scholarly journals Cooperative Learning in Swedish Classrooms: Engagement and Relationships as a Focus for Culturally Diverse Students

2020 ◽  
Vol 10 (11) ◽  
pp. 312
Author(s):  
Kate Ferguson-Patrick
Keyword(s):  
Cooperative Learning ◽  
Intercultural Competence ◽  
Culturally Responsive ◽  
Diverse Students ◽  
Teacher Interviews ◽  
Refugee Students ◽  
Culturally Diverse Students ◽  
Culturally Responsive Education ◽  
Concern For Others ◽  
Diverse Student

The ongoing refugee crisis makes intercultural competence and culturally responsive education crucial issues in schools. At the same time, increased migration poses new challenges for social cohesion in countries around the world. How schools and classrooms can be fair and inclusive in terms of experiences and outcomes for migrant and refugee students is therefore a key question. This paper will explore the increase in migration of newly arrived students in Sweden, and how teachers in this country are catering for diverse students through cooperative learning. I explore cooperative learning as an inclusive and culturally responsive pedagogy that can be effectively used in schools to support all students and especially ‘refugee’ or newly arrived students. Using theory from cooperative learning and Stembridge (2020) as a theoretical framework, I particularly focus on analysis using two of Stembridge’s themes of Culturally Responsive Education: Engagement and Relationships to analyze Swedish primary school classroom observations and teacher interviews and find commonalities between these two themes and the key ideas in cooperative learning. This research is built on the premise that there is more need in education research for up to date observations into the classroom factors that support or hinder learning and the way that within-class groupings can support diversity and inclusivity. Cooperative learning allows participants to develop a commitment to fairness, social responsibility and a concern for others and this particularly caters for our diverse student populations.

Pre-Service Teachers' Intercultural Sensitivity, Multicultural Efficacy, and Attitudes Toward Multilingualism

2019 ◽  
pp. 211-227
Author(s):  
Ioannis Karras ◽  
Julia A. Spinthourakis ◽  
Vasilia Kourtis-Kazoullis
Keyword(s):  
Culturally Diverse ◽  
Language Attitudes ◽  
Intercultural Sensitivity ◽  
Foreign Languages ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Program Of Study ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Different Populations

Preparing teachers to assist linguistically and culturally diverse students to integrate is difficult as the paradigm is not limited to students but radiates outwards. Preparation of teachers in Greece has involved the incorporation of foreign languages and courses in multiculturalism in their program of study in an effort to promote multilingualism (ML), multicultural efficacy (ME), and intercultural sensitivity (IS). In this research brief, the authors attempt to look at how we prepare teachers to meet increased challenges migration of very different populations brings to their teaching as well as how their attitude toward multilingualism, ME, and IS may be interrelated. The study's main objectives are to measure this group's level of IS, ME, and multilingual language attitudes and examine their relationship. The goal is to determine how well equipped these pre-service teachers are to deal with the linguistically and culturally diverse student populations they will be called upon to teach and what facilitates them achieving this end.

Strategies to Support Teachers in Designing Culturally Responsive Curricula in Online Learning Environments

2019 ◽  
pp. 252-279
Author(s):  
Natalie Nussli ◽  
Yi Guan ◽  
Kevin Oh
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Culturally Responsive ◽  
Online Courses ◽  
Transformation Process ◽  
Teacher Education Programs ◽  
Diverse Students ◽  
Responsive Teaching ◽  
Multiple Perspectives ◽  
Culturally Diverse Students

The purpose of this theoretical chapter is to identify strategies that help educators develop online learning curricula to meet the needs of culturally diverse students. The first part of this chapter offers insights into culturally responsive teaching (CRT) from multiple perspectives. Specifically, the authors explore the importance of CRT in teacher education programs, how to evaluate teachers' cultural competencies, how to initiate the transformation process into culturally responsive educators, how teachers perceive the value of CRT programs, what pre-service and novice teachers typically struggle with in their attempts to teach diverse student populations, and how students perceive cultural diversity. The second part of the chapter is dedicated to an in-depth discussion of practical approaches to developing culturally responsive online curricula for both 2D and 3D learning environments, how to prepare faculty to meet the needs of diverse students in online courses, and how to stimulate pre-service teachers' reflections on CRT.

