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1.
《Early education and development》2013,24(4):319-348
Culturally diverse books are written for children to promote acceptance of diversity; however, there is little research that has examined their use. The purpose of this study was to examine the culturally diverse book use of preschoolers in daycare. Research Findings. Thirty-five children (ages 44–65 months) and their teachers in two daycare classrooms participated. The children represented a variety of socioeconomic levels and raciaVcultura1 groups. Observations of book use were conducted during freeplay and naptime. In a multiple baseline time series experimental design, comparisons were made between the use of culturally diverse books and books depicting no cultural diversity (Euro-American books). It was determined that one category of culturally diverse books (Culturally Conscious) was not being used as frequently as others. The Culturally Conscious books depicted characters from one of three cultural groups—Black, Asian, and Latino. A simple intervention was implemented in which the teachers introduced some of the Culturally Conscious books at group times and this led to an increase in their use. Additional book use information was gained through parent questionnaires, teacher interviews, and teachers' anecdotal notes. Implications for Practice. In daycare centers similar to the ones used in this study, it is likely that children will use culturally diverse books when available. Teacher introductions of infrequently used culturally diverse books may be an efficient and effective practice for encouraging their use. 相似文献
2.
《Exceptionality》2013,21(2):139-141
Culturally diverse students are receiving much deserved attention by educators of the gifted. Historically, the field has been unable to answer all concerns about this "minority within the gifted minority"; however, research and census data indicate that diversity has become a priority in educational settings. Understanding the meaning of cultural diversity and accepting new paradigms for developing organizational and instructional strategies are important variables that lead to success in meeting the needs of this population. Research has shown that conceptual and attitudinal changes toward the recognition of hidden abilities often overlooked in culturally diverse groups have enriched successful programs for the gifted. Recommendations for the involvement of administrators, teachers, parents, and the community in the planning process for inclusion of culturally diverse students in programs for the gifted provide a roadmap for this complex process. 相似文献
3.
Cathy Zozakiewicz 《The Teacher Educator》2013,48(2):137-151
Teacher education is challenged with preparing teachers to work effectively with culturally diverse students. Gaps in the research literature demonstrate that more bridging is needed between teacher education coursework and student teaching experiences, particularly in terms of supervision approaches that consider multicultural issues. This study argues that culturally responsible mentoring is one way to help student teachers put multicultural education into practice. Culturally responsible mentoring helps preservice teachers become critical thinkers about the cultural contexts in which they work. It also assists them in developing equitable and inclusive practices for their particular students. This study defines and describes the practices of culturally responsible mentoring and examines the impact it has on two student teachers in the field. 相似文献
4.
We investigated the effects of stereotypical expectations regarding cultural diversity on teachers’ feelings of burnout, stress, and self-efficacy beliefs. With an experimental design, we confronted teachers with fictitious schools that were either high or low in cultural diversity and assessed the teachers’ feelings of burnout and self-efficacy beliefs (Study 1) and their stress with respect to culturally responsive teaching and locus of control (Study 2). Teachers who were confronted with a highly culturally diverse school showed higher feelings of burnout and stress and lower self-efficacy than teachers presented with a school low in cultural diversity. School composition affected teachers from primary and secondary schools differently. The consequences of holding stereotypical beliefs about highly culturally diverse schools are discussed. 相似文献
5.
Alison S. W. Yeung 《Educational Research for Policy and Practice》2006,5(1):33-53
Teachers are normally trained to work effectively with one dominant culture. As such, they are poorly prepared to handle cultural differences; sometimes they simply define students from diverse culture and with learning difficulties as students at risk. This study reports a group of 100 Chinese in-service teachers’ attitudes of cultural difference with the use of the instrument, Cultural Diversity Awareness Inventory (CDAI). Using the results from the CDAI, the paper makes a cross-cultural comparison of attitudes of pre-service teachers in the West with those of teachers in Hong Kong (and with Confucian principles). The study is trying to understand: (1) the cultural sensitivity levels of Hong Kong teachers; (2) are the local Chinese teachers more culturally sensitive in some areas than in others? and (3) how are these teaching beliefs developed and different from the western study? The findings of this study demonstrated stereotypical feelings of the culturally diverse and educationally disadvantaged students from the local teachers are prevailing, but that there are some differences in cultural diversity awareness between the East and West. 相似文献
6.
