This document discusses issues related to multicultural education. It notes that the student population is becoming increasingly diverse while the teacher population remains mostly white. This can lead to biases and a lack of understanding between teachers and students from different cultures. The document advocates for multicultural education approaches that incorporate the contributions of all cultures, use cooperative learning, and address socioeconomic differences to create an equitable education for all students. It provides examples of cultural differences that should be considered and recommends teaching strategies like using multiple perspectives and community learning.
Creative Production In and Out of SchoolRenee Hobbs
Week 4 PPT for the graduate course in Digital Authorship taught by Renee Hobbs at the University of Rhode Island for the Graduate Certificate in Digital Literacy, Spring 2016
The study assessed diversity perceptions and commitments of education faculty at four Midwest universities. It found strong support for diversity training but weaker commitment to implementation. Factors like cultural immersion experiences, reflecting on one's worldview and identity, and quality of contact with diverse students influenced faculty views on multicultural education. The APU education diversity committee could focus on gaining SOE commitment to diversity training, supporting faculty cultural immersion, identifying worldviews and identities, and increasing diverse student exposure.
This document summarizes a descriptive case study on how teachers understand and demonstrate caring. The study found that academic caring-competence, academic caring-instructional practices, and interpersonal caring-communication/connectedness were the most practiced characteristics of caring. Confirmation and modeling were the most common components of caring classrooms based on Noddings' framework. The study provides recommendations for future research on pedagogical caring and implications for teachers to improve demonstrating caring.
This document outlines the agenda and background for a proposal defense on examining the correlations between African American students' beliefs and academic outcomes. The study aims to explore how teachers' beliefs and school cultures affect African American students' attitudes, achievement, discipline referrals, and special education services. It will use a quantitative research design and collect data on students' and teachers' beliefs using instruments measuring stereotype threats, classroom environment, and discipline behaviors.
This dissertation proposal examines the reading achievement of third grade English learners in dual language and transitional bilingual education programs in Chicago Public Schools. The study aims to compare reading test scores and proficiency levels of students in these two program types to determine which is more effective. An extensive literature review discusses research on dual language education, transitional bilingual education, and the academic performance of English learners. The methodology section outlines the archival quantitative research design using reading data from 2010-2014. Statistical analysis, including independent samples t-tests, will compare scores on the ISAT and ACCESS for ELLs exams. The findings could have implications for bilingual education policy and practice.
This document outlines a study examining multicultural education in Sri Lanka over the past five decades. It analyzes education policies, textbooks, and school environments to understand diversity management and the implementation of inclusive education policies. The study uses both quantitative and qualitative data collection methods, including analyzing history and civics textbooks from 1960 to 2008 and conducting interviews and observations at schools representing different ethnic and religious groups. The goal is to provide empirical evidence on multicultural education and contribute to ongoing discussions on education reform in Sri Lanka.
The document discusses the lack of diversity among teachers and its impact on students. It notes that teachers are predominantly white while students are increasingly diverse. This diversity gap may contribute to disparities in graduation rates and achievement between white and non-white students. The document advocates increasing the diversity of the teaching workforce so that students have teachers from a variety of racial and ethnic backgrounds who can serve as role models and connect with students through shared cultural experiences and perspectives.
Creative Production In and Out of SchoolRenee Hobbs
Week 4 PPT for the graduate course in Digital Authorship taught by Renee Hobbs at the University of Rhode Island for the Graduate Certificate in Digital Literacy, Spring 2016
The study assessed diversity perceptions and commitments of education faculty at four Midwest universities. It found strong support for diversity training but weaker commitment to implementation. Factors like cultural immersion experiences, reflecting on one's worldview and identity, and quality of contact with diverse students influenced faculty views on multicultural education. The APU education diversity committee could focus on gaining SOE commitment to diversity training, supporting faculty cultural immersion, identifying worldviews and identities, and increasing diverse student exposure.
This document summarizes a descriptive case study on how teachers understand and demonstrate caring. The study found that academic caring-competence, academic caring-instructional practices, and interpersonal caring-communication/connectedness were the most practiced characteristics of caring. Confirmation and modeling were the most common components of caring classrooms based on Noddings' framework. The study provides recommendations for future research on pedagogical caring and implications for teachers to improve demonstrating caring.
This document outlines the agenda and background for a proposal defense on examining the correlations between African American students' beliefs and academic outcomes. The study aims to explore how teachers' beliefs and school cultures affect African American students' attitudes, achievement, discipline referrals, and special education services. It will use a quantitative research design and collect data on students' and teachers' beliefs using instruments measuring stereotype threats, classroom environment, and discipline behaviors.
This dissertation proposal examines the reading achievement of third grade English learners in dual language and transitional bilingual education programs in Chicago Public Schools. The study aims to compare reading test scores and proficiency levels of students in these two program types to determine which is more effective. An extensive literature review discusses research on dual language education, transitional bilingual education, and the academic performance of English learners. The methodology section outlines the archival quantitative research design using reading data from 2010-2014. Statistical analysis, including independent samples t-tests, will compare scores on the ISAT and ACCESS for ELLs exams. The findings could have implications for bilingual education policy and practice.
This document outlines a study examining multicultural education in Sri Lanka over the past five decades. It analyzes education policies, textbooks, and school environments to understand diversity management and the implementation of inclusive education policies. The study uses both quantitative and qualitative data collection methods, including analyzing history and civics textbooks from 1960 to 2008 and conducting interviews and observations at schools representing different ethnic and religious groups. The goal is to provide empirical evidence on multicultural education and contribute to ongoing discussions on education reform in Sri Lanka.
The document discusses the lack of diversity among teachers and its impact on students. It notes that teachers are predominantly white while students are increasingly diverse. This diversity gap may contribute to disparities in graduation rates and achievement between white and non-white students. The document advocates increasing the diversity of the teaching workforce so that students have teachers from a variety of racial and ethnic backgrounds who can serve as role models and connect with students through shared cultural experiences and perspectives.
