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Thematische Bibliographien / Culturally inclusive teaching

Inhaltsverzeichnis

Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Culturally inclusive teaching“

Autor: Grafiati

Veröffentlicht am 7. Juni 2025

Zuletzt aktualisiert am 2. August 2025

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Zeitschriftenartikel zum Thema "Culturally inclusive teaching"

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Bui, Nguyen Phuong Thuy. "Developing Culturally Inclusive Teaching Materials for English Language Learners." Global Journal of Arts Humanity and Social Sciences 5, no. 3 (2025): 293–95. https://doi.org/10.5281/zenodo.15030165.

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The increasing diversity of English language learners (ELLs) in educational settings necessitates the development of culturally inclusive teaching materials. This research explores the significance of integrating students' cultural backgrounds into English language instruction to enhance engagement, comprehension, and overall learning outcomes. Using a qualitative research approach, the study examines educators' perspectives and existing instructional materials to identify best practices in cultural inclusivity. Findings suggest that culturally responsive pedagogy fosters a sense of belonging

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Reskyani, Syarifuddin Dollah, and Muhammad Basri. "An Investigation of EFL Students’ Attitudes Toward Culturally Responsive Pedagogy in Speaking Classes." Eduvelop: Journal of English Education and Development 8, no. 2 (2025): 279–308. https://doi.org/10.31605/eduvelop.v8i2.4844.

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Particularly in multicultural classrooms like those in Indonesia, culturally responsive teaching (CRT) provides inclusive practices that serve a variety of learners. With an emphasis on positive and negative answers across four aspects: experience, attitude, feeling, and belief, this research investigates students' perceptions of culturally responsive teaching implementation in an English-speaking class at Universitas Muslim Indonesia’s English Education Department. A qualitative case study design was used to gather information from 12 students using field notes, observations, interviews, and

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Yoon, Jiyoon, Kyoung Jin Kim, and Leisa A. Martin. "Culturally inclusive science teaching (CIST) model for teachers of culturally and linguistically diverse students." Journal for Multicultural Education 10, no. 3 (2016): 322–38. http://dx.doi.org/10.1108/jme-01-2016-0012.

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Purpose This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students. Design/methodology/approach The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning, interacting (online with international students who were at the beginning level of English proficiency), interacting (face-to-face with international internship students who were at the middle level of English proficiency), interacting (face-to-face with

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Abdalla, Hassan, and Ahmat Moussa. "Culturally Responsive Teaching: Navigating Models and Implementing Effective Strategies." Acta Pedagogia Asiana 3, no. 2 (2024): 91–100. http://dx.doi.org/10.53623/apga.v3i2.432.

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Culturally Responsive Teaching (CRT) stands as a beacon of equity and inclusivity within the realm of education, advocating for instructional practices that honor and affirm students' diverse cultural backgrounds, experiences, and perspectives. It bridges the cultural divide between educators and students, recognizing that cultural identities significantly shape learning experiences and outcomes. The aim of this review is to thoroughly analyze CRT, delving into its diverse models, strategies, and practical implications. CRT emphasizes cultural competence among educators, the integration of cul

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Cutley, Passion L., and Felix A. Okojie. "The Perceptions of Preservice Teachers on Culturally Responsive Teaching Through the Lens of Geneva Gay Framework." Advances in Social Sciences Research Journal 12, no. 01 (2025): 77–96. https://doi.org/10.14738/assrj.1201.18147.

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This study aimed to understand preservice teachers' perceptions of culturally responsive teaching within a teacher preparation program, guided by Geneva Gay's Culturally Responsive Teaching Framework. The research questions examined the extent of preservice teachers' knowledge of cultural diversity, their ability to validate the cultural identities of diverse learners, and their implementation of culturally responsive teaching practices. Utilizing a qualitative methodology, the study allowed participants to express their views on their preparedness to be culturally responsive teachers based on

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Nganga, Lydiah, Aaron Nydam, and John Kambutu. "Goal Setting for Teacher Development: Enhancing Culturally Responsive, Inclusive, and Social Justice Pedagogy." Education Sciences 15, no. 3 (2025): 264. https://doi.org/10.3390/educsci15030264.