Meredith Gaffney 《International Journal of Inclusive Education》2016,20(10):1024-1031
We read 48 children's books featuring characters with autism spectrum disorder (ASD) to determine which books would be appropriate for use during read-alouds in early childhood classrooms. We conducted a search on Amazon for children's books on ASD published after 2010 and identified 50 books that met the following criteria: (a) the book was a picture book for young children, (b) the main character had ASD, (c) the book was not a skill-building book for children with ASD, and (d) the book received more positive than negative reviews from readers on Amazon. We evaluated books for visual and literary content and accurate portrayal of ASD characteristics. We then showed books to special education professionals, general-education teachers, and education professors for their input. Through this review process, nine books were identified as appropriate for read-alouds in early childhood classrooms. We also contacted authors of select books to gather information on their experience with ASD. Overall, we found that the characteristics of books we selected featuring characters with ASD were different from the characteristics of children's literature typically used for class read-alouds. We therefore present recommendations for teachers to use when selecting children's books featuring characters with ASD. 相似文献
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8.
Culturally responsive teaching and design practices flip the online classroom by creating an environment that acknowledges, celebrates, and builds upon the cultural capital that learners and teachers bring to the online classroom. Challenges exist in all phases of online course design, including the ability to create online courses that reflect the instructor’s commitment to inclusive excellence, diversity, and social justice. Designing an online environment that supports all learners regardless of their backgrounds is important in their future success as professionals; thus, it is important for faculty to design courses with all students in mind. The purpose of this article is to share best practices in the design of culturally and linguistically responsive online courses that support the culturally and linguistically diverse (CLD) students we serve. Based on Gay’s (2010) culturally responsive teaching practices, this article provides examples of online activities that are validating; comprehensive; multi-dimensional; empowering; transformative, and emancipatory. 相似文献
9.
Culturally appropriate education focuses on educational competence needed in a global world and respect for different world views of learners and teachers from different cultural contexts. The relationship between gene, brain, and culture is complex and dynamical. Cultural experience and learning sculpts the anatomy and function of the human brain and shapes human behavior. This neuroplasticity is the basis of educability in human beings. Education reform should reflect cultural diversity and embed teaching practices into the cultural history of a nation and should promote positive inclusion of minority and indigenous history so as to maximize successful adoption by teachers and parents. This tenet is at the core of the concept of “culturally appropriate education.” Successful educational reform and pedagogy require that teachers become culturally and neuroscientifically literate. 相似文献
10.
Julie K. Kidd Sylvia Y. Sánchez Eva K. Thorp 《Journal of Early Childhood Teacher Education》2013,34(4):347-359
This paper reports the findings of a study that examined changes in interns’ culturally and family-responsive dispositions over the course of a 2-year early childhood teacher preparation program that prepares teachers who are willing and able to work with culturally, linguistically, and ability-diverse young children and their families. Specifically, we studied shifts in dispositions about (a) building relationships with families, (b) feeling comfortable working with children and families with diverse cultural and linguistic backgrounds, and (c) being willing to implement culturally responsive and relevant curriculum and instruction. Qualitative methodologies were employed to examine the guiding-principles paper interns wrote at the conclusion of the program. Results of the study indicate that interns perceived that their attitudes toward and beliefs about families with cultures different from their own changed over the course of the program. They attributed these changes, in part, to their engagement in activities that involved home visits and gathering families’ stories. The interns felt they gained a greater understanding of cultural diversity and changed some of their assumptions and biases as a result of spending time with families and getting to know their sociocultural context as well as their beliefs, priorities, and goals. The interns perceived that this intimate knowledge of families helped them provide culturally responsive instruction that took into account children’s diversity and promoted cultural and linguistic continuity between home and school. 相似文献
11.
Natalie K. Conrad Yi Gong Lillie Sipp Lillian Wright 《Early Childhood Education Journal》2004,31(3):187-192
In 3 second-grade classrooms within diverse educational settings, the theory of culturally responsive teaching was utilized in combination with the strategy, Text Talk. Text Talk is a strategy generally used with young children during read-alouds to foster oral language and comprehension. Culturally response teaching builds on students' prior experiences and knowledge. Together, the use of Text Talk and culturally responsive teaching provides a gateway to support young children's literacy. 相似文献
12.
