Cultural and functional diversity in the elementary classroom: strategies for teachers

Cousik, Rama

doi:10.1108/jme-03-2015-0010

Cited by 13 publications

(8 citation statements)

References 37 publications

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“…A teacher is not only required to have the competence to teach language and literature, but is also required to bridge the differences between students of different cultures. This is as said (Cousik 2015), in his research. According to him, there is a need for systemic efforts that encourage ongoing debate over cultural and functional diversity, increase teachers' knowledge in the field of best practices in teaching children from diverse cultural and functional backgrounds that foster collaboration between schools and families.…”

Section: The Role Of Government and Teachers In The Application Of Intertextuality Studies In Literature In Multicultural Educationsupporting

confidence: 76%

Intertextuality Poems Chatedrale De Chartres With Pants Creed in Multicultural Education

Astuti

Zuriyati²,

Lustiyantie³

2021

IJLECR

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Intertext research was carried out to find the connection between the Chatedrale de Chartes poem by Sitor Situmorang and the Pants Creed poem by Joko Pinurbo. The relationship is related to the similarities and conflicts. This is due to the diversity of the Indonesian people because of differences in ethnicity, race, religion, and intergroups that require conflict so that this intertextual needs to be studied as teaching material in multicultural education. This research is a qualitative descriptive study with content analysis method. The research data is the Chatedrale de Chartes poem and the Pants Creed poem. Data processing techniques with literature studies, see, and notes are done by comparing the two poems using a heuristic and hermeneutic reading model to explain the interquality relationship between poems, both from the conversation that proves it. To discuss the validity of this study was used a triangulation model, namely data triangulation, theory triangulation, and expert triangulation. The results of the study are (1) intertextual relationships found in Chatedrale de Chartes and Pants Creed poems in heuristic and hermeneutic readings. (2) The results of this intertextual study are very important to be applied in multicultural education in Indonesia and the important role of government, contributions to the curriculum, and educators (teachers) in delivering intertextual material in the arts so that they are created in policy, interrelated, and between students in society multicultural.

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Section: The Role Of Government and Teachers In The Application Of Intertextuality Studies In Literature In Multicultural Educationsupporting

confidence: 76%

Intertextuality Poems Chatedrale De Chartres With Pants Creed in Multicultural Education

Astuti

Zuriyati²,

Lustiyantie³

2021

IJLECR

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“…The study findings showed that CQ of principals significantly influenced Latino students' achievement levels in both math and language arts only in eighth grade. No significant influence of teachers' CQ on student achievement on any of the three grade levels was particularly contrary to the expectations portrayed in the relevant literature (Cousik, 2015;Garza, 2009;Gay, 2000).…”

contrasting

confidence: 72%

Does cultural intelligence matter?

Collins

Duyar²,

Pearson³

2016

JME

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Purpose The purpose of this study was to examine whether the levels of cultural intelligence (CQ) of principals and teachers influence Latino students’ achievement. The study first tested the applicability of Ang and Van Dyne’s (2008) Cultural Intelligence Questionnaire (CQS) for the measurement of principals and teachers’ CQ levels by construct validating this instrument. Later, it investigated whether the CQ levels of principals and teachers explain the achievement levels of Latino students in mathematics and language arts. Design/methodology/approach A naturalistic relational research design was used to study the relationships between the study variables. Participants included a cluster random sample of 86 principals and 311 teachers in a southern state. The convergent validation was used to establish the construct validity of the CQS by correlating CQS subscale scores with several measures of principal and teacher multicultural exposure. A series of hierarchical multiple regression analyses were conducted to investigate the association between the principal and teacher CQS subscale scores and the Latino student achievement scores on state standardized tests. Findings The four-factor structure of the CQS scale was found to be valid in the educational settings. Principals’ level of CQ significantly predicted Latino students’ achievement scores of eight grade math and eight grade language arts. On the contrary to the expectations, there was no evidence to suggest that teacher-level CQ as measured by the CQS is predictive of Latino student achievement. Further analyses showed that multicultural exposures of teachers, such as being multilingual and visiting other countries, significantly predicted Latino students’ language arts performance. Originality/value This study has policy and research implications toward understanding and eliminating achievement gaps of Latino student populations. It sheds empirical light on whether this gap can be explained with the multicultural intelligence levels of principals and teachers, the two most influential actors in schools. By construct validating CQS, the study methodologically contributed to the pertinent educational research, which lacks instruments for the measurement of CQ levels of educational workforce.

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“…The California Department of Education Educational Demographics Unit (2013) stated that 71 per cent of all students in K-12 schools were ethnic minorities, while only 29 per cent of teachers are of an ethnic background. A classroom that has students from culturally diverse backgrounds holds plenty of opportunities for teachers and students to learn distinct viewpoints from one another, acquire understanding and encourage cross-cultural tolerance (Cousik, 2015). Although it is important to intertwine multicultural education into teacher-credentialing programs, it is the students who matter most.…”

Section: Introductionmentioning

confidence: 99%

Are teacher-credentialing programs providing enough training in multiculturalism for pre-service teachers?

Delk

2019

JME

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Purpose The purpose of this study is to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students. Design/methodology/approach The research method used was a qualitative approach. The research design was a descriptive single embedded case study to interview pre-service teachers who were in their second semester in a teacher-credentialing program at a university on the west coast and pre-service teachers who were in their final semester in the same teacher-credentialing program. Pre-service teachers discussed their disappointment in the program for their lack of training in how to work with culturally diverse students. Findings The findings from the study will add to the body of knowledge specific to teacher-credentialing programs, curriculum developers and universal design for learning on K-12 education. Research limitations/implications As schools become more diverse, an important role of teacher-credentialing courses is to train future teachers with the knowledge to assist culturally diverse students. If teachers were multicultural teachers, they would be better prepared to instruct culturally diverse students and could acknowledge sociocultural resources and information that students bring to the classroom. Originality/value The study is essential because training teachers to instruct culturally diverse students is critical as student demographics become more diverse.

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Cultural and functional diversity in the elementary classroom: strategies for teachers

Cited by 13 publications

References 37 publications

Intertextuality Poems Chatedrale De Chartres With Pants Creed in Multicultural Education

Intertextuality Poems Chatedrale De Chartres With Pants Creed in Multicultural Education

Does cultural intelligence matter?

Are teacher-credentialing programs providing enough training in multiculturalism for pre-service teachers?

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