2012-06-21 Dr Tejendra Pherali presents at INCORE Summer School 2012UNESCO Centre NI
Presentation given at the Magee campus of the University of Ulster by Dr Tejendra Pherali, Senior Lecturer in Education Studies and Sociology in the Centre for Education and Early Childhood Studies LJMU, at a seminar entitled 'Education and Peacebuilding in Conflict Affected Situations' run by the UNESCO Centre for the INCORE Summer School 2012.
Uploaded with the permission of Dr Pherali.
A quantitative analysis of resiliency and academic achievement octeo fall 2019Brett Burton
The purpose of this study is to explore the six attributes of the Resiliency for Academic Success Framework (2002) and the possible relationship to academic achievement among urban high school students with a focus on multiracial students. Trueba (2002) identified six resiliency traits for academic success in his framework: intelligent planning in the pursuit of major goals, delaying gratification for the sake of future rewards, willingness to learn a new language and culture, ability to appreciate and use family support during crises, ability to use multiple personal identities in the process of communicating with others, loyalty to school and family and the wisdom to pursue academic excellence with the love and support of teachers and parents, spiritual strength based on religious, cultural, and linguistic values. Academic achievement was measured by reading and math scores, which are mandatory assessments required for graduation in the state of Illinois. The study used quantitative research analyses: descriptive statistics, correlation, ANOVA, and regression. The sample included 521 students from five diverse high schools, but only 377 students from the five high schools had PSAE reading and math scores to correspond with completed surveys. The findings demonstrated that the multiracial students were not significantly different than other racial groups (Caucasian, African-Americans, Hispanics, and multiracial) in academic achievement. Multiracial students (N=85) in the study had similar levels with mean and standard deviation scores to Caucasian students (n=136). ANOVA demonstrated that differences existed between groups in PSAE reading, but no significant differences existed between racial groups in PSAE math. The regression analyses showed that all students (N=377) had the same three Resiliency for Academic Success factors (overall resiliency average, spiritual strength, and willingness to learn a new language and culture) that were predictive in reading and math PSAE. In addition, all students (N=377) showed that the Resiliency for Academic Success characteristic of ability to use family support during crises was predictive of math PSAE scores.
This document provides a list of references related to student engagement in higher education. It includes journal articles, books, and reports that cover topics such as developing student engagement, student experiences, authentic learning experiences, and partnerships between students and faculty. The references were published between 1977 and 2014 and provide both theoretical frameworks and empirical research on engaging students in their learning.
This document discusses 5 factors that affect language learning strategies: language proficiency level, motivation, learning styles, gender, and age. Higher proficiency learners tend to use more cognitive and metacognitive strategies, while lower proficiency learners rely more on communication and knowledge-based strategies. Motivation is found to be the single most important influence, with more motivated learners employing strategies more frequently. Learning styles also impact strategy use, such as extroverts preferring social strategies. Gender studies show females generally use strategies more than males. Age is a biological factor, with younger learners acquiring language faster than older ones due to a critical period of language development.
1) The document summarizes research on understanding student engagement in blended learning environments. It aimed to determine which flexible and distributed learning techniques positively engaged students and how these techniques could be applied to other modules.
2) Qualitative findings suggested that students valued interaction with instructors and peers through techniques like voice-over PowerPoints and social media discussions. Learning environment was also a factor.
3) Recommendations included deliberately designing technology use based on course content and assessment, and ensuring opportunities for valued interaction while allowing flexible use of outside technologies. A wide range of techniques could potentially transfer to other modules.
Five factors that affect language learning strategies are identified: gender, proficiency level, motivation, age, and learning styles. Specifically, the document states that females tend to use language learning strategies more often than males, more proficient learners use more strategies, more motivated learners use strategies more frequently, younger learners' strategies are simpler while older learners' are more complex, and learning styles influence an individual's strategy preferences.
Channeling interactions between local and international students through a bl...CITE
http://citers2014.cite.hku.hk/channeling-interactions-between-local-and-international-students-through-a-blended-approach/
Author
HODGSON, Paula (Hong Kong Baptist University); CURRY, Janel (Gordon College); VRIJMOED, Lilian (United International College)
Abstract
The internationalization of higher education has provided extended opportunities for students to have international experiences such as student exchange programmes or overseas internships. This paper addresses how local and international students with diverse cultural background and different learning styles can have better channels of communication in learning, interacting and collaborating through the classroom and out-of-classroom settings with a blended approach to teaching and learning.
The document discusses a proposed study on the effectiveness of the Accelerated Reader program for African American students. It provides background on the program and issues with reading achievement among African American children. The study aims to determine what elements and strategies of the AR program, as reported by urban teachers, are most effective at increasing STAR reading scores. It will examine the relationship between teachers' educational attainment, experience, AR training, and other factors on the strategies they use. The document outlines the proposed methodology, statistical analyses, limitations, and references literature on topics related to African American reading achievement.
Kilgore & Araújo: Improving Student Equity with Great Instructional DesignAlexandra M. Pickett
SUNY Online Summit 2021 Day 1 Presentation
Speakers: Dr. Whitney Kilgore, Co-Cofounder and Chief Academic Officer of iDesign.
Beverly Araújo Dawson, Professor in the School of Social Work, Adelphi University & Director of the Online MSW Program.
Presentation: Improving Student Equity with Great Instructional Design
https://sunyonlinesummit2021.edublogs.org/2021/01/20/design/ https://sunyonlinesummit2021.edublogs.org/tag/day-1/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
Multicultural approaches to educational leadership kathleen womackKatie Womack
The document summarizes a study that interviewed 17 elementary school principals in Cyprus about their perceptions of multicultural education and diversity in their schools. It discusses Cyprus having a growing multicultural population from regions like Asia, Europe, and the Middle East. The study aimed to understand the principals' leadership approaches and how they relate to different frameworks of multicultural education, such as conservative, liberal, pluralist, and critical. It also explored the principals' leadership styles, which include transactional, transformational, values-led, and critical.
