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Articles 1 - 5 of 5
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Culturally And Linguistically Responsive Noticing And Wondering: An Equity-Inducing Yet Accessible Teaching Practice, M. Garrett Delavan, Anthony Matranga
Culturally And Linguistically Responsive Noticing And Wondering: An Equity-Inducing Yet Accessible Teaching Practice, M. Garrett Delavan, Anthony Matranga
Journal of Multicultural Affairs
Noticing and Wondering is a promising practice with an emerging research base in mathematics education for helping move teachers to a more contemporary paradigm of learning where culturally and linguistically diverse students have more equitable opportunities for academic success. This paper documents and extends this emerging research of Noticing and Wondering to fill a gap in the literature by (1) conceptualizing six reasons for the value of Noticing and Wondering and (2) discussing its potential to support English learners, such as by providing teachers easy access to students’ cultural assets. We document application of Noticing and Wondering beyond mathematics and …
Fostering Emotional Engineers: Revisiting Constructive Thinking In Engineering Education, Andrea Arce-Trigatti
Fostering Emotional Engineers: Revisiting Constructive Thinking In Engineering Education, Andrea Arce-Trigatti
Journal of Multicultural Affairs
For the past decade, engineering education efforts at the postsecondary level have sought to create a more holistic type of critical thinker (Felder & Brent, 2015; Grasso & Burkins, 2010). As part of this initiative, engineers are encouraged to develop skills associated with constructive thinking—a pedagogical concept rooted in the belief that knowledge is constructed through continual interaction with peers and the environment (Anderson, 2013; Driscoll, 2005; Shayer, 2003). However, despite the positive ramifications linked with this pedagogical shift, studies have demonstrated that the increased use of collaborative aspects associated with constructivist teaching practices may be negatively impacting female students …
Meta-Analysis Of Asian Students’ Acculturative Stress In U.S. Higher Education, Chi Yun Moon, Patricia Larke
Meta-Analysis Of Asian Students’ Acculturative Stress In U.S. Higher Education, Chi Yun Moon, Patricia Larke
Journal of Multicultural Affairs
Most studies examining acculturative stress have found that students of Asian decent experience higher levels of acculturative stress in American higher education institutions than do students of European decent, but effect sizes have ranged widely, and the results of comparisons between Asians and other ethnic groups are inconsistent. To obtain estimates of the magnitude of cultural group differences in acculturative stress, meta-analyses were conducted. Meta-analytic review of 13 studies exploring Asian students’ acculturative stress in higher education during the past two decades revealed that students of Asian decent experienced a higher level of acculturative stress when compared to students of …
Interdistrict Choice And Teacher Beliefs: Implications For Educational Expectations, Equity, And Policymaking, Eric P. Ambroso, Erin Rotheram-Fuller, Daniel D. Liou
Interdistrict Choice And Teacher Beliefs: Implications For Educational Expectations, Equity, And Policymaking, Eric P. Ambroso, Erin Rotheram-Fuller, Daniel D. Liou
Journal of Multicultural Affairs
Interdistrict choice, which allows families to choose between schools outside of their districts of residence, is currently serving more students than any other choice program in the United States. Yet, despite this popularity, there is a pressing need for more research on how interdistrict choice may affect educational equity within U.S. public schools. Drawing on the analytic framework of educational racial contract, this study examines the issue of teacher beliefs in the context of interdistrict choice at a large, urban high school in Arizona, where market-based school choice programs have been continually expanded for nearly three decades. Data were collected …
“The Feeling Of Fear Was Not From My Student, But From Myself”: A Pre-Service Teacher’S Shift From Traditional To Problem-Posing Second Language Pedagogy In A Mexican Youth Prison, G. Sue Kasun, Abigail Santos, Gyewon Jang, Zurisaray Espinosa
“The Feeling Of Fear Was Not From My Student, But From Myself”: A Pre-Service Teacher’S Shift From Traditional To Problem-Posing Second Language Pedagogy In A Mexican Youth Prison, G. Sue Kasun, Abigail Santos, Gyewon Jang, Zurisaray Espinosa
Journal of Multicultural Affairs
This era of globalization, capitalism, and economic progress has given rise to mass incarceration, as a considerable number of youths in developing and developed countries live behind bars in detention facilities without appropriate educational support. Educators in these facilities deposit knowledge, through traditional pedagogical approaches, under systemic oppression and surveillance deemed necessary for safety and security. This study investigated implementations of Freire’s (2000) problem-posing pedagogy using a participatory action research (PAR) approach through the lens of critical theory. Two of the co-authors helped develop a Freirean language teaching program in an urban youth prison in Mexico, centering student teachers’ critical …