scholarly journals (Re)framing Resistance to Culturally Relevant Education as a Multilevel Learning Problem

2019 ◽  
Vol 43 (1) ◽  
pp. 197-226 ◽  
Author(s):  
Rebecca Colina Neri ◽  
Maritza Lozano ◽  
Louis M. Gomez
Keyword(s):  
Teaching And Learning ◽  
Culturally Relevant ◽  
Opportunity To Learn ◽  
Warning Signal ◽  
Learning Problem ◽  
Problem Space ◽  
Culturally Relevant Education ◽  
Teacher Resistance ◽  
Contextual Variation ◽  
State Of Affairs

Despite evidence of promise, the adoption of culturally relevant educational (CRE) approaches to teaching and learning remains sporadic and underwhelming. In this chapter, we question this state of affairs by investigating teacher resistance to CRE. Through our examination of the literature, we have come to understand teacher resistance to CRE as a multilevel learning problem that stems from (a) limited understanding and belief in the efficacy of CRE and (b) a lack of know-how needed to execute it. We therefore characterize resistance as a learning problem, rather than a problem of individual compliance, and view contextual variation in its take up as an opportunity to learn. Framing teacher resistance to CRE as a multilevel learning problem provides a way forward by shifting the perception of resistance as simply negative to an understanding of resistance as a diagnostic tool, or warning signal about when, where, for whom, and why a change can be particularly difficult. By representing our review of the literature as a problem space map, we offer a tool that can be used to pinpoint, anticipate, and preemptively address the multilevel factors that contribute to teachers’ resistance to CRE.

scholarly journals Principles of Culturally Relevant Education in an Ethnomathematical Perspective

2020 ◽  
Vol 17 ◽  
pp. e020001
Author(s):  
Milton Rosa ◽  
Daniel Clark Orey
Keyword(s):  
Culturally Relevant Pedagogy ◽  
Mathematical Knowledge ◽  
Culturally Relevant ◽  
Mathematics Curriculum ◽  
Culturally Relevant Education ◽  
Political Learning ◽  
Staff Members ◽  
Prior Experiences ◽  
Relevant Pedagogy ◽  
Relevant Education

The implementation of culturally relevant education assists in the development of student intellectual, social, and political learning by using their cultural referents to develop mathematical knowledge. It uses prior experiences of students to make learning more relevant and effective in order to strengthen their connectedness with schooling. Culturally relevant schools contextualize teaching and instructional practices while maintaining academic rigor. In these schools, educators, teachers, school leaders, and staff members are able to recognize and build upon the strengths of the students by applying instructional strategies that are culturally relevant. Culturally relevant leadership is grounded in the conviction that students are able to excel in their academic endeavor. In this context, it is necessary to enable the implementation of culturally relevant pedagogy into the curricula, designed to fit together school culture with students’ background in order to help them to conceptualize knowledge. Ethnomathematics and culturally relevant pedagogy-based approaches to mathematics curriculum are intended to make mathematical content more meaningful and relevant to students. Hence, the main objective of this article is to discuss the importance of principles of culturally relevant education in accordance to an ethnomathematics perspective.

scholarly journals Analysis of the Value and Advantages of Financial Literacy and Digitalization to the Individual

2021 ◽  
Vol 2 (2) ◽  
pp. 141-152
Author(s):  
Afzal Sayed Munna ◽  
Rehana Khanam
Keyword(s):  
Financial Literacy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Research Study ◽  
Opportunity To Learn ◽  
Financial Capability ◽  
Management Level ◽  
History Of ◽  
Digital Knowledge ◽  
The Individual

Digital literacy is the ability to analyse, evaluate and create a teaching and learning media which enables adults and youth to understand complex communication, Aufderheide (1993). Therefore, this research study has examined how digital knowledge could provide an opportunity to learn financial capability. Fintech has transformed the history of the financial sectors and places an individual at significant advantages. However, Bankers, Teachers, Information Technology (IT) professionals and university students were selected for the research study from Bangladesh and England. Interviews were conducted with management level professionals. Survey and test questionnaires were developed and randomly directed to other participants to measure their financial and ICT knowledge. The research findings have found that present financial decision making, and the growth of assets depends on an individual adult’s financial capability.

scholarly journals How to promote learning in problem-solving?