IDEAL-NM 2010 Keynote - Rural Virtual Schooling: Research on the Teaching and...Michael Barbour
This document summarizes research on rural virtual schooling and the roles of various participants. It finds that while distance education is commonly used in rural districts, there is limited research on K-12 online learning. Most studies describe potential benefits and challenges. The roles of virtual school designers, teachers, and site facilitators are discussed, with research finding that site facilitators who work directly with students are key to program success. Open questions remain about online learning suitability for all students.
Dr. William Allan Kritsonis, Dissertation Chair for Steven Norfleet, Disserta...William Kritsonis
This document outlines Steven Norfleet's dissertation defense for a mixed methods study on school practices that promote African American student achievement. The study examined how African American students describe their experiences with correlates of effective schools, and how those correlates relate to student achievement in developmental math courses. The defense covers background on the achievement gap problem, purpose/problem statements, significance of studying this issue, the conceptual model drawing on effective schools research, research questions, and a review of relevant literature.
This document provides an abstract for a study that explored how teachers across selected ASEAN countries educate for global citizenship. A survey of 136 teachers from 7 countries found that the teachers had high levels of global citizenship, particularly in global competence and social responsibility. Through qualitative analysis, the study revealed that teachers most commonly embedded cultural practices, diversity, and social justice themes into their teaching strategies using tools like identifying similarities and differences, cooperative learning, and graphic organizers. Multiple regression analysis concluded that the best predictors of a teacher's level of global citizenship were the number of times they have traveled and their field of specialization.
Counternarratives and HBCU Student Success - NASPA 3.24.15saUGA411
A presentation by student affairs scholar practitioners that highlights the work done on a mixed methods research study exploring student success at HBCUs.
Binghamton University's Virtual AP Conference 2014 - Online and blended educa...Michael Barbour
Barbour, M. K. (2014, June). Online and blended education: What does it look like? An invited keynote presentation to the Binghamton University's Virtual Advanced Placement Conference, Binghamton, NY.
This document summarizes a study that assessed how two teacher training programs addressed cultural diversity in mathematics instruction. Classroom observations found one class had little student interaction and was teacher-centered, while the other encouraged high student participation. Both programs' curricula embraced diversity but did not sufficiently address dismantling dominant cultural practices or empowering minority students. The study indicates teacher educators' theoretical framework on multiculturalism determines the nature of exposure pre-service teachers receive regarding culturally affirming mathematics instruction.
This document summarizes best practices in online teaching based on several models and standards. It discusses that student outcomes are similar between online and face-to-face instruction. Faculty development improves student learning when it is more extensive and self-motivated. Online teaching should be learner-centered, personalized, and focus on building community. Several organizations provide standards for quality online teaching focusing on areas like instructional design, interaction, and student support. The document advocates for online teaching that is responsive, reflective, and customized to student needs.
2012-06-21 Dr Tejendra Pherali presents at INCORE Summer School 2012UNESCO Centre NI
Presentation given at the Magee campus of the University of Ulster by Dr Tejendra Pherali, Senior Lecturer in Education Studies and Sociology in the Centre for Education and Early Childhood Studies LJMU, at a seminar entitled 'Education and Peacebuilding in Conflict Affected Situations' run by the UNESCO Centre for the INCORE Summer School 2012.
Uploaded with the permission of Dr Pherali.
A quantitative analysis of resiliency and academic achievement octeo fall 2019Brett Burton
The purpose of this study is to explore the six attributes of the Resiliency for Academic Success Framework (2002) and the possible relationship to academic achievement among urban high school students with a focus on multiracial students. Trueba (2002) identified six resiliency traits for academic success in his framework: intelligent planning in the pursuit of major goals, delaying gratification for the sake of future rewards, willingness to learn a new language and culture, ability to appreciate and use family support during crises, ability to use multiple personal identities in the process of communicating with others, loyalty to school and family and the wisdom to pursue academic excellence with the love and support of teachers and parents, spiritual strength based on religious, cultural, and linguistic values. Academic achievement was measured by reading and math scores, which are mandatory assessments required for graduation in the state of Illinois. The study used quantitative research analyses: descriptive statistics, correlation, ANOVA, and regression. The sample included 521 students from five diverse high schools, but only 377 students from the five high schools had PSAE reading and math scores to correspond with completed surveys. The findings demonstrated that the multiracial students were not significantly different than other racial groups (Caucasian, African-Americans, Hispanics, and multiracial) in academic achievement. Multiracial students (N=85) in the study had similar levels with mean and standard deviation scores to Caucasian students (n=136). ANOVA demonstrated that differences existed between groups in PSAE reading, but no significant differences existed between racial groups in PSAE math. The regression analyses showed that all students (N=377) had the same three Resiliency for Academic Success factors (overall resiliency average, spiritual strength, and willingness to learn a new language and culture) that were predictive in reading and math PSAE. In addition, all students (N=377) showed that the Resiliency for Academic Success characteristic of ability to use family support during crises was predictive of math PSAE scores.
This document provides a list of references related to student engagement in higher education. It includes journal articles, books, and reports that cover topics such as developing student engagement, student experiences, authentic learning experiences, and partnerships between students and faculty. The references were published between 1977 and 2014 and provide both theoretical frameworks and empirical research on engaging students in their learning.