Strategies to Support Teachers in Designing Culturally Responsive Curricula in Online Learning Environments

2021 ◽  
pp. 343-370
Author(s):  
Natalie Nussli ◽  
Yi Guan ◽  
Kevin Oh
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Culturally Responsive ◽  
Online Courses ◽  
Transformation Process ◽  
Teacher Education Programs ◽  
Diverse Students ◽  
Responsive Teaching ◽  
Multiple Perspectives ◽  
Culturally Diverse Students

The purpose of this theoretical chapter is to identify strategies that help educators develop online learning curricula to meet the needs of culturally diverse students. The first part of this chapter offers insights into culturally responsive teaching (CRT) from multiple perspectives. Specifically, the authors explore the importance of CRT in teacher education programs, how to evaluate teachers' cultural competencies, how to initiate the transformation process into culturally responsive educators, how teachers perceive the value of CRT programs, what pre-service and novice teachers typically struggle with in their attempts to teach diverse student populations, and how students perceive cultural diversity. The second part of the chapter is dedicated to an in-depth discussion of practical approaches to developing culturally responsive online curricula for both 2D and 3D learning environments, how to prepare faculty to meet the needs of diverse students in online courses, and how to stimulate pre-service teachers' reflections on CRT.

Using cooperative learning and classroom research with culturally diverse students

1991 ◽  
Vol 1991 (46) ◽  
pp. 105-116 ◽  
Author(s):  
Susan Obler ◽  
Voiza Arnold ◽  
Carol Sigala ◽  
Linda Umbdenstock
Keyword(s):  
Cooperative Learning ◽  
Culturally Diverse ◽  
Classroom Research ◽  
Diverse Students ◽  
Culturally Diverse Students

scholarly journals Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course

2018 ◽  
Vol 9 (1) ◽  
pp. 14-33 ◽  
Author(s):  
Julie C. Brown ◽  
Elizabeth A. Ring-Whalen ◽  
Gillian H. Roehrig ◽  
Joshua A. Ellis
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Students Of Color ◽  
Culturally Responsive ◽  
Culturally Diverse ◽  
Secondary Science ◽  
Diverse Students ◽  
Preparation Programs ◽  
Culturally Diverse Students

Culturally responsive science teaching has been associated with several positive academic outcomes for students of color, including improved science achievement, attitudes, and identities. Given the chronic science performance gap between students of color and white peers, culturally responsive teaching seems ideal for mitigating this disparity. Traditional teacher preparation programs, however, neither emphasize nor require multicultural science education coursework. Unfortunately, many science teachers exit preparation programs without critically examining their beliefs about culturally diverse students or increasing their confidence in working with them. In response to this concern, we designed a theoretically- and contextually-grounded induction course to support culturally responsive secondary science teacher development. The purpose of this four-week course was to engage beginning secondary science teachers (1-5 years of teaching experience) in activities, discussions, and reflections raising awareness of the importance of attending to attitudes about culturally diverse students, as well as abilities to incorporate students’ backgrounds into science instruction. Course goals included improving teachers’: understanding of culturally responsive pedagogy (CRP); sociopolitical awareness and knowledge of their cultural identities; knowledge of and attitudes toward culturally diverse students, their families, and communities; critical reflection on classroom practices; and abilities to design culturally responsive science curriculum units integrating families’ funds of knowledge and/or sociopolitical ties. In this paper, we share our design and implementation experiences, as well as teacher outcomes. Continued conversations between researchers, teacher educators, and others involved in advancing culturally responsive science teaching are crucial to the academic success of culturally diverse student populations.

scholarly journals A Culturally Proficient Response to LGBT Communities: A Guide for Educators

2014 ◽  
Vol 4 (4) ◽  
pp. 397-398
Author(s):  
Nara Martirosyan
Keyword(s):  
Culturally Responsive ◽  
Student Population ◽  
Diverse Students ◽  
Diverse Student ◽  
Transgender Students ◽  
Bisexual And Transgender ◽  
Diverse Student Population ◽  
Culturally Proficient

In recent years, educators are challenged to work with more diverse student population than ever before. While the benefits of diversity should never be underestimated, it is also important to acknowledge challenges created by diversity and the need of guidance to educators on how to be culturally responsive to the needs of their diverse students. A Culturally Proficient Response to LGBT Communities (Lindsey, Nuri-Robins, Terrell, & Lindsey, 2013) is a valuable guide for educators working with LGBT (lesbian, gay, bisexual, and transgender) students. This book is a useful resource for those who are interested in learning more about LGBT communities and becoming familiar with their needs and challenges in today's society.