2019 ◽  
pp. 3-18
Author(s):  
Anu Laine
Keyword(s):  
Problem Solving ◽  
Mathematics Teacher ◽  
Working Group ◽  
Teaching And Learning ◽  
Affective Reactions ◽  
Plenary Talk ◽  
Cognitive Support ◽  
Learning Problem ◽  
Joint Conference ◽  
Attitudes Towards Mathematics

This article is based on my plenary talk at the joint conference of ProMath and the GDM working group on problem-solving in 2018. The aim of this article is to consider teaching and learning problem-solving from different perspectives taking into account the connection between 1) teacher’s actions and pupils’ solutions and 2) teacher’s actions and pupils’ affective reactions. Safe and supportive emotional atmosphere is base for students’ learning and attitudes towards mathematics. Teacher has a central role both in constructing emotional atmosphere and in offering cognitive support that pupils need in order to reach higher-level solutions. Teachers need to use activating guidance, i.e., ask good questions based on pupils’ solutions. Balancing between too much and too little guidance is not easy.

scholarly journals German Teachers’ Digital Habitus and Their Pandemic Pedagogy

2020 ◽  
Vol 2 (3) ◽  
pp. 879-905
Author(s):  
Carolyn Blume
Keyword(s):  
Public Schools ◽  
Technology Acceptance ◽  
Teaching And Learning ◽  
Decision Makers ◽  
Positive Development ◽  
Teacher Professionalization ◽  
Current State ◽  
Explanatory Account ◽  
State Of Affairs ◽  
Near Future

Abstract After closing public schools in early 2020 to slow the spread of Covid-19, attempts to provide continuity of education in Germany by means of digital tools faltered in variety of ways, with insufficient competence and inadequate technology leading to inequitable access and uneven implementation. Understanding how German teachers were caught unprepared in this time of crisis, especially in comparison with their European neighbors, requires an examination of their habitus as discussed by Bourdieu and Wacquant (1992) that accounts for their behaviors beyond existing models regarding technology acceptance. Drawing on existing sociological and media-related studies, this contribution will describe the attitudes of German teachers and educational decision-makers in light of their digital, cultural, and educational habitus to provide a partial explanatory account for the current state of affairs. It will show how traditional skepticism for innovation among teachers in general, and German teachers in particular, is reinforced by demographic and sociological characteristics of the German teacher population and the nature of German schooling. After describing extant conditions regarding digitally mediated educational experiences during the initial Covid-19 phase in Germany based on emerging data, this article will subsequently identify prospective issues in this area in the near future. While the transition to digital teaching and learning has the potential to bring about a number of challenges, early data suggests that a possibility of significant positive development may occur as well. Based on these indications, the article will conclude with implications for teacher professionalization going forward.

scholarly journals Penerapan Metode JIGSAW untuk Meningkatkan Hasil Belajar Bahasa Indonesia Siswa Kelas V SD Negeri 010 Beringin Jaya

GERAM ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 12-22
Author(s):  
Eny Asriani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Male Students ◽  
Fifth Grade ◽  
Learning Problem ◽  
Student Activities ◽  
Fifth Grade Students ◽  
Jigsaw Method

The author discussed the Indonesian language learning problem by incorporating the cooperative type jigsaw method in the teaching and learning process. The purpose of this study was to improve the learning outcomes of fifth-grade students at Beringin Jaya Elementary School using the jigsaw cooperative method. This research was conducted on the fifth-grade students of SDN 010 Beringin Jaya, with a total number of 20 students consisting of 12 female students and 8 male students. This research was conducted in 2 cycles starting from the end of March to May 2016. The results of the study showed that each cycle of teacher activity increased. It is seen that the teacher activity score in the first cycle got a score of 19 in the good category, and in the second cycle got a score of 23 categorized very well. Student activities from activities, in the first cycle, got a score of 20 categorized very well, and in the second cycle got a score of 22 very good categories. Additionally, the improvement of student learning outcomes was seen clearly, in the first cycle was 83.33%, while in the second cycle 91.66% of students completed. Thus, the use of the jigsaw cooperative method in Indonesian language learning can improve the learning outcomes of fifth-grade students of SDN 010 Beringin Jaya.

scholarly journals Professional Development as a Process of Cultural Brokering: Positioning Coaches as Cultural Brokers

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Tasha R Wyatt ◽  
E. Brook Chapman de Sousa ◽  
Sarah C. Mendenhall
Keyword(s):  
Professional Development ◽  
Culturally Relevant ◽  
The Other ◽  
Diverse Students ◽  
Culturally Relevant Education ◽  
Cultural Brokers ◽  
Pedagogical Models ◽  
Cultural Brokering ◽  
Relevant Education

