Teaching for Diversity Online

Teaching Practices ◽

Culturally Relevant ◽

Online Courses ◽

Online Course ◽

Diverse Populations ◽

Face To Face ◽

Diverse Classrooms ◽

Existing gaps in teacher education programs impact programs' ability to provide teachers with effective teaching practices for use in diverse classrooms. Higher education institutions attempting to address culturally relevant pedagogy through online courses struggle to create meaningful learning opportunities for students especially when they do not have opportunities to work with diverse populations outside of class. This chapter discusses the challenges a higher education faculty member and her doctoral assistant faced when teaching an accelerated 10-week online course titled Educating Diverse Populations. The asynchronous nature of the online course and the optionality of the online group chats disrupted the process of class dialogue and interactions normally found in traditional face-to-face courses. However, reflecting on a variety of autobiographical resources and participating in weekly discussion posts assisted students to better incorporate culturally relevant pedagogy into their teaching practices.

A Self-Study of Culturally Relevant Pedagogy in a Higher Education Institution in the United Arab Emirates

Fostering a Relational Pedagogy ◽

10.1163/9789004388864_008 ◽

2018 ◽

pp. 82-92

Keyword(s):

Higher Education ◽

United Arab Emirates ◽

Culturally Relevant ◽

Education Institution ◽

Higher Education Institution ◽

Self Study ◽

Alfabetização em Foco: uma Análise Comparativa entre Instituições de Ensino Superior

EAD em FOCO ◽

10.18264/eadf.v7i2.512 ◽

2017 ◽

Vol 7 (2) ◽

Author(s):

Elaine Cristina Ferreira de Oliveira ◽

Mara Rosana Pedrinho ◽

Adriane Orenha Ottaiano

Keyword(s):

Higher Education ◽

Comparative Analysis ◽

Teacher Training ◽

Online Courses ◽

Education Institution ◽

Online Course ◽

Literacy Curriculum ◽

Reading And Writing ◽

Face To Face ◽

The Face

O trabalho versa sobre os conteúdos relacionados ao tema alfabetização?, presentes nas disciplinas nos cursos de Pedagogia, nas modalidades presencial e à distância. De cunho documental, esta pesquisa tece algumas considerações acerca da formação dos docentes, no que tange a cursos para professores nas modalidades presencial e a distância (EaD). Apresenta uma análiseacerca do rol de atividades presentes por estas instituições, além do estudo das grades e disciplinas ofertadas no que diz respeito à leitura e escrita de alunos. Os resultados indicam que a instituição de ensino superior presencial possui mais matérias sobre alfabetização (um total de treze disciplinas) em relação à faculdade de ensino a distância (seis disciplinas). Estas e outras considerações complementares são explicitadas ao longo do presente artigo.Palavras-chave: Formação docente, Alfabetização, Conteúdo curricular.Literacy on focus: a comparative analysis between Institutions of Higher EducationAbstractThis study deals with the content related to the theme "literacy" present in the disciplines of a face-to-face as well as a distant and online course of Pedagogy. The research begins with a brief historical revisitation of higher education and teacher training, regarding face-to-face as well as distant and online courses for teachers. It also presents an analysis that shows the activities carried out by these institutions, besides the study of the syllabus and disciplines that focus on students reading and writing. The results show that the face-to-face institution has more subjects on literacy (thirteen subjects in all) in comparison to the distant education institution (six subjects). This finding and others shall be explained throughout this paper.Keywords: Teacher Training, Literacy, Curriculum content.

The Pertinence of a Culturally Relevant Pedagogy in Internationalized Higher Education

International Education Studies ◽

10.5539/ies.v12n1p1 ◽

2018 ◽

Vol 12 (1) ◽

pp. 1 ◽

Cited By ~ 2

Author(s):

Rebeca Heringer

Keyword(s):

Higher Education ◽

Culturally Diverse ◽

Culturally Relevant ◽

Phenomenological Study ◽

Structured Interviews ◽

Post Secondary ◽

Diverse Context ◽

University Classrooms ◽

The burgeoning process of internationalization of higher education has greatly transformed university classrooms with the presence of innumerous nationalities. Thus it is imperative that professors are well equipped to teach in such culturally diverse context while sustaining the goals of internationalization. Although a culturally relevant pedagogy has been widely used in many educational settings, including higher education, there is a paucity of studies looking for its pertinence in an internationalized context. Then, based on Gloria Ladson-Billings’ (1995) theoretical framework, this critical phenomenological study depicts the extent to which that approach is also pertinent for informing post-secondary teachers’ work with international students in modern days. Semi-structured interviews were conducted with ten experienced professors across different faculties at a mid-sized Canadian university. Findings reveal that this pedagogy is highly appropriate to illuminate professors’ practices, but this relevance also points to fundamental and urgent aspects that must be taken into consideration when aiming at a democratic and true internationalized education.