This document discusses 5 factors that affect language learning strategies: language proficiency level, motivation, learning styles, gender, and age. Higher proficiency learners tend to use more cognitive and metacognitive strategies, while lower proficiency learners rely more on communication and knowledge-based strategies. Motivation is found to be the single most important influence, with more motivated learners employing strategies more frequently. Learning styles also impact strategy use, such as extroverts preferring social strategies. Gender studies show females generally use strategies more than males. Age is a biological factor, with younger learners acquiring language faster than older ones due to a critical period of language development.
1) The document summarizes research on understanding student engagement in blended learning environments. It aimed to determine which flexible and distributed learning techniques positively engaged students and how these techniques could be applied to other modules.
2) Qualitative findings suggested that students valued interaction with instructors and peers through techniques like voice-over PowerPoints and social media discussions. Learning environment was also a factor.
3) Recommendations included deliberately designing technology use based on course content and assessment, and ensuring opportunities for valued interaction while allowing flexible use of outside technologies. A wide range of techniques could potentially transfer to other modules.
Five factors that affect language learning strategies are identified: gender, proficiency level, motivation, age, and learning styles. Specifically, the document states that females tend to use language learning strategies more often than males, more proficient learners use more strategies, more motivated learners use strategies more frequently, younger learners' strategies are simpler while older learners' are more complex, and learning styles influence an individual's strategy preferences.
Channeling interactions between local and international students through a bl...CITE
http://citers2014.cite.hku.hk/channeling-interactions-between-local-and-international-students-through-a-blended-approach/
Author
HODGSON, Paula (Hong Kong Baptist University); CURRY, Janel (Gordon College); VRIJMOED, Lilian (United International College)
Abstract
The internationalization of higher education has provided extended opportunities for students to have international experiences such as student exchange programmes or overseas internships. This paper addresses how local and international students with diverse cultural background and different learning styles can have better channels of communication in learning, interacting and collaborating through the classroom and out-of-classroom settings with a blended approach to teaching and learning.
The document discusses a proposed study on the effectiveness of the Accelerated Reader program for African American students. It provides background on the program and issues with reading achievement among African American children. The study aims to determine what elements and strategies of the AR program, as reported by urban teachers, are most effective at increasing STAR reading scores. It will examine the relationship between teachers' educational attainment, experience, AR training, and other factors on the strategies they use. The document outlines the proposed methodology, statistical analyses, limitations, and references literature on topics related to African American reading achievement.
Kilgore & Araújo: Improving Student Equity with Great Instructional DesignAlexandra M. Pickett
SUNY Online Summit 2021 Day 1 Presentation
Speakers: Dr. Whitney Kilgore, Co-Cofounder and Chief Academic Officer of iDesign.
Beverly Araújo Dawson, Professor in the School of Social Work, Adelphi University & Director of the Online MSW Program.
Presentation: Improving Student Equity with Great Instructional Design
https://sunyonlinesummit2021.edublogs.org/2021/01/20/design/ https://sunyonlinesummit2021.edublogs.org/tag/day-1/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
Multicultural approaches to educational leadership kathleen womackKatie Womack
The document summarizes a study that interviewed 17 elementary school principals in Cyprus about their perceptions of multicultural education and diversity in their schools. It discusses Cyprus having a growing multicultural population from regions like Asia, Europe, and the Middle East. The study aimed to understand the principals' leadership approaches and how they relate to different frameworks of multicultural education, such as conservative, liberal, pluralist, and critical. It also explored the principals' leadership styles, which include transactional, transformational, values-led, and critical.
IDEAL-NM 2010 Keynote - Rural Virtual Schooling: Research on the Teaching and...Michael Barbour
This document summarizes research on rural virtual schooling and the roles of various participants. It finds that while distance education is commonly used in rural districts, there is limited research on K-12 online learning. Most studies describe potential benefits and challenges. The roles of virtual school designers, teachers, and site facilitators are discussed, with research finding that site facilitators who work directly with students are key to program success. Open questions remain about online learning suitability for all students.
Dr. William Allan Kritsonis, Dissertation Chair for Steven Norfleet, Disserta...William Kritsonis
This document outlines Steven Norfleet's dissertation defense for a mixed methods study on school practices that promote African American student achievement. The study examined how African American students describe their experiences with correlates of effective schools, and how those correlates relate to student achievement in developmental math courses. The defense covers background on the achievement gap problem, purpose/problem statements, significance of studying this issue, the conceptual model drawing on effective schools research, research questions, and a review of relevant literature.
This document provides an abstract for a study that explored how teachers across selected ASEAN countries educate for global citizenship. A survey of 136 teachers from 7 countries found that the teachers had high levels of global citizenship, particularly in global competence and social responsibility. Through qualitative analysis, the study revealed that teachers most commonly embedded cultural practices, diversity, and social justice themes into their teaching strategies using tools like identifying similarities and differences, cooperative learning, and graphic organizers. Multiple regression analysis concluded that the best predictors of a teacher's level of global citizenship were the number of times they have traveled and their field of specialization.
Counternarratives and HBCU Student Success - NASPA 3.24.15saUGA411
A presentation by student affairs scholar practitioners that highlights the work done on a mixed methods research study exploring student success at HBCUs.
Binghamton University's Virtual AP Conference 2014 - Online and blended educa...Michael Barbour
Barbour, M. K. (2014, June). Online and blended education: What does it look like? An invited keynote presentation to the Binghamton University's Virtual Advanced Placement Conference, Binghamton, NY.
This document summarizes a study that assessed how two teacher training programs addressed cultural diversity in mathematics instruction. Classroom observations found one class had little student interaction and was teacher-centered, while the other encouraged high student participation. Both programs' curricula embraced diversity but did not sufficiently address dismantling dominant cultural practices or empowering minority students. The study indicates teacher educators' theoretical framework on multiculturalism determines the nature of exposure pre-service teachers receive regarding culturally affirming mathematics instruction.
