Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
Faculty Publications
Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices.
Experiences In Adventist Colleges And Universities: An International Perspective, Jimmy Kijai, Vinita Sauder, Robert Weaver
Experiences In Adventist Colleges And Universities: An International Perspective, Jimmy Kijai, Vinita Sauder, Robert Weaver
Faculty Publications
This qualitative study identified the learning needs of students in the multicultural classroom. The study utilized a semi-structured interview guide and data were gathered through focus group interviews of six ethnic groups, namely: Asian, Black, Filipino, Filipino-American, Hispanic, and White. Each group was comprised of eight to twelve members purposefully sampled from the student population of one multicultural university in the Philippines for the collegiate year 2012-2013. The themes that emerged from the Qualitative Data Analysis of interview transcripts showed that learning needs in the multicultural classroom are culturally responsive teaching, teacher immediacy behaviors, differentiated instruction, and teacher language competence …