TECHNOLOGY, INCLUSIVITY AND CULTURALLY RELEVANT PEDAGOGY: HOW EDUCATORS USE MOBILE APPLICATIONS IN SOCIO-CULTURALLY DIVERSE CLASSROOMS

INTED2020 Proceedings ◽

10.21125/inted.2020.2049 ◽

2020 ◽

Author(s):

Danica Vidotto ◽

Alison Mann ◽

Teresa Avery ◽

Karyn Cooper

Keyword(s):

Mobile Applications ◽

Culturally Diverse ◽

Culturally Relevant ◽

Diverse Classrooms ◽

The Road to Culturally Relevant Pedagogy: Expatriate teachers' pedagogical practices in the cultural context of Saudi Arabian higher education

McGill Journal of Education ◽

10.7202/1025778ar ◽

2014 ◽

Vol 49 (1) ◽

pp. 201-226 ◽

Cited By ~ 5

Author(s):

Amani K. Hamdan Alghamdi

Keyword(s):

Higher Education ◽

Cultural Context ◽

Culturally Relevant ◽

Saudi Arabian ◽

Pedagogical Practices ◽

The Road ◽

Saudi Students ◽

Relevant Pedagogy ◽

Expatriate Teachers

This case study explored the need for culturally relevant pedagogy (CRP) in Saudi Arabian higher education, especially when students have a cultural background that differs from that of their instructor. The study documented how expatriate teachers structured their pedagogical practices in the Saudi Arabian context. It examined how these university teachers attempted to proactively accommodate students’ needs, prior experiences and performance, and how they promoted academic progress while teaching in a different culture. Six themes were revealed: (1) the challenges of constructivism in the Saudi Arabian context; (2) linking pedagogy to the lives of Saudi students; (3) alternating and adjusting teaching to address student needs; (4) connecting with students’; (5) discrepancies in teachers’ beliefs; and (6) teachers’ assumptions and expectations about knowledge. It is argued that CRP offers opportunities for better learning experiences for Saudi students. Through CRP, learning can be made more meaningful and can help in the development of a positive student identity. Some pedagogical strategies are offered to help teachers implement CRP.

Strategies for Teaching Online Higher Education Courses With an Eye Towards Retention

Research Anthology on Culturally Responsive Teaching and Learning ◽

10.4018/978-1-7998-9026-3.ch021 ◽

2021 ◽

pp. 371-389

Author(s):

Annette Baron ◽

Kelly McNeal

Keyword(s):

Higher Education ◽

Multimedia Learning ◽

Online Courses ◽

Learning Needs ◽

Online Classroom ◽

Teaching Online ◽

Online Higher Education ◽

Education Courses ◽

Online courses and programs have increased in enrollment across diverse demographics due to their accessibility and flexibility. Faculty roles currently include a commitment to meeting the learning needs of a diverse online classroom in order to positively impact student outcomes and retention. Engagement and retention are fostered when online communities support culturally relevant pedagogy that includes multimedia learning and assessment, choice, and interactive, guided dialoguing where students can express their personal cultural discourse and integrate their learning with their own cultural stance.

Higher Education Teaching Practices Experience in Mexico, During the Emergency Remote Teaching Implementation due to COVID-19

Frontiers in Education ◽

10.3389/feduc.2021.628158 ◽

2021 ◽

Vol 6 ◽

Author(s):

Rogelio Zapata-Garibay ◽

Jesús Eduardo González-Fagoaga ◽

Clara Judith González-Fagoaga ◽

José Rafael Cauich-García ◽

Ismael Plascencia-López

Keyword(s):