This document summarizes best practices in online teaching based on several models and standards. It discusses that student outcomes are similar between online and face-to-face instruction. Faculty development improves student learning when it is more extensive and self-motivated. Online teaching should be learner-centered, personalized, and focus on building community. Several organizations provide standards for quality online teaching focusing on areas like instructional design, interaction, and student support. The document advocates for online teaching that is responsive, reflective, and customized to student needs.
Opening Frontiers in Intercultural Academic Practice: Concept mapping as an e...SEDA
This document discusses using concept mapping as an equitable approach to academic development with diverse colleagues from different contexts. It explores how to increase the likelihood that globally diverse colleagues will experience academic exercises as respectful and empowering regardless of their gender, ethnicity, culture or other attributes. The session handout references literature on culturally relevant pedagogy and relational-cultural theory to illustrate how concept mapping was used with tutors on three continents in an intercultural manner.
1) Research has examined how learning styles and gender influence student performance in blended learning environments. Studies show that while learning styles may impact initial performance, students are often able to adapt to different styles over time.
2) The needs of mature female adult learners in blended programs warrant specific consideration. Juggling family and work responsibilities can lead to stress and frustration if a program does not accommodate their learning preferences and social circumstances.
3) Ensuring that a blended program meets students' learning style preferences within the first few hours is important for retention, especially for mature women who may be more likely to abandon the program if it is incompatible with their cognitive style.
Integrating Antiracist Pedagogy into Your ClassroomUna Daly
This webinar will focus on how to integrate anti-racist pedagogy into your course both through classroom practices and the selection and updating of instructional materials. Professor Alisa Cooper, co-author, of the Anti-racist Discussion Pedagogy Guide, will share how instructors can prepare themselves and their students to conduct authentic discussions that support perspectives from traditionally underrepresented voices. Professor Shawna Brandle, author of It’s (Not) in The Reading: American Government Textbooks’ Limited Representation of Historically Marginalized Groups will share her research on why and how to evaluate and update openly licensed instructional materials to be anti-racist.
Speakers:
Dr. Alisa Cooper, English Professor, Glendale Community College, Maricopa College District, Arizona
Dr. Shawna M. Brandle, Political Science Professor, Kingsborough Community College, City University of New York.
When: Jan 22, 2021 12:00 PM Pacific Time (US and Canada)
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
This document summarizes three action plans presented by Whitney Bailely, Tiffany Proctor and Starla Townsend to address challenges related to changing student demographics and improving academic achievement of African American students. The plans include culturally responsive professional development programs for teachers at East Paulding High School, Woodland High School, and Cascade Elementary School. The programs involve cultural training, book discussions, and data analysis to increase teacher awareness of cultural differences and implement culturally relevant teaching strategies.
TPRE Call for Articles for Special Issue on Co-TeachingLiz Fogarty
This document announces a call for manuscripts for a special issue of Theory & Practice in Rural Education on co-teaching in rural contexts. Co-teaching involves two teachers sharing responsibilities in a classroom and has been used to support students with special needs and teacher candidates. While research has found benefits of co-teaching for teachers and students, challenges remain regarding implementation and training. This special issue aims to explore co-teaching partnerships between universities and rural schools, models of co-teaching, and its impacts on students and teachers in rural areas. Submissions are due by May 17, 2019.
Running head TEN STRATEGIC POINTS 1TEN STRATEGIC POINTS 10.docxtodd521
Running head: TEN STRATEGIC POINTS 1
TEN STRATEGIC POINTS 10
Ten Strategic Points for Dissertation
Youting Zhang
Grand Canyon University
June 13, 2019
Ten Strategic Points for a Quantitative Correlational Study
1. Topic- Topic plays a critical role in offering a wide research issue in the area of: Influence of Cross-cultural experience on Student Leadership Development and Academic Achievement.
2. Literature review - Lists primary points for four sections in the Literature Review: a. Background of the problem/gap; b. Theoretical foundations (models and theories to be foundation for study); c. Review of literature topics with key theme for each one; d. Summary
a. Background of the Problem:
i. During the colonial and post-colonial times, ethnic minority groups were openly discriminated to the extent that there was segregation in education so that students from ethnic minority communities were not allowed to attend high quality schools that were only for Caucasian whites. For instance, in 1840s, the American Supreme Court upheld the doctrine of segregation so that it was an offence for ethnic minority students to study in high quality schools that Caucasian whites attended (Verkuyten, 2018). By allowing segregation to be permissible in schools and using the constitution to reinforce it, the American Supreme Court established discrimination against the minority that has been difficult to eradicate even at the present time. This is because it created a culture in which people from ethnic majority believed that they had superior abilities to and had more rights than people from ethnic minority cultures.
ii. The study problem for the research stems from the gap in which cultural issues affecting minority students and student leaders have not been sufficiently addressed in most researches that have examined the challenges faced by minority students in multiverse school settings. Consequently, there has been a trend in which stakeholders in the education sector ignore cultural sensitivities of minority students when developing educational curricula and policies. This goes to the extent that only the cultures of majority ethnic groups are considered, which often disadvantage students from minority races to the extent that their academic, leadership, and social competencies can be affected. Educational discrepancies with regard to cultural and ethnic issues that affect students and student leaders from originate from historical injustices such as racial discrimination in America.
II. There are different viewpoints that can be used to explain the cultural discrepancies that are deeply rooted in the education system. One such concept is segregation, which took an official turn in the education when Congress passed the Civil Rights Act in 1875 to ban racial discrimination in public utilities. Federal agents countered the Act by separating Native American and other children from minority groups from their caregivers and put them in boarding .
EDU734 Teaching and Learning Environment Week 5.docxtidwellveronique
EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
To gain an understanding of the concept of
curriculum development and its importance
To gain an understanding of how curriculum
is implemented in different cultural contexts
Task – Forum
Do you think that the current school curriculum needs
to be adapted more to the modern culture? If so, in
what ways do you think it can be done?
