Multicultural Learning and Teaching最新文献

Japanese midwifery preservice professionals’ journal reflections on practicum experiences working with mothers and infants 日本助产士职前专业人员对母婴工作实习经历的日志反思

Multicultural Learning and Teaching Pub Date : 2024-02-22 DOI: 10.1515/mlt-2023-0026

Tomomi Mitsutake, Takahiro Sato, C. McKay, Chie Kataoka

{"title":"Japanese midwifery preservice professionals’ journal reflections on practicum experiences working with mothers and infants","authors":"Tomomi Mitsutake, Takahiro Sato, C. McKay, Chie Kataoka","doi":"10.1515/mlt-2023-0026","DOIUrl":"https://doi.org/10.1515/mlt-2023-0026","url":null,"abstract":"\u0000 The purpose of the current study was to examine Japanese preservice professionals’ socialization experiences while working with mothers and infants during midwifery practicum experiences. This study utilized an interpretive case study research design (Merriam, Sharan B. 1998. Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass). Data were collected from reflective journals (Janesick, Valerie. 1999. A journal about journaling: Writing as a qualitative research technique history issues and reflections. Qualitative Inquiry 5(4). 505–524) and electric portfolios. Participants were ten female students enrolled in a midwifery certification program at one private university located in central Tokyo in Japan. A constant comparative analysis method was used to interpret the data, with four themes emerging from the data: (a) struggling to make decisions related to lesson procedures, (b) adjusting lesson content to meet mothers’ and infants’ unique needs, (c) paying less attention to partners’ roles and responsibilities, and (d) applying knowledge and skills to future midwifery settings. Results indicated that the preservice professionals struggled to prepare and plan lessons and activities in a timely manner, and had the challenge of modifying activities based on the infant’s unexpected and unpredictable behaviors. However, the preservice professionals believed that the practicum course was beneficial for their professional learning and development, and applicable to various educational and professional settings. In order to advance the quality of practicum experiences in the midwifery program, instructors, department chairs, and researchers need clear and focused goals related to the status, quality, and relevance of the midwifery program mission and curricula. Due to the paucity of research in this area, it is essential to further explore these issues in Japan.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"18 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140439389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How did New York City Asians and Asian Americans get a Lunar New Year school holiday? 纽约市的亚裔和亚裔美国人是如何获得农历新年学校假期的？

Multicultural Learning and Teaching Pub Date : 2024-02-21 DOI: 10.1515/mlt-2023-0027

Carol Huang

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Executive editor’s comments: dispositions that foster multicultural interactions 执行主编的评论：促进多元文化互动的态度

Multicultural Learning and Teaching Pub Date : 2024-02-16 DOI: 10.1515/mlt-2024-2001

F. Obiakor

引用次数: 0

Bringing it all home: using local resources in teachers’ professional development 把一切带回家：在教师专业发展中利用当地资源

Multicultural Learning and Teaching Pub Date : 2023-11-22 DOI: 10.1515/mlt-2023-0011

Elise Langan, Salika A. Lawrence

引用次数: 0

Teachers’ perceptions and lived experiences of challenges in culturally diverse classrooms: establishing an equitable school environment 教师对多元文化课堂挑战的看法和生活经验：建立公平的学校环境

Multicultural Learning and Teaching Pub Date : 2023-11-17 DOI: 10.1515/mlt-2023-0028

Hasan Aydin*

{"title":"Teachers’ perceptions and lived experiences of challenges in culturally diverse classrooms: establishing an equitable school environment","authors":"Hasan Aydin*","doi":"10.1515/mlt-2023-0028","DOIUrl":"https://doi.org/10.1515/mlt-2023-0028","url":null,"abstract":"Abstract The increasing population of students of color in public school settings in the United States is a persistent challenge for White teachers teaching diverse student populations with students from racially, ethnically, culturally, and linguistically diverse families and communities of lower socioeconomic status to make learning more effective in their classrooms. This qualitative study aimed to identify the challenges in teaching students of diverse backgrounds in public school settings in a school district in Houston, the most ethnically diverse large metropolitan area in the United States. The study focused on the lived experiences with in-depth and semi-structured interviews conducted with 7 participants (6 females; 1 male) to gain insights into their perspectives and understand the essence of their experiences. The findings showed that the lack of language proficiency and trained teachers in culturally responsive teaching often create barriers to effective schooling. The findings emphasize the importance of culturally responsive teaching to prepare highly effective teachers to address the needs of an increasingly diverse student population in the United States.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139263822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching students with disabilities: a comparison of PETE students’ self-efficacy in South Korea and the United States 残疾学生教学:韩国与美国PETE学生自我效能感比较

