Multicultural Learning and Teaching最新文献_第10页

Is There a There There? Responding to Mythologies that Hamper Multicultural and Global Education 那里有那里吗?回应阻碍多元文化和全球教育的神话

Multicultural Learning and Teaching Pub Date : 2018-08-28 DOI: 10.1515/mlt-2017-0014

F. Obiakor

引用次数: 0

Parental Aspirations and Investments in the Educational Achievements of African Immigrant Students 父母对非洲移民学生教育成就的期望与投资

Multicultural Learning and Teaching Pub Date : 2018-08-28 DOI: 10.1515/mlt-2016-0009

Alex Kumi‐Yeboah, L. Tsevi, Richardson Addai-Mununkum

{"title":"Parental Aspirations and Investments in the Educational Achievements of African Immigrant Students","authors":"Alex Kumi‐Yeboah, L. Tsevi, Richardson Addai-Mununkum","doi":"10.1515/mlt-2016-0009","DOIUrl":"https://doi.org/10.1515/mlt-2016-0009","url":null,"abstract":"Abstract Situated in social capital theory, the purpose of this mixed-methods study was to investigate the relationship between African-born immigrant parents’ educational level, income status, family structures, and academic performance of their children in the United States (U.S.). To that end, 205 African-born immigrant parents from a metropolitan city in the U.S. were surveyed using the modified Longitudinal Immigrant Student Adaptation Questionnaire. The participants’ (N= 205) responses to the questionnaires were analyzed using Chi-square tests and the participants’ (n = 45) interview responses were analyzed using ATLAS.ti qualitative analysis software. Findings from the quantitative data showed relationships between parents’ income, educational level, family structures and academic performance of their children. Interview findings revealed that hard work and resilience to succeed, parental expectations and academic goals, parental support and investment in education, parental involvement, parent-teacher interactions, and parental educational experiences influenced parents to support their children’s education. The authors discuss the implications of these findings for teachers who are tasked to render better educational settings for African immigrant students to succeed in United States schools.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131244343","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: 3

Culturally Responsive School-Wide Positive Behavior Interventions and Supports: A Practical Approach to Addressing Disciplinary Disproportionality with African-American Students 文化响应性学校积极行为干预和支持:解决非裔美国学生学科失衡的实用方法

Multicultural Learning and Teaching Pub Date : 2018-08-28 DOI: 10.1515/mlt-2017-0013

Ashley Johnson, Karla Anhalt, Richard J. Cowan

{"title":"Culturally Responsive School-Wide Positive Behavior Interventions and Supports: A Practical Approach to Addressing Disciplinary Disproportionality with African-American Students","authors":"Ashley Johnson, Karla Anhalt, Richard J. Cowan","doi":"10.1515/mlt-2017-0013","DOIUrl":"https://doi.org/10.1515/mlt-2017-0013","url":null,"abstract":"Abstract Zero tolerance policies have contributed to suspension and expulsion becoming common methods of addressing problem behaviors in schools. If suspension and expulsion are being used as forms of punishment, they should theoretically result in a reduction of problem behavior after their administration. In reality, exclusionary disciplinary practices have not been associated with reductions in problem behaviors among students. It has also been consistently established that disproportionate discipline practices and outcomes take place in schools. African-American students, in particular, are overrepresented in their respective rates of suspension and expulsion. School-Wide Positive Behavior Interventions and Supports (SWPBIS) provide strategies that facilitate behavioral support for all students, including those with and without disabilities. Discourse on SWPBIS has suggested that implementation strategies are culturally neutral, and subsequently should be appropriate in all schools. However, African-American students continue to be over-disciplined when compared to their White peers, even when SWPBIS is implemented with sufficient fidelity. This information suggests that a culturally responsive adaptation of SWPBIS is needed. This article provides a framework for implementing culturally responsive School-Wide Positive Behavior Interventions and Supports.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"246 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128566615","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: 13

When Words Inflict Harm: Documenting Sexuality and Gender Identity Microaggressions in Schools for LGBTQQ Youth 当言语造成伤害:记录LGBTQQ青少年在学校中的性与性别认同微侵犯

Multicultural Learning and Teaching Pub Date : 2018-08-28 DOI: 10.1515/mlt-2017-0009

Darla Linville

引用次数: 7

“Yeah, but I’m Shy!”: Classroom Participation as a Social Justice Issue “是的，但是我很害羞!”:课堂参与作为一个社会正义问题

Multicultural Learning and Teaching Pub Date : 2018-08-02 DOI: 10.1515/MLT-2018-0002

R. Diangelo, Özlem Sensoy

{"title":"“Yeah, but I’m Shy!”: Classroom Participation as a Social Justice Issue","authors":"R. Diangelo, Özlem Sensoy","doi":"10.1515/MLT-2018-0002","DOIUrl":"https://doi.org/10.1515/MLT-2018-0002","url":null,"abstract":"Abstract In-class participation is a common component of many university students’ course grade, yet there has been some debate over whether it is fair to grade participation, given that some students are “ naturally” introverted. In this paper, we problematize the central assumption that the arguments against grading participation rest upon: that classrooms are neutral spaces into which a range of personalities come together, each with unique needs that should be recognized and supported. As educators whose work and teaching is grounded in critical social justice frameworks, we argue that there is a fundamental dynamic that is missed when silence is presumed to be a-political. We argue that classrooms are microcosms of the wider society and as such, are political spaces in which dynamics of unequal social power also play out; there is no neutral classroom or natural mode of engagement. In this paper, we lay out the foundation of a social justice approach to teaching and problematize the notion of neutral classroom spaces. We speak back to some of the most common arguments against grading classroom participation and in doing so argue that participation in classroom settings is a central element to dismantling social injustice in our wider communities.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125190907","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: 5