What do you consider to be the implications for the
nature of valid knowledge in the future school curriculum?
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and practices.
They are are highly political documents which convey ideological positions about
the type of education that should be given in different cultural contexts and the
citizenship values that can be shared by the citizen of a state (Apple, 2004).
Each society has its own values and beliefs which they want to be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational programme/institute/
course to offer new or improved manpower to accomplish the rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
Child-centred
Society-centred
Knowledge-centred
Eclectic
5.1.2 Determinants of the curriculum
Basic needs
Social aspects
Cultural factors
Individual talents
Ideals: intellectual, moral, aesthetic, religious
Tradition
(Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2
EDU734: Teaching and
Learning Environment
5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is planned, purposeful,
progressive, and systematic in order to create positive improvements in the
educational system.
The curriculum is affected by any changes or developments that affect society
(Alvior, 2014).
It needs to correspond to those changes but at the same time to respect all
people despite of gender, ethnicity, disability, religion etc. (Symeonidou and
Mavrou, 2014).
2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3
EDU734: Teaching and
Learning Environment
5.2.1 Four principles for the development of any curriculum:
Def.
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Learning Community Session: Constructs and Local ContextsCPEDInitiative
This document summarizes preliminary survey results from the Carnegie Project on the Education Doctorate (CPED) regarding community connections and partnerships in education doctorate programs. It provides an overview of responses from 40 CPED institutions and lists various frameworks, theories, readings, pedagogies, and assignments that programs utilize related to community partnerships. Examples include frameworks like participatory action research and social constructivism. Active pedagogies mentioned include case studies, community-based research projects, and problem-based learning. Assignments range from community mapping to policy analysis.
Post Method Pedagogy in EFL Online LearningND Arisanti
1. The document discusses teachers' perceptions and practices of post-method pedagogy in online English language teaching.
2. It provides an overview of post-method pedagogy, which emphasizes teachers' autonomy and experiences over rigid adherence to methods.
3. The strategies encourage considering students' needs and contexts. They are more flexible than traditional methods and allow teachers to innovate.
The document discusses research on the impact of student diversity on literacy development and identifies common categories of diversity such as ethnicity, socioeconomic status, and language. It provides recommendations for teachers, teacher educators, and administrators to honor diversity, such as making connections between instruction and students' experiences, diversifying texts, and addressing moral and educational dilemmas created by competing pressures in schools. The goal is to create safe spaces and pathways for all students through literacy instruction that values diversity and avoids essentializing students.
Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...suesharma
This document summarizes the findings of a study on diversity in United States teacher education programs. It begins with background on the increasing diversity in U.S. schools and lack of diversity among teachers. The study examined teacher educators' beliefs about diversity through surveys and narratives. Quantitative results found educators value diversity but their experiences shape their perspectives. Qualitatively, experiences ranged from indirect like readings to direct engagement like tutoring. Challenges included preparing teachers for English language learners. Overall the research aims to enhance support for teaching diversity.
This document discusses several key considerations for developing effective global e-learning programs, including cultural factors, technology access, and pedagogical approaches. It highlights how cultural beliefs about teaching and learning can impact program delivery. Local tutors are seen as important for making resources culturally relevant and pedagogically adapted. Partnerships with local institutions can help with cultural adaptation of content and ensuring relevance for different student audiences.
This document discusses integrated teaching methods for early childhood English language learners. It defines integrated teaching as incorporating subjects within each other and connecting to students' lives. The document reviews how integrated methods like project-based learning can provide inquiry-based exploration. While research finds benefits to integration, it also notes English language learners may not benefit as much as native English speakers and teachers need better training to meet their needs. The document concludes by emphasizing the importance of preparing teachers for integrated instruction of diverse students.
This document provides an overview of a dissertation prospectus on exploring the influence of cross-cultural experience on student leadership development and academic achievement in culturally diverse K-12 schools. It is a qualitative study that aims to address the gap in literature regarding approaches to improve student outcomes in these schools. The prospectus describes the background problem of lack of focus on student leadership in diverse schools and discusses the theoretical foundations of applying models like the Boundary-Breaking Leadership Development Model to promote diversity and collaboration among students.
A Critical Analysis Of Philosophies Of Education And INTASC Standards In Teac...Jennifer Daniel
1) The document discusses the tension between critical pedagogy and standards-based education as experienced by the authors in their roles as teacher educators.
2) It provides an overview of four educational philosophies - essentialism, perennialism, progressivism, and critical theory - that are introduced to pre-service teachers.
3) While pre-service teachers are inspired by critical theory, they feel pressure to adopt an essentialist approach focused on standardized test preparation in order to get and keep a job.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
3. Current demographics
46% of minority
students nation-
wide
80% White
teachers nation
wide
Racial gaps in
academics and
student
discipline
20% minority
school
administrators
nation-wide
106,590 ESL
students in
Virginia
More than 50%
minority
students in
Virginia
Virginia #31 on
teacher
diversity
4. Impact of multicultural education
Changes in
demographics=changes
in curriculum
Teacher biases
Teacher-student
relationships
Different
communication and
learning styles
Teacher training School climate
5. Examples of differences
Body language
Conversational
distance
Different motivators
Cultural differences
within same region,
religion
6. Curriculum as
transformation
Study of contributions of all
Similar to inquiry based
curriculum
Problem based instruction
Cooperative learning
Discussions
11. References
Aldridge, J., & Goldman, R. L. (2007). Current issues and trends in education. Boston, MA: Pearson/Allyn and Bacon.
Anderson, M. (2016, June 21). Where Are All the Principals of Color? The Atlantic. Retrieved from
https://www.theatlantic.com/education/archive/2016/06/principals-of-color/488006/.