Identifying Program Characteristics for Preparing Pre-Service Teachers for Diversity

2011 ◽  
Vol 113 (3) ◽  
pp. 658-697 ◽  
Author(s):  
Motoko Akiba
Keyword(s):  
Teacher Preparation ◽  
Learning Community ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Field Experience ◽  
Teacher Education Program ◽  
Diverse Students ◽  
Responsive Teaching ◽  
Background Characteristics ◽  
Professional Contexts

Background/Context Educating pre-service teachers to develop multicultural awareness, knowledge, and skills for teaching diverse students is a major responsibility of teacher education program coordinators and teacher educators. Numerous studies have discussed and explored the characteristics of teacher preparation that improve pre-service teachers’ competency to teach diverse students. However, only a few empirical studies have examined the relationship between preparation characteristics and pre-service teachers’ multicultural awareness, knowledge, and skills. Research Questions The study answered two research questions: 1) How do the initial level and change in pre-service teachers’ beliefs about diversity in personal and professional contexts differ by their background characteristics? and 2) What characteristics of teacher preparation for diversity reported by pre-service teachers are associated with positive changes in their beliefs about diversity in personal and professional contexts, controlling for their background characteristics? Participants The participants were 243 pre-service teachers enrolled in eight sections in a diversity course and accompanied field experience component in a teacher education program in a Midwest Research I university. Research Design Pre- and post-surveys were conducted to examine: 1) pre-service teachers’ background characteristics (gender, socioeconomic status, class standing, hometown location, and prior exposure to diversity), 2) beliefs about diversity in personal and professional contexts, and 3) four characteristics of teacher preparation for diversity: classroom as a learning community; instructor modeling constructivist and culturally-responsive teaching; field experience for understanding diverse students; and opportunity for reflection. Findings The study found that three characteristics of teacher preparation for diversity reported by pre-service teachers: 1) classroom as a learning community, 2) instructor modeling constructivist and culturally-responsive teaching, and 3) field experience for understanding diverse students were significantly associated with positive changes in pre-service teachers’ beliefs about diversity in both personal and professional contexts. Conclusions/Recommendations Creating a sense of community in classrooms, and modeling constructivist and culturally responsive teaching are likely to promote positive beliefs about diversity among pre-service teachers. In addition, field experiences should promote pre-service teachers’ interactions with people from diverse backgrounds, assign a mentor to support their learning experience and promote self reflection, and provide opportunities to understand the connection with diversity coursework.

scholarly journals The Socio-linguistic Profiles, Identities, and Educational Needs of Greek Heritage Language Speakers in Chicago

2021 ◽  
pp. 80-97
Author(s):  
Zoe Gavriilidou ◽  
Lydia Mitits
Keyword(s):  
Culturally Responsive ◽  
Heritage Language ◽  
Online Survey ◽  
Educational Needs ◽  
Academic Needs ◽  
Heritage Speakers ◽  
Culturally Responsive Education ◽  
Greek Culture ◽  
Heritage Language Speakers ◽  
Language Corpus

The present study aims to further the research on heritage language speakers (HLSs) by providing the socio-linguistic profiles and identities of an uninvestigated community of heritage speakers, namely the Greeks of Chicago, thus offering data for a less-studied HL, Greek. The participants were fifty-four (N=54) first, second, and third-generation Greek HLSs. The socio-linguistic data were collected through an online survey, while identification with Greek culture as well as ethnic attachment and practice of Greek traditions were investigated through the content analysis of data from the Greek Heritage Language Corpus. The results of the study are discussed with respect to how they can improve our knowledge of the educational needs of Greek HL learners. This research-based knowledge can be employed for addressing the academic needs of HL learners through educational programs. The authors propose an agenda for a more linguistically and culturally responsive education program for HL learners, in general, and Greek HL learners in diasporic communities, in particular.

Sign in / Sign up

Export Citation Format

Share Document