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This interpretive phenomenological study explores the perspectives of in-service, K-12 teachers in a graduate teacher education program on using goal setting to promote culturally responsive practices. The participants set two goals, documented their growth, and rated course instructional strategies that contributed to their learning. Data were collected through written reflections and responses to an anonymous midterm questionnaire in an online forum. Additional data came from the participants’ final reflections, the principal researcher’s reflective teaching notes, and end-of-semester reflec

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M., N. Toshmurodova. "Inclusive Education and Pedagogical Adaptation in Foreign Language Teaching." «Maktabgacha va maktab ta'limi» jurnali 3, no. 2 (2025): 7–11. https://doi.org/10.5281/zenodo.14958114.

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Teaching English as a Foreign Language (TEFL) operates at the confluence of linguistic proficiency and culturalcompetence. This study employs a rigorous mixed-methods approach to analyze the complex interactions betweencultural values and TEFL methodological approaches, addressing the gap between theoretical frameworks and practicalpedagogical applications in multicultural settings. Findings indicate significant correlations between cultural dimensions–including individualism-collectivism, power distance, uncertainty avoidance, and long-term orientation–and instructionalstrategies.

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Jayasinghe, Shan, Karen Arm, and Kelum A. A. Gamage. "Designing Culturally Inclusive Case Studies with Generative AI: Strategies and Considerations." Education Sciences 15, no. 6 (2025): 645. https://doi.org/10.3390/educsci15060645.

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This study investigates the use of generative AI tools to create culturally inclusive case studies in postgraduate project management education, addressing a critical gap in existing research. While prior literature highlights the benefits of culturally responsive teaching (CRT) practices, there is notable lack of exploration into how generative AI can be leveraged to develop culturally relevant learning materials. Using an interpretivist philosophy and action research methodology, the study engaged eight international students to evaluate the effectiveness of AI-generated case studies tailore

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Madriaga, Berne, and Allan Jay Cajandig. "Unveiling the Worldview of Mathematics Teachers Towards Culturally Responsive Mathematics Teaching: A Phenomenological Analysis." Psychology and Education: A Multidisciplinary Journal 36, no. 9 (2025): 979–89. https://doi.org/10.70838/pemj.360901.

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Culturally Responsive Mathematics Teaching (CRMT) has gained global recognition for addressing the diverse cultural backgrounds of learners. This qualitative study, employing a phenomenological approach, explores the effects of CRMT in selected secondary schools in Senator Ninoy Aquino, Sultan Kudarat, during the 2024-2025 school year. Ten mathematics teachers participated in semi-structured interviews and a focus group discussion. Data were analyzed using Max van Manen’s Phenomenological Approach. Findings revealed twelve (12) relevant themes: Integration of cultural context in teaching, Navi

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Luzano, Jay Fie Paler. "Culturally-Responsive Mathematics Teaching Strategies in the Contemporary Academic Tapestry: A Scoping Review." International Journal on Studies in Education 7, no. 2 (2025): 373–87. https://doi.org/10.46328/ijonse.347.

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This study examines culturally responsive mathematics teaching strategies within the contemporary academic landscape through a systematic scoping review. This investigation explores the evolving role of culturally responsive mathematics instruction in fostering equitable and meaningful learning experiences. The findings reveal two major themes that encapsulate culturally responsive mathematics teaching strategies: (1) Embedding Culture in Mathematics Lessons, which includes Using Real-Life Cultural Examples, Incorporating Indigenous Mathematical Concepts, and Language and Symbols in Mathematic

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Dissertationen zum Thema "Culturally inclusive teaching"

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Bwire, David. "Meaning Across Difference: Exploring Intercultural Communication Strategies in an Alaska-Kenya Collaboration." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469088653.

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Silva, Juliana Mendes da. "Reflexões para um ensino inclusivo em aulas de química: aporte na psicologia histórico-cultural." Niterói, 2017. https://app.uff.br/riuff/handle/1/4784.