Jones, J. R. (2015). Infusing multicultural education into the curriculum: Preparing pre-service teachers to address homophobia in K-12
schools. International Journal of Multicultural Education, 17(3), 107. doi:10.18251/ijme.v17i3.934
Glatthorn, A., Boschee, F., Whitehead, B., & Boschee, B. (2016). Curriculum leadership: Strategies for development and implementation (4th ed.).
[Vital Source Bookshelf]. Retrieved from https://phoenix.vitalsource.com/
Hutchison, C. B., Wiggan, G., & Starker, T. (2014). Curriculum violence and its reverse: The under-education of teachers in a pluralistic society and its
implications for the education of minority students. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, 11(1), 85.
12. References
Glatthorn, A., Boschee, F., Whitehead, B., & Boschee, B. (2016). Curriculum leadership: Strategies for development and implementation (4th ed.). [Vital Source
Bookshelf]. Retrieved from https://phoenix.vitalsource.com/
Jay, M. (2003). Critical race theory, multicultural education, and the hidden curriculum of hegemony. Multicultural Perspectives, 5(4), 3-9.
doi:10.1207/S15327892MCP0504_2
Kuby, C. R. (2013). Personal Histories and Pedagogical Decisions: Using Autoethnographic Methods to Unpack Ideologies and Experiences. Teaching & Learning,
27(1), 3-18.
Lin, L. G., & Ward, C. L. (2011). The integration of Web2Quest technology into multicultural curriculum in teacher education: A potential for globalization. International
Journal of Online Pedagogy and Course Design (IJOPCD), 1(2), 46-59. doi:10.4018/ijopcd.2011040104
Lindsay, C. A., & Hart, C. M. D. (2017). Teacher race and school discipline. Education Next, 17(1) Retrieved from https://search-
proquest.com.contentproxy.phoenix.edu/docview/1865859644?accountid=134061
Morgan, H. (2010, Winter). Improving schooling for cultural minorities: The right teaching styles can make a big difference. Educational Horizons, 114-120.
Ormrod, J. (2016). Human Learning (7th ed.) Boston, MA: Pearson.
13. References
Plough, I. C. (2016). Cultures & languages across the curriculum. Multicultural Education, 23(2), 46-51. Retrieved from https://search-proquest-
com.contentproxy.phoenix.edu/docview/2018570449?accountid=134061
Van den Bergh, L., Denessen, E., Hornstra L., Voeten, M., and Holland, R. (2010, June). The implicit prejudiced attitudes of teachers: Relations to teacher
expectations and the ethnic achievement gap. American Educational Research Journal, 47(2). Pp. (597-527).
doi:org.contentproxy.phoenix.edu/10.3102/0002831209353594
U.S. Department of Education. (2018). National Center for Education Statistics, Schools and Staffing Survey (SASS). Retrieved from:
https://nces.ed.gov/programs/coe/indicator_clr.asp#info
Zeichner, K. (2010). Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of
teacher. Teaching and Teacher Education, 26(8), 1544- 1552.
Editor's Notes
What is it?
Aldridge and Goldman (2006) discussed several misconceptions about multicultural education that impact student learning as well as teacher-student relationships. Aldridge and Goldman (2006) indicated the beliefs that individuals from the same region share a common culture, family members have the same members, there is no authentic resources to support multicultural education and multicultural education only addresses racial and ethnic issues are some of the major misconceptions. Multicultural education informs learners not only about racial, ethnic, religious differences but also teaches about gender, and socioeconomic diversity.
U. S. Department of Education, National Center for Education Statistics, Schools and Staffing (SASS, 2018) reported that while 54% of students were White and 46% represented a combination of Black, Hispanic, Asian and other non-White races. In the report, 84% of the teacher population in 1999-2000 were White. That number declined to 80% in 2015-2016 school years and made room for a slight increase in minority teacher numbers. Anderson (2016) stated that in 2011-2012 school year, there was an immense racial and ethnic gap in school principals as 80% of school administrators were White, 10 % were Black and 7% were Hispanic while 3% were from other ethnic groups. The racial gap in school administration may be correlated to racial disparity in the student disciplinary actions. According to U.S. Department of Education, Civil Rights Data Collection (2018), for the school year 2013-2014, out of 1,275,691 total students, 716,414 of them were Black, Hispanic, Asian, American Indian, Pacific Islander, and two-or-more races with only 106,590 being identified as English Language Learners. In addition, U.S. Department of Education (2018) listed Virginia as 31 on the teacher diversity index. The gap between teacher and student race and ethnicity, the gap in student achievement and discipline is alarming. The large diversity gap in Virginia is not only a social concern but an academic one as well.
Glatthorn et al. (2016) discussed the changing history of curriculum based on social and cultural shifts in United States and indicated the emergence of multicultural education beginning 1980s. Supported by progressive educational theory, the push for multicultural education is varies from state to state. In addition, Glatthorn et al. (2016) indicated that majority of states do not mandate multicultural education teaching, curriculum or teacher training although there is recommendation to include it through curriculum. Van den Bergh, Denessen, Hornstra, Voeten, and Holland (2010) concluded that differential teacher expectations due to implicit and explicit biases based on students’ race and the ethnic achievement gaps pose societal problems around the globe; and United States is not an exception. Every Student Succeeds Acts (ESSA), signed by President Obama in 2015 in combination with No Child Left Behind (PL 107-110) calls for accountability in higher student achievement and equity in providing resources for disadvantaged and high needs students. It is imperative to remember the need for students to connect with teachers and adults in school settings to promote academic achievement and lower discipline related issues should be taken into consideration. Morgan (2010) stated “one reason minority students are likely to encounter more problems in schools than mainstream students involves incomplete knowledge of minority students’ learning and communication styles” (p. 114) and added the misconception about minority students’ learning styles can lead to conflicts and low academic achievement. Morgan (2010) added that requiring students to follow a particular style of teaching may create favoritism and inadvertently become discriminative.
