通过家访促进文化相关教学

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Multicultural Education Pub Date : 2022-12-29 DOI:10.18251/ijme.v24i3.3189

Laura Szech

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引用次数: 0

摘要

本研究考察了教师是否可以通过阅读文化相关文献，然后参与家庭访问的实践，来学习在课堂上更加文化相关。该研究采用了基本的定性设计，数据来源包括讨论和访问记录、访谈和参与者日记。结果表明，家庭访问带来了新的和更具文化相关性的课堂实践。基于这项研究，参与文化相关培训的教师，包括家庭访问的实践，可能会在课堂上变得更加文化相关。

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Fostering Culturally Relevant Teaching Through Family Visits

This study examines if teachers can learn to be more culturally relevant in their classrooms by reading culturally relevant literature and then engaging in the practice of family visits. The study employed a basic qualitative design with data sources such as transcripts of discussions and visits, interviews, and participant journals. Results show that family visits led to new and more culturally relevant classroom practices. Based on this study, teachers who engage with culturally relevant training, including the practice of family visits, may become more culturally relevant in their classrooms.

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来源期刊

International Journal of Multicultural Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

12.50%

发文量

期刊介绍： International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for all, cross-cultural understanding, and global awareness in all levels of education including leadership and policies, IJME publishes (1) reports of empirical research typically in qualitative research orientation (some special issues may publish quantiative studies); (2) literature-based conceptual articles that advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories. We accept submissions of high quality from the global community. Reviews of visual arts, professional and children''s books, and multimedia resources will be published until the end of 2015 (submissions are on invitation only).