Culturally inclusive science teaching (CIST) model for teachers of culturally and linguistically diverse students

2016 ◽  
Vol 10 (3) ◽  
pp. 322-338 ◽  
Author(s):  
Jiyoon Yoon ◽  
Kyoung Jin Kim ◽  
Leisa A. Martin
Keyword(s):  
International Students ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
English Proficiency ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Content Type ◽  
Face To Face

Purpose This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students. Design/methodology/approach The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning, interacting (online with international students who were at the beginning level of English proficiency), interacting (face-to-face with international internship students who were at the middle level of English proficiency), interacting (face-to-face with international students on campus who were at the advanced level of English proficiency) and developing lessons. Findings The pre- and post-self-efficacy tests, the culturally inclusive lessons and the final essay reflection resulted in an increase in teacher candidates’ confidence in teaching science to culturally diverse students and improvement in their skills to create culturally inclusive lessons. Originality/value Through the model, the teacher candidates interracted with international students with various levels of English proficiency and developed lessons for culturally diverse students. The CIST model is a prospective teaching strategy for teachers to support CLD students’ achievement in science by providing meaningful science in the context of their personal lived experiences.

Going Beyond Academics

2020 ◽  
pp. 1-23
Author(s):  
Jatnna Acosta
Keyword(s):  
Teaching And Learning ◽  
Culturally Diverse ◽  
Linguistically Diverse ◽  
Learning Needs ◽  
Diverse Students ◽  
Immigrant Communities ◽  
Whole Child ◽  
Culturally Diverse Students ◽  
Diverse Learning ◽  
Meaningful Relationships

Teaching culturally diverse students and immigrant communities requires the purposeful implementation of instructional strategies that are able to meet diverse learning needs. The whole child approach to teaching and learning allows educators to look at students as individuals and view their diverse characteristics as assets to learning as opposed to limitations. The presence of the achievement gap between culturally diverse students and those from immigrant communities presents unique needs that interfere with the possibility of post-school success opportunities. Recognizing the whole child in learning has been proven as an effective strategy for successfully engaging students in the classroom and supporting them in their postsecondary development. The purpose of this chapter is to allow educators of culturally and linguistically diverse students to learn about how they can embrace the diversity of their students and their families by building meaningful relationships that take into consideration the whole child.

The light in their eyes: creating a multicultural education course for doctoral-level students

2020 ◽  
Vol 35 (2) ◽  
pp. 85-100
Author(s):  
Clarisse Halpern ◽  
Hasan Aydin
Keyword(s):  
Multicultural Education ◽  
Student Teachers ◽  
Doctoral Students ◽  
Culturally Diverse ◽  
Online Discussions ◽  
Public Institution ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Content Type ◽  
Doctoral Level

Purpose The purpose of this study is to investigate the perceptions of graduate students about the need for a multicultural education course at doctoral level in a mid-sized higher education public institution in Southwest Florida. Design/methodology/approach A qualitative case study method was applied with multiple sources of data collected, including semi-structured interviews, observations and students’ written papers, online discussions and assignments that aimed to prepare educators to teach culturally diverse students and challenge their own perceptions about culture, race and other multicultural education-related topics. Findings The findings indicate that, even though the multicultural education course promoted an eye-opening transformational experience for students through their interactions and learning from each other, the students still need further training in multicultural education because of their limited culturally responsive teaching skills. Research limitations/implications Limitations of the study are that both the researchers were deeply involved with the material and the class, as the class professor and one of the students, which might have affected the authors’ perception about the students’ journey in learning about multicultural education. The researchers’ dual-role (as researchers and course professor and graduate assistant) might have influenced the participants’ responses, as they knew they were part of a research project. Thus, the participants’ spontaneity in sharing their opinions and beliefs about multicultural education may have been hampered, perhaps responding what the researchers expected rather than with their authentic perspectives on the topics. Practical implications The implications of this study to teachers, educators and practitioners are that it invites the readers to reflect on their academic preparedness to work with culturally diverse students. For policymakers, the study indicates the need for creating standards that aim to examine in-service graduate student teachers about their self-efficacy, readiness and dispositions to work with culturally diverse students. Originality/value Because of the limited publications on doctoral students learning multicultural education, the authors’ study offers an important insight into the transformational experience of doctoral students learning multicultural education and the implications for improving graduate courses in multicultural education.

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

2019 ◽  
Vol 13 (3) ◽  
pp. 258-275
Author(s):  
Tricia Denise Delk
Keyword(s):  
Culturally Diverse ◽  
Universal Design For Learning ◽  
The Body ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Content Type ◽  
Design For Learning ◽  
Sociocultural Resources ◽  
Teacher Credentialing ◽  
K 12

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.

How do you warn them if they speak only Spanish? Challenges for organizations in communicating risk to Colonias residents in Texas, USA

2014 ◽  
Vol 23 (5) ◽  
pp. 533-550 ◽  
Author(s):  
Sudha Arlikatti ◽  
Hassan A. Taibah ◽  
Simon A. Andrew
Keyword(s):  
Nonprofit Organizations ◽  
Online Survey ◽  
Linguistically Diverse ◽  
Risk Information ◽  
Culturally And Linguistically Diverse ◽  
Future Research ◽  
Snowball Sampling ◽  
Content Type ◽  
Diverse Groups ◽  
Communicating Risk

Purpose – The purpose of this paper is to examine the information channels used by public and nonprofit organizations to communicate disaster risk information to Colonias residents in Hidalgo County, Texas. It seeks to find creative and proactive solutions for organizations to improve risk education to these constituents. Design/methodology/approach – Initially a snowball sampling technique was used to conduct six face-to-face interviews. This was followed by an online survey sent to 64 reputational referrals, of which 23 completed the survey, generating a response rate of 34 percent. A comparative analysis between public and nonprofit organizations and the Fischer's exact test were employed to analyze the data. Findings – Channel preferences for providing risk information varied with public organizations using the television (TV) and the nonprofit organizations using bilingual staff for outreach. The television, radio, public events, and bilingual staff were considered to be the most effective while social media (Facebook, Twitter, and city web sites) was not considered at all by both groups. Lack of funding and staffing problems were identified as the primary challenges. Research limitations/implications – One limitation is that the paper focusses on organizations serving Spanish speakers in the Texas Colonias. Future research needs to investigate how other localities at border sites where culturally and linguistically diverse groups might reside, receive and understand risk information. The role of cross-national organizations in creating internationally coordinated plans for disaster communication should also be explored. Originality/value – It highlights the challenges faced by organizations in communicating risk, especially in border communities where culturally and linguistically diverse groups reside.

scholarly journals Multicultural Education: Teachers Perceptions And Preparation

2005 ◽  
Vol 2 (5) ◽  
Author(s):  
Sunita Sharma
Keyword(s):  
Multicultural Education ◽  
Culturally Diverse ◽  
Correlation Coefficients ◽  
Professional Preparation ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Teachers Perceptions ◽  
Quantitative And Qualitative Research ◽  
K 12

In this study, the researcher has explored and described K-12 school teachers’ perceptions of multicultural education and their professional preparation to teach culturally diverse students in a Northwest Florida school district. This was a descriptive study, combining quantitative and qualitative research methods. A proportionate stratified random sample of 150 K-12 teachers was used for the survey and a case study of 15 teachers for the interviews. Correlation coefficients and ANOVA results determined overall significantly low correlations between teachers’ demographics and their perceptions. Previous research and the findings from this study indicate a need for effective preparation in multicultural education for teachers of culturally diverse students.

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