Teaching Strategies and Adaptations of Teachers in Multiculturally Diverse Classrooms in Seventh-day Adventist K-8 Schools in North America

Lopez, Annabelle; Freed, Shirley; Kijai, Jimmy

doi:10.1080/10656210309484944

Cited by 2 publications

(2 citation statements)

References 1 publication

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“…A review of the literature on multicultural education at the international level shows that the majority of studies focused on countries in the Western world, such as Australia, Britain, Canada, and the United States (e.g., Bonnet & Carrington, 1996;Fujikane, 2003;Gardner, Karakasoğlus, & Luchtenberg, 2008;Gereluk & Race, 2007;Lopez, Freed, & Kijai, 2003;Phillion, 2002;Rhone, 2008). Consequently, as Bokhorst-Heng (2007) pointed out, the literature on comparative multicultural education has been dominated by a Western paradigm.…”

Section: Multicultural Education In Different Societiesmentioning

confidence: 99%

Different Drummers: International Perspectives on Multicultural Education

Yao

Buchanan

Chang

et al. 2009

IJME

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This study compares social studies textbooks used in elementary schools of Canada, China, Mexico, Taiwan, and the U.S. in terms of how multicultural education is integrated into the curriculum. Based on Banks' framework of multicultural curriculum reform, the researchers examined the dimensions of content integration, knowledge construction, and prejudice reduction to assess the level of multicultural education represented in each textbook. The results were interpreted in the cultural, historical, and political contexts of each society.

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Section: Multicultural Education In Different Societiesmentioning

confidence: 99%

Different Drummers: International Perspectives on Multicultural Education

Yao

Buchanan

Chang

et al. 2009

IJME

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“…When the related literature was reviewed, it was seen that similar results were obtained in previous studies. It is a common barrier encountered by researchers, teachers`, and teachers`educators, who stated that students had lack of prior knowledge that hindered their learning (Basturk, 2012;Incikabi & Serin, 2017;Kates, 2014;Lopez, Freed, & Kijai, 2003;Svinicki, 1993). Prior knowledge has an important place in students' learning, and when it comes to teaching it can be an important barrier too.…”

Section: Student-based Barriers During Teaching Processmentioning

confidence: 99%

Identifying Barriers When Teaching Science and Mathematics in Low Economy Regions: Swansea and Hakkari as Case Studies

Baran

2019

JBSE

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The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers’ lack of subject knowledge and socio-economic and cultural-based issues. As student-based barriers, lack of prior knowledge, students`attention span, and interest; and regarding teachers-based barriers, teachers` lack of class management and communication skills, and lack of student-centered methods found as similar barriers. Language and socio-economical problems were also shared barriers for both cities. In addition to those barriers, political and family-based issues which hindered educational attainment found as the main barriers by science and mathematics teachers in Hakkari. Keywords: comparative case research, mathematics teachers, science teachers, teaching barriers.

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Teaching Strategies and Adaptations of Teachers in Multiculturally Diverse Classrooms in Seventh-day Adventist K-8 Schools in North America

Cited by 2 publications

References 1 publication

Different Drummers: International Perspectives on Multicultural Education

Different Drummers: International Perspectives on Multicultural Education

Identifying Barriers When Teaching Science and Mathematics in Low Economy Regions: Swansea and Hakkari as Case Studies

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