a multicultural classroom. York, Me: Stenhouse Publishers, 1996.

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Theresa, Perry, i Fraser James W. 1944-, red. Freedom's plow: Teaching in the multicultural classroom. New York: Routledge, 1993.

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Części książek na temat "Multicultural classroom"

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Montgomery, Ami. "The multicultural classroom". W The Philosophy and Practice of Outstanding Early Years Provision, 63–79. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315206431-5.

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Lucas, Janel. "Teaching Ethics through Multicultural Lenses". W Transforming Classroom Culture, 165–79. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230370319_10.

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Kroflič, Robi. "Multicultural Education in Slovenia". W Cultural Diversity in the Classroom, 163–74. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-93494-5_10.

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Gordon-Györi, János, Ágnes Boreczky, Erzsébet Czachesz i Ágnes Vámos. "Multicultural Education in Hungary". W Cultural Diversity in the Classroom, 29–44. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-93494-5_2.

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Ullucci, Kerri. "Teaching in a Multicultural Classroom". W International Handbook of Research on Teachers and Teaching, 769–78. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_48.

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Pimentel, Charise. "Ms. Degraw’s ESL Classroom". W The (Im)possible Multicultural Teacher, 43–67. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-146-9_3.

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Koustelini, Mary. "Multicultural Classrooms: Inclusion without Integration?" W Cultural Diversity in the Classroom, 175–85. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-93494-5_11.

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Spinthourakis, J. A., i D. Karakatsanis. "The Multicultural Class in Greece". W Cultural Diversity in the Classroom, 45–61. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-93494-5_3.

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Graeffe, Leena, i Leena Lestinen. "Towards Multicultural Education in Finland". W Cultural Diversity in the Classroom, 109–28. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-93494-5_7.

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Pimentel, Charise. "Mr. Potts’ Dual Language Classroom". W The (Im)possible Multicultural Teacher, 19–42. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-146-9_2.

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Streszczenia konferencji na temat "Multicultural classroom"

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Sachkova, Elena, Natalya Ovchinnikova i Oksana Mokhova. "EDUCATION IN MULTICULTURAL CLASSROOM: CHALLENGES AND RESPONSES". W 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0643.

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Sanjurjo, Carmen, i Jan Perry Evenstad. "MULTICULTURAL EDUCATION: ENHANCING INCLUSIVENESS IN THE CLASSROOM". W 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0455.

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Yamada, Etsuko. "The Views on Linguistic Imperialism in Multicultural Classroom". W The IAFOR International Conference on Arts & Humanities – Hawaii 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2432-4604.2023.36.

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Georgiev, Mihail, i Ina Vladova. "EMOTIONS, FEELINGS, AND EXPERIENCES IN A MULTICULTURAL CLASSROOM". W INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/61.

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ABSTRACT The Bulgarian educational system is multicultural – in terms of ethnicity, religion, and mother language. The common ethnic groups in the country are Roma, who are the most heterogeneous minority community, Bulgarian Turks, Pomaks, Jews, Vlachs, Armenians, and others. Roma students often have learning difficulties with various etiologies. In these populations, some students do not speak or have a poor command of the Bulgarian language, both in writing and sometimes in spoken language. However, these children and young people need to be educated. Roma students and their parents need active communication and cooperation in this regard. The report presents the results of a study of the emotions and feelings experienced by teachers when working with Roma students and non-Roma students, as well as the emotions and feelings experienced by teachers in communication with the parents of these two groups of students. The research methodology contains eleven concepts characterizing different emotions and feelings and a five-point Likert-type scale measuring their degree of expression. The study was conducted on a sample of 193 teachers. The research results show that teachers often experience stress, fatigue, helplessness, and nervousness when working with Roma students. Joy, serenity, and enthusiasm are too low. When communicating with the parents of Roma students, the emotions experienced are identical. The work of the same teachers with non-Roma students is accompanied by positive emotions and experiences – joy, enthusiasm, vigilance, and calm. Negative emotions and experiences are of low expression. Teachers feel the same emotions and experiences, but in a different order, during their communication with parents of non-Roma students.
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Šerić, Maja. "HOW TO SPEAK EFFICIENTLY TO A MULTICULTURAL CLASSROOM". W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1629.

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Merriweather, Tinia. "Reducing Opportunity Gaps in the Classroom: Introducing the Construct of Classroom Multicultural Competence". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587270.

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Suvorova, Svetlana, Irina Kotlyarova, Elena Kharchenko, Ksenia Volchenkova i Elena Doronina. "CHARACTERISTIC FEATURES OF LANGUAGE LEARNING TRAINING IN MULTICULTURAL CLASSROOM". W 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0700.

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Celik, Suleyman. "Creating an Inclusive and Multicultural Classroom by Differentiated Instruction". W 8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS. Ishik University, 2017. http://dx.doi.org/10.23918/vesal2017.a36.

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Yue, Yanfeng, i Yuanyuan Chen. "BLENDED TEACHING DESIGNS BASED ON BOPPPS MODEL IN MULTICULTURAL CLASSROOM". W 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1124.

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Janu Setiyowati, Arbin, Henny Indreswari i Irene Maya Simon. "Analyzing Classroom Diversity and its Contribution to Multicultural Education in Indonesia". W Proceedings of the International Conference on Education and Technology (ICET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icet-18.2018.3.

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Raporty organizacyjne na temat "Multicultural classroom"

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Bailey-Ramos, Erica. Who Matters?: Effective Classroom Management Strategies for Multicultural Elementary Education. Portland State University Library, styczeń 2016. http://dx.doi.org/10.15760/honors.218.

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McParker, Matthew. Intercultural Interactions Among Burmese Refugees in Multicultural Middle School Classrooms. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2937.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas i Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, luty 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas i Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, luty 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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