It is difficult for 80% of teachers-noted as White in Virginia, to be able to relate to the total of 56.2% of minority students with races ranging from Black, Asian to two-or-more. Although Virginia Standards for Teachers include section on Classroom Climate, observation of this standard is not only difficult to define but is also very objective. Being able to relate to minority students, develop instructional materials and differentiate according to cultural and ethnic variances poses a challenge for many teachers, clearly observed from the achievement gap on various races on Standards of Learning assessments. Lindsay and Hart (2017) suggested that cultivating a teaching workforce that is reflective of changing student demographics is critical to narrow racial gap in discipline outcomes. Teachers not only impact the way curriculum taught within their classrooms but also the student-school relationship, consequently the overall student climate. Kuby (2013) stated “there is a need for teachers to unpack their own beliefs, ideologies, and experiences that shape who they are before learning how to respond to a diverse classroom of children who live in an unjust world” (p. 3).
Morgan (2010) indicated students of different cultures are taught not to make eye contact and to look down. In addition, some cultures encourage close proximity and touching in conversations while other cultures refrain. Furthermore, cultural differences also impact motivation as some cultures discourage tangible rewards and put emphasis on intrinsic motivators. Another differences is to bear in mind is not all students from the same region or religion share the same values. For example, not all Muslim students speak Arabic or not all Arabic students have the same socioeconomic backgrounds.
Aldridge and Goldman (2006) describe curriculum as transformation as “curriculum is designed so that students can study how people or other living creatures make a difference in the world” (p. 110). Aldridge and Goldman (2006) indicated while curriculum as transformation is similar to inquiry based curriculum. Both curriculum models require high student interaction, encourage exploration and is based on student interest. However, in both of the curriculum models, students use application skills. Lin and Wang (2011) stated “transformation approach changes the structure of the curriculum and encourages to view concepts, issues, themes, and problems from several ethnic perspectives (p. 49).
In his description of progressivism as educational theory, Gutek (2004) stated that it “allows students to create their own beliefs and values through reflection on their interactions with the environment” (p. 301). Labaree (2005) further noted that progressivism theory of education promotes community values through “cooperation, tolerance, justice and democratic equality. In the shorthand of educational jargon, this adds up to ‘child-centered instruction’, ‘discovery learning’ and ‘learning how to learn’” (p. 277). Through integration of multicultural curriculum, students can better form connections to real world, assess social injustice and learn to become tolerant of differences.
Ormrod (2016) described social constructivism as learners forming their own meanings through cooperative work and interaction. With increased use of technology in teaching, in addition to problem based learning strategies students are able to work collaboratively more than before. Although Aldridge and Goldman (2006) stated “constructivist theory has not adequately addressed either individual differences or cultural and contextual contributions to development and education” (p. 98), students are able to construct meaning through interactions with students of various cultures. If teachers are trained properly on multicultural education and provide students with various learning opportunities to engage with one another through collaboration center activities, learning would become not only about the content but also about becoming culturally competent individuals. The interaction between students and teachers also shape learning. Hutchison, Wiggan and Starker (2014) stated that “American teachers are struggling to teach students of color” (p. 86). Furthermore, Hutchison et al. (2014) added that the failure of teachers not being able to form positive relationships with students due to cultural differences and lack of understanding of cultural differences lead to negative interactions, especially at high needs schools; increasing the chances of students to be disciplined, disengage from schooling and drop up. In addition, Lin and Ward (2011) concluded that learners can benefit from different perspectives in constructing meaning.
Gutek (2004) described critical theory in relation to education as bringing consciousness and transformative changes in society through educational institutions. In particular, examining hidden curriculum, equitable resources and services for disadvantaged students. Gutek (2004) stated “critical theorists seek to raise the consciousness of the marginalized groups and to give them the tools needed for their own empowerment” (p. 326). It is critical for educators to understand the social factors that impact students. Ormrod (2015) and Hardiman (2012) discussed the role of prior knowledge in learning; however, educators cannot assume students come with same prior knowledge. According to United Stated Census Bureau (2015), Blacks, Hispanics and other minority are the lowest earning racial groups with the exception of Asians. The income difference between families has impact on students’ learning. Engle and Black (2008) stated that "low income families often have limited education, reducing their ability to provide a responsive stimulating environment for their children. Parents who are better educated or have access to financial resources invest in their children through educationally enhancing materials (such as books) and activities (reading), thus protecting their children from the effects of poverty” (p. 247). It is crucial for educators not to assume that all students would come with same prior knowledge, to employ multicultural teaching strategies and activities to bring social awareness in the classroom. Milner (2013) added that “Consistent across these theories about instructional practices is the importance of teacher learning and understanding of the background and lived experiences of students. In particular, teachers are challenged to develop tools to inquire and learn about the outside-of-school aspects of students, their families, and communities” (p. 38). Hutchison, Wiggan and Starker (2014) stated historical contributions of minority is under-represented and the lack of teachers’ understanding of different cultures, particularly Black students, contributes to the racial academic gap and under education of Black students.
Morgan (2010) suggested the use of Howard Garnder’s multiple intelligences to address different learning styles. Logical-mathematical, linguistic, musical, spatial, bodily kinesthetic, interpersonal, naturalistic, and intrapersonal intelligences, as Morgan (2010) suggest would provide variety of ways to tap into students’ strengths and keep them engaged. Plough (2016) stated increased cultural awareness could be established through integration of “rigorous and informative research” that is interwoven with content (p. 50). Zeichner (2010), Lin and Ward (2011), Hutchison, Wiggan and Starker (2014) called for better teaching preparation to address the needs of learners of various cultural backgrounds to fight against the racial disparity in academics. Jones (2015) concluded using resources and writers that reflect different perspectives rather than the traditional prescribed curriculum can impact classroom culture. Lin and Ward (2011) suggested use of technology and community learning opportunities to expose students to other cultures and experiences.