Teachers who serve diverse students must navigate two “worlds.” One world is that of standardized curricula and pedagogy and the other is culturally relevant education. To effectively navigate these worlds, teachers need assistance from “cultural brokers” who can help make sense of the tension that emerges when these two educational worlds interact. This study analyzes the work of two Center for Research on Education, Diversity, and Excellence coaches who worked as cultural brokers to help teachers integrate multiple pedagogical models. The results indicate the coaches shifted their strategies depending on teacher preferences, and helped teachers overcome constraints within their classrooms and curricula. Framing coaches as “cultural brokers” may be a useful metaphor for others assisting teachers with navigating the tension that emerges in implementing culturally relevant education.

scholarly journals KAEDAH TALAQQĪ MUSYAFAHAH DALAM TILAWAH AL-QURAN

2021 ◽  
Author(s):  
MOHD SYAKIR MOKTAR ◽  
MOHD FARID BIN SHARIF
Keyword(s):  
Education System ◽  
Teaching And Learning ◽  
Opportunity To Learn ◽  
Islamic Education ◽  
Important Method ◽  
Online Class ◽  
Modern Methods

Kertas konsep ini membincangkan berkenaan kaedah talaqqī musyāfahah yang digunakan dalam proses pengajaran dan pembelajaran tilawah al-Quran. Perbincangan yang dikemukakan ini melibatkan sejarah dan perkembangan kaedah talaqqī musyāfahah. Selain itu, kepentingan kaedah talaqqī musyāfahah turut dibincangkan merangkumi proses pengajaran dan pembelajaran tilawah al-Quran. Kaedah talaqqī musyāfahah disebarkan seiring dengan perkembangan agama Islam. Rasulullah SAW merupakan insan yang mempelopori kaedah ini sejak Baginda menerima wahyu yang pertama. Kaedah talaqqī musyāfahah memainkan peranan penting dalam bidang tilawah al-Quran dan keilmuan Islam. Sistem pendidikan Islam di Malaysia menerima pakai kaedah ini melalui ulama-ulama terdahulu yang mengajar di madrasah dan masjid. Perkembangan kaedah ini berkait rapat dengan amalan tilawah al-Quran yang menjadi keutamaan umat Islam di negara ini. Penghasilan kaedah-kaedah moden pula membantu menambah baik serta menjadi alternatif kepada murid dalam tilawah al-Quran. Umat Islam juga menggunakan peluang mempelajari tilawah al-Quran melalui teknologi maklumat. Antaranya ialah dengan mempelajari al-Quran menggunakan kaedah talaqqī musyāfahah melalui medium yang baharu seperti kelas pengajian atas talian. Kaedah talaqqī musyāfahah terus menjadi kaedah penting dalam membantu murid-murid di sekolah dan umat Islam yang mempelajari tilawah al-Quran sehingga ke hari ini. Keberkesanan kaedah talaqqī musyāfahah tidak dapat dinafikan dengan kajian-kajian lepas yang menunjukkan kaedah ini memberi kesan positif dalam proses pengajaran dan pembelajaran al-Quran.   This concept paper discusses the method of talaqqī musyāfahah used in the process of teaching and learning the recitation of the Quran. The discussion presented involves the history and development of the method of talaqqī musyāfahah. In addition, the importance of talaqqī musyāfahah which include the process of teaching and learning the recitation of the Quran was discussed. The method of talaqqī musyāfahah was spread in line with the development of Islam. Rasulullah SAW is the person who pioneered this method since he received the first revelation. The method of talaqqī musyāfahah plays an important role in the field of recitation of the Quran and Islamic knowledge. The Islamic education system in Malaysia implemented this method based on previous scholars from madrasahs and mosques. The development of this method is closely related to the practice of reciting the Quran which is the priority of Muslims in this country. The production of modern methods also helps to improve and be an alternative for students in the recitation of the Quran. At present, Muslims use the opportunity to learn the recitation of the Quran by using the method of talaqqī musyāfahah with the help of technology through online class as a new medium of learning the Quran. The method of talaqqī musyāfahah continues to be an important method in facilitate the students and Muslims in the process of learning of the Quran. Previous studies showed that method of talaqqī musyāfahah positively affect the process of teaching and learning of the Quran.

Sign in / Sign up

Export Citation Format

Share Document