Higher Education ◽

Education System ◽

Teaching Practices ◽

Online Courses ◽

Public Institutions ◽

Faculty Members ◽

Full Time ◽

Face To Face ◽

Technological Tools ◽

Higher Education Teaching

Higher education teaching practices experience in Mexico changed from face-to-face teaching to the emergency remote teaching derived from the health contingency by COVID-19. The change from face-to-face to an online modality in the Mexican education system represented a great challenge for teachers of all educational levels. In Mexico, the federal government declared on Tuesday March 24, 2020, Phase 2 of the plan to address the country’s Covid 19 pandemic. Governments in at least ten states decided to suspend their activities and services as of March 17, including the education system. On April 13, the Mexican education system began activities in the online modality exclusively; however, derived from the country’s technical adequacy and digital connectivity conditions, a large proportion of the educational campuses, academic programs, and the teaching staff were not prepared for this situation. This cross-sectional study was carried out to analyze the faculty members experiences about the change from face-to-face to an online modality in the health emergency context due to the COVID-19 outbreak. We designed a study to gather information on practice in the new online learning scenario. For this purpose, we collected data on the previous experience in the conduct of online courses, the technological tools used, the barriers faced while driving online courses, the current conditions of use of educational and technological tools, the vision for the future, and some indicators of physical and mental health.In a sample of 341 faculty members, those working in public institutions were on less favorable terms than their peers attached to private universities. In contrast, lecturers recorded better conditions for dealing with modality change than full-time teachers. Likewise, lecturers more often mentioned having their infrastructure to teach courses from their homes than full-time teachers, which indeed responds to less access to the universities facilities in which they teach. Another important aspect to highlight is the increased proportion of teachers in public institutions and lecturers who have other jobs, so their workload can be more intense than those of their peers.

Care and Culturally Responsive Pedagogy in Online Settings - Advances in Educational Technologies and Instructional Design ◽

Strategies for Teaching Online Higher Education Courses With an Eye Towards Retention

10.4018/978-1-5225-7802-4.ch014 ◽

2019 ◽

pp. 280-298 ◽

Cited By ~ 1

Author(s):

Annette Baron ◽

Kelly McNeal

Keyword(s):

Higher Education ◽

Multimedia Learning ◽

Online Courses ◽

Learning Needs ◽

Online Classroom ◽

Teaching Online ◽

Online Higher Education ◽

Education Courses ◽

Online courses and programs have increased in enrollment across diverse demographics due to their accessibility and flexibility. Faculty roles currently include a commitment to meeting the learning needs of a diverse online classroom in order to positively impact student outcomes and retention. Engagement and retention are fostered when online communities support culturally relevant pedagogy that includes multimedia learning and assessment, choice, and interactive, guided dialoguing where students can express their personal cultural discourse and integrate their learning with their own cultural stance.

EdTech Culturation: Integrating A Culturally Relevant Pedagogy into Educational Technology

The Electronic Journal of e-Learning ◽

10.34190/ejel.19.6.2065 ◽

2021 ◽

Vol 19 (6) ◽

pp. pp516-530

Author(s):

Jenny Eppard ◽

Amir Kaviani ◽

Michael Bowles ◽

Jason Johnson

Keyword(s):

Educational Technology ◽

Technology Use ◽

Teaching And Learning ◽

Culturally Relevant ◽

Local Context ◽

Face To Face ◽

E Learning ◽

Face To Face Instruction ◽

In recent years, the use of technology in educational contexts including e-learning has become increasing ubiquitous. While it is commonly believed that technology use can facilitate the process of teaching and learning, it is of paramount importance to adopt a Culturally Relevant Pedagogy (CRP) to address the needs of students who might experience difficulty because of cultural, linguistic and technological obstacles that might be inherent in the use of educational technology. With this consideration in mind, the present paper reports on the findings of a qualitative research involving three case studies based on structured interviews with three university professors who are experts in developing digital tools and applications for educational purposes. The participants recorded their responses to interview questions on Google Docs over a period of one month, and the data was analysed for significant themes. The data revealed that all participants believe that cultural, methodological and pedagogical barriers can significantly affect the use of educational technology in face-to-face and online classes and can consequently impact student learning. The emergent themes in the data indicate that a solid understanding of the local context in which the process of teaching and learning takes place, flexibility in terms of one’s methodological approaches to teaching and embracing differences in students’ knowledge and abilities can help ensure students succeed in their academic endeavours, they are uncritically accepted and treated in an equitable manner regardless of their competency level. All three participants in the study believe that while there are some cultural and linguistic barriers in e-learning contexts and in developing and using technological applications for students, through adopting the core principles of a culturally relevant pedagogy (CRP), they have been successful in achieving the course learning outcomes for their students. They argue that by adapting the language used in applications to the linguistic level of students, using familiar and culturally relevant themes, and adopting a blended approach in which technology complements face-to-face instruction, a better dialogue is established between the teacher and the students, and learning is thus facilitated. The findings of this study reveal that becoming familiar with the local culture, the relevant prescriptions and proscriptions can furnish the education technology developers with the requisite knowledge for creating applications that are relevant to students’ lives and are thus more effectual. Similarly, the results show that educational applications should provide a suitable platform to create and maintain an ongoing intrapersonal and interpersonal dialogue for the students to help them engage in the process of learning in a regular and consistent manner. Implications for pedagogy and research will be discussed.