Knowledge, Practices and Views of Ghanaian Students with Visual Impairment about Hiv/Aids 加纳视障学生对艾滋病的认识、实践和看法

Multicultural Learning and Teaching Pub Date : 2018-07-18 DOI: 10.1515/MLT-2015-0022

S. Hayford, Selete K. Avoke, F. Ocansey

{"title":"Knowledge, Practices and Views of Ghanaian Students with Visual Impairment about Hiv/Aids","authors":"S. Hayford, Selete K. Avoke, F. Ocansey","doi":"10.1515/MLT-2015-0022","DOIUrl":"https://doi.org/10.1515/MLT-2015-0022","url":null,"abstract":"Abstract The study was designed to explore the general knowledge, practices and views of students with visual impairment about HIV/AIDS in order to identify the gaps in students’ knowledge and inform decisions on instructional strategies and materials to improve students’ knowledge. Specifically, the study examined the nature of knowledge students with visual impairment have about HIV/AIDS; described the practices and views of such students about individuals living with HIV/AIDS. The study adopted the descriptive cross-sectional survey design, and used multi-staged stratified, and purposive sampling techniques to select 83 students with visual impairment in two Junior High Schools in Ghana. The participants completed a questionnaire and the researchers adopted descriptive and inferential statistics including frequency distribution, percentages, and chi-square (X2) test, to analyze the data. The findings were that majority of students with visual impairments held correct notion about HIV/AIDS; although, majority of the students understood the mode of transmission of the disease, a significant number of them held misconceptions about the modes of transmission. For example, some of them felt HIV/AIDS can be transmitted through body contact, coughing and sneezing, sharing lavatories and casual kissing as well as blood donation. In terms of views about persons living with HIV/AIDS, there were no variations in the students’ opinions. Furthermore, knowledge about HIV/AIDS has positively influenced the sexual behaviour of majority of students in the study. Chi-square (X2) computation at 0.05 significant level revealed no variations in students’ responses according to sex. Recommendations were suggested to the Ministry of Education, the Ghana Education Service and other organizations for consideration.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130033436","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

A Portrait of Chinese Culture: Investigating Perceptions Presented in Children's Books 一幅中国文化的肖像:调查儿童书籍中呈现的观念

Multicultural Learning and Teaching Pub Date : 2018-07-18 DOI: 10.1515/mlt-2017-0023

R. Giles, S. F. Martin, Vitulli Paige

{"title":"A Portrait of Chinese Culture: Investigating Perceptions Presented in Children's Books","authors":"R. Giles, S. F. Martin, Vitulli Paige","doi":"10.1515/mlt-2017-0023","DOIUrl":"https://doi.org/10.1515/mlt-2017-0023","url":null,"abstract":"Abstract Administrators, librarians, parents, teachers, and teacher educators need to be familiar with quality multicultural children's literature as a means of helping children develop an understanding of others as well as affirming their own diverse backgrounds. In this study, 31 fictional picture books identified as containing representations of ethnic Chinese or their culture were examined for literary quality and cultural authenticity. Six reviewers (three Chinese and 3 American) independently evaluated each book using a revised 10-item version of the Multicultural Children's Literature Evaluation Tool (Higgins, J. J. (2002). Multicultural children's literature: creating and applying an evaluation tool in response to the needs of urban educators. New Horizons in Education. Retrieved from http://education.jhu.edu/PD/newhorizons/strategies/topics/multicultural-education/multicultural-childrens-literature/index.html) with the highest possible score being 30. Results indicated good interrater reliability with the mean score of the Chinese and American reviewers differing by less than 5 points for 24 books (80 %). Three books received a mean score of 30 by at least one group of reviewers, and three books received a mean score of below 19 by at least one group of reviewers. With results of studies such as this one at their disposal, adults are better prepared to select quality, culturally authentic literature to share with children.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123220610","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

Teachers' Perceptions of Refugee Students in Turkish Schools 土耳其学校教师对难民学生的看法

Multicultural Learning and Teaching Pub Date : 2018-07-13 DOI: 10.1515/MLT-2017-0024

Aysun Dogutas

引用次数: 4

Physical Education Teachers’ Understandings of Culturally Relevant Pedagogy in Teaching Black Male Students 体育教师对黑人男学生文化相关教学法的理解

Multicultural Learning and Teaching Pub Date : 2018-07-05 DOI: 10.1515/MLT-2015-0016

S. Hodge, F. G. Collins

引用次数: 9

Faith and Pedagogy: Intersections of Asian American Teachers’ Identities and Practice 信仰与教育学:亚裔美国教师身份与实践的交集

Multicultural Learning and Teaching Pub Date : 2018-05-19 DOI: 10.1515/mlt-2017-0021

Candace J. Chow

引用次数: 8