Despite the laudable intent of various educational initiatives in raising the achievement level of all children, limited progress
has been made. In an effort to diminish the achievement gap of students of color, some researchers have examined the cultural
relevancy of the curriculum in promoting student achievement. The purpose of this mixed methods study was to explore the preferences
of African American children toward culturally relevant and non-culturally relevant lessons, through a six-week series of
lessons in an American History classroom. Critical Race Theory and Racial Identity Development provided the theoretical underpinnings
of this study. This study takes place in an ethnically diverse high school in Colorado. Culturally relevant lessons were rich
in oral traditions, music, historical connections, and a structured culturally relevant field trip. Non-culturally relevant
lessons were administered devoid of cultural referents, and utilized the existing curriculum guide. Study results revealed
statistically significant findings for African American children’s preferences for culturally relevant lessons. These lessons
were found relevant to their culture when administered by a culturally responsive and caring teacher. Recommendations are
made for educators and administrators in promoting achievement through culturally relevant lessons and curriculum. 相似文献
13.
Teachers working in culturally diverse classrooms: implications for the development of professional standards and for teacher education 总被引：1，自引：0，他引：1
This paper reports the outcomes of a survey to investigate the level of cultural understanding and confidence for teachers working in culturally diverse classrooms. The survey was administered to teachers in primary and secondary schools in an Australian regional city. The aim of analysis was to determine the direction and strength of association of six demographic variables with measures of cultural awareness among teachers and confidence in supporting the learning of students. It found that teacher responses to working in culturally diverse classrooms varied according to levels of familiarity with the cultural groups concerned and with the level of schooling within which the teacher worked. The paper outlines the implications of these findings for the development of professional standards and for teacher education. It discusses how these findings contribute to further investigations into the extent to which teachers understand cultural diversity and their confidence as literacy instructors. 相似文献
14.
This article argues that the instructional scaffolding metaphor may be reconceived as distributed scaffolding when multiple means of influence are provided in a service-learning setting. In the service-learning course described here, the professor's role is largely as designer of activity settings for preservice teacher candidates, through which the students construct their own conceptions of teaching culturally diverse populations. The course involves a set of interrelated settings: a tutoring experience at the city's alternative high school; the reading of books from a menu of texts that cover a range of diversity topics; the discussion of these books in book club meetings independent of the professor's direct influence; and the whole-class discussion of these texts, led by each student book club. The distributed nature of the course scaffolding is illustrated with an excerpt from one book club's discussion. 相似文献
15.
Roberta Corrigan 《Reading and writing》2011,24(7):749-771
There are individual differences in the amount and type of vocabulary that adults produce to young children in the home environment before the children enter school. How many words a mother knows is a significant predictor of a child??s vocabulary. The current study addressed the question of whether there were individual differences in the amount and type of vocabulary that pre-service teachers produced in their first read-aloud lessons to first and second grade students. Specifically, would pre-service teachers with higher vocabulary scores differ from those with lower vocabulary scores in their choice of books to read and in the language they used to discuss the books? Results indicated that pre-service teachers with more advanced vocabulary scores chose books with more vocabulary diversity and sophistication. When they chose narrative texts, they also chose books that were more difficult in terms of their semantic cohesion. Both the receptive vocabulary of pre-service teachers and the language in the books that they chose had an effect on the ??teacher talk?? that they used in the lesson surrounding the book reading. Just as parents show individual differences in the richness of the language input provided to their children before they enter school, pre-service teachers own knowledge of language varies, and this influences the linguistic input that they provide to their students. 相似文献
16.
Understanding of community, and a positive attitude toward cultural diversity are critical components in the preparation of teachers. This study sought to influence both, through on-site coursework and a long-term field placement at a culturally diverse urban elementary school. Participants were predominately single, white females from suburban communities. Questionnaire responses suggest that this immersion program improved the attitudes of these pre-service teachers. Findings support the idea that a targeted field placement, support from peers and teachers, and meaningful coursework facilitates the preparation of culturally responsive teachers—even for those with little or no prior experience in culturally diverse communities. 相似文献
17.