Multicultural Learning and Teaching Pub Date : 2023-09-13 DOI: 10.1515/mlt-2022-0023

Seo Hee Lee, Jae Hwa Kim, Samuel R. Hodge

{"title":"Teaching students with disabilities: a comparison of PETE students’ self-efficacy in South Korea and the United States","authors":"Seo Hee Lee, Jae Hwa Kim, Samuel R. Hodge","doi":"10.1515/mlt-2022-0023","DOIUrl":"https://doi.org/10.1515/mlt-2022-0023","url":null,"abstract":"Abstract The twofold purpose of this study was to: (a) analyze Physical Education Teacher Education (PETE) students’ self-efficacy in teaching students with disabilities and (b) examine similarities and differences in PETE students’ self-efficacy toward teaching students with disabilities between South Korea and the United States (U.S.). Grounded in self-efficacy theory, the research design was a multiple-case study. The participants were undergraduate PETE students from South Korea ( n = 8 Korean students, 6 men and 2 women) and the U.S. ( n = 6 White students, 5 men and 1 women). Purposive (criterion) sampling was used identifying and recruiting participants. The data sources were a demographic questionnaire and interviews via Zoom technology. The data were analyzed using within-case analysis and cross-case analysis. Four major themes were exposed, which were: (a) self-efficacy differed , (b) school-based experiences , (c) education and rights , and (d) feelings and reactions . Further, there were similarities and differences in the participants’ experiences. We discussed these findings and the implications.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135688857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Frontmatter 头版头条

Multicultural Learning and Teaching Pub Date : 2023-08-28 DOI: 10.1515/mlt-2023-frontmatter2

引用次数: 0

Executive editor’s comments: sustaining our multicultural world 执行编辑评论:维护我们的多元文化世界

Multicultural Learning and Teaching Pub Date : 2023-08-04 DOI: 10.1515/mlt-2023-2002

F. Obiakor

引用次数: 0

Are we there yet? Interrogating the education of culturally and linguistically diverese (CLD) and vulnerable learners 我们到了吗?探讨文化和语言多样性(CLD)和弱势学习者的教育

Multicultural Learning and Teaching Pub Date : 2023-07-10 DOI: 10.1515/mlt-2023-0018

F. Obiakor

引用次数: 0

Investigating the needs, expectations, problems and experiences of international students in the process of distance education 调查国际学生在远程教育过程中的需求、期望、问题和经验

Multicultural Learning and Teaching Pub Date : 2023-06-29 DOI: 10.1515/mlt-2022-0022

Burcu Karabulut Coskun, M. Akcaoğlu

{"title":"Investigating the needs, expectations, problems and experiences of international students in the process of distance education","authors":"Burcu Karabulut Coskun, M. Akcaoğlu","doi":"10.1515/mlt-2022-0022","DOIUrl":"https://doi.org/10.1515/mlt-2022-0022","url":null,"abstract":"Abstract This study aims to determine the needs, expectations, problems and experiences of international students in the process of distance education. To this end, phenomenology design was used, and university students representing different departments and countries were selected through a purposive sampling method. A total of 11 international students participated in the study. An interview form was used for data collection. According to the findings, it was found that the participants did not experience any problems during the registration and admission process and could get enough support from the institution during the orientation and services process. The most common problem in the academic process is the language used by the lecturer. Also, the students mostly preferred the department they studied in line with their choices. Thanks to the repetition of the courses in distance education, they could overcome the language and communication barriers they experienced during the face-to-face education process. It was also determined that the students’ social relations with their peers and lecturers were positive, and they did not experience any adaptation problems. Finally, participants’ statements on financial challenges focused on the difficulties in both finding scholarships and supporting themselves.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116943226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0