Inés Márquez Chisholm 《Technology, Pedagogy and Education》2013,22(2):213-228
ABSTRACT American classrooms are experiencing a rapid growth in cultural and ethnic diversity, as well as an increase in educational classroom computing. Because culture directly affects classroom organisation and classroom learning, teachers need to understand, incorporate, and support their students’ cultures. Furthermore, since educational computing is not culturally neutral, teachers in culturally diverse settings must integrate the computer culture, the classroom culture, and students’ learning preferences. To meet the need for culturally and technologically competent multicultural teachers, teacher education programs must first define both cultural competency and computer competency. After examining the relationship between culture and educational computing, the paper explores some essential components of cultural and technological competency for multicultural teachers. Finally, it indicates the need for further research on the interaction of culture and technology in the multicultural classroom. 相似文献
18.
Frieda Parker Tonya Gau Bartell Jodie D. Novak 《Journal of Mathematics Teacher Education》2017,20(4):385-407
Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the importance of culture in mathematics education. To contribute to what is known about supporting secondary mathematics teachers in developing a culturally responsive teaching practice, we studied the impacts of a graduate course called Culture in the Mathematics Classroom on 13 teachers enrolled in the course. The course was designed to guide secondary mathematics teachers in understanding and growing their capacity to enact culturally responsive teaching in their classrooms. The purpose of our research was to explore how teachers’ perceptions changed as a result of their engagement in the class with respect to understanding the role of culture in knowing and being responsive to their students. Specifically, we examined how each of the four course projects seemed to individually and collectively influence teachers’ thinking. Overall, teachers appeared to expand their cultural awareness and dispositions for cultural responsiveness that would support them in knowing and supporting their students in the manner of a culturally responsive teacher. Teachers did not, however, develop some more “advanced” understandings related to power and privilege in society. This study provides researchers and mathematics teacher educators with a potential analytic framework for understanding teacher change with respect to culturally responsive teaching. 相似文献
19.
Cultural inclusion, cross-cultural openness, and positive intergroup relationships are essential considerations as schools are becoming increasingly multicultural because of shifting demographic patterns in the U.S. We explored Arab/Arab-American (ArA) Chaldean (Chal), African American (AfA) and European American (EuA), student perspectives on Culturally Inclusive and Responsive Curricular Learning Environments (CIRCLEs) through the theoretical lenses of culturally relevant/sustaining pedagogy, social identity and social categorization theories, and the intergroup contact hypothesis utilizing an exploratory sequential mixed-method research design. In Phase 1 we conducted focus group interviews (N = 57) in 12 culturally diverse middle schools with 114 ArA, 41 Chal, 48 AfA, and 100 EuA students. Students discussed their school experiences focusing on interactions with teachers and peers, the curriculum, and school policies. Phase 1 informed the development of the CIRCLE measure in Phase 2. Multi-group confirmatory factor analysis (CFA) of CIRCLE items supported the generalizability of a hierarchical first and second order structure of the measure (CIRCLE) and its subscales across ArA (977), Chal (244), AfA (270), and EuA (1423) student groups. Analyses of the interviews and CFA results indicate that cultural self-other awareness and openness to different ways of thinking and being among teachers and students, through sensitively designed culturally inclusive curricula and school policies and programs responsive to student diversity is an educational imperative. 相似文献
20.
Today more than ever, preparation for diversity is essential for all teachers. Hence, teacher preparation programs are charged with preparing culturally competent teachers who have the knowledge, skills, and disposition to work with children and families from cultures different from their own. This article investigates an innovative approach, the Cultural Self-Analysis (CSA) Project, to accomplish this task with 26 prospective early childhood teachers. CSA Project steps are presented. Data collected on multiple levels were analyzed using constant comparative methodologies. Findings from this initial investigation suggest the CSA Project holds promise as an approach to prepare culturally responsive teachers in three major ways. Participants reported increased confidence and comfort, preparedness to facilitate home connections with culturally diverse persons, and enlightenment of teacher roles/responsibilities beyond academic instruction. 相似文献