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Submitted by Maria Bernadete Dos Santos (mariabpds@id.uff.br) on 2017-09-22T12:47:21Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Juliana Mendes.pdf: 1340438 bytes, checksum: 9b986ec3a21d4dda99dcccdb72234268 (MD5) Produto Juliana Mendes.pdf: 579684 bytes, checksum: 3c1c8242dfe8c565cfe7ae4e309b5323 (MD5)<br>Approved for entry into archive by Biblioteca Central do Valonguinho Biblioteca Central do Valonguinho (bcv@ndc.uff.br) on 2017-10-04T21:24:59Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf84

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Caetano, Danilo Borges. "Estratégias e mediações para o ensino de geometria plana à luz do desenho universal pedagógico na perspectiva da educação matemática inclusiva." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8597.

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Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2018-06-21T12:42:06Z No. of bitstreams: 2 Dissertação - Danilo Borges Caetano - 2018.pdf: 4420889 bytes, checksum: 85c339f96066bcc3576cc21df40ff808 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-06-27T11:01:48Z (GMT) No. of bitstreams: 2 Dissertação - Danilo Borges Caetano - 2018.pdf: 4420889 bytes, checksum: 85c339f96066bcc3576cc21df40ff808 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Ma

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Lopes, Mara Aparecida de Castilho. "Ensinar: \"então, é função de quem?\" Atuação do professor interlocutor na educação de surdos da rede estadual paulista." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-27102015-093026/.

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A contratação de professores interlocutores na rede estadual de ensino de São Paulo tem gerado dúvidas sobre sua função no processo educacional de estudantes surdos, pois os documentos estaduais não delimitam sua atuação de forma explícita. Políticas federais estabelecem que surdos inseridos no ensino regular sejam acompanhados por intérpretes de língua de sinais, o que induz à compreensão de que o professor interlocutor deve assumir tal função. A partir dos pressupostos teórico-metodológicos da Psicologia Histórico-Cultural, o presente trabalho tem o objetivo de identificar a função social do

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Nicolaus, Andréa Moreno. "O ensino-aprendizagem de espanhol como língua estrangeira em uma escola inclusiva." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/13561.

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Made available in DSpace on 2016-04-28T18:22:29Z (GMT). No. of bitstreams: 1 Andrea Moreno Nicolaus.pdf: 910116 bytes, checksum: 44b577d337d7d629c7705beadedab184 (MD5) Previous issue date: 2012-05-18<br>New parameters in Education have been proposed for some decades now, especially concerning inclusive education. The respect for differences eliminates all forms of inequality concerning disability according to the Lei de Diretrizes e Bases da Educação Nacional(LDB) number 9.934/96, article 4, as well as the enactment 3.956 of the Convenção Interamericana of October 8, 2001 approved by the Nat

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Cid, Cifuentes Rodrigo. "El profesorado de Historia y Ciencias Sociales ante los retos de la diversidad cultural: un estudio de casos en la comuna de Santiago de Chile." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/669999.

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Como bien sabemos, a los centros educativos se han ido incorporado una gran cantidad de estudiantado inmigrante, lo que ha generado complicaciones para el profesorado los incluya en sus prácticas pedagógicas. En ese contexto, es necesario realizar prácticas educativas para una diversidad cultural no sólo en Chile, sino en todos los rincones de nuestro planeta. La presente tesis doctoral analiza las prácticas pedagógicas del profesorado de Historia y Ciencias Sociales en aulas multiculturales de educación secundaria de la comuna de Santiago de Chile. Sus resultados nos permiten ev

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McCrary, Robin Micah. "Toward a Cultural Competence in Creative Writing Pedagogies." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1578408835816055.

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Cabler, Kendra. "Exploring the impact of diversity training on the development and application of cultural competence skills in higher education professionals." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5791.

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In recent years the terms diversity and inclusion have become major buzzwords across industries and fields of study. Within the field of education broadly, and higher education in particular, a shifting student demographic can be seen across the country. Issues of equity and inclusion have become central complexities for present day educational strategists, and organizations committed to cultivating a culture of inclusion must do so with intentionality. In the context of higher education, this often requires the intentional development of professionals within a particular college or universi

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Wilson, Kristina. "Lärares arbete med språk-, läs- och skrivundervisning i inkluderande skolpraktiker." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62555.

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Den här undersökningens syfte är att undersöka hur några lärare inom den svenska grundskolan, arbetar med språk-, läs- och skrivundervisning för att möta den mångfald som finns i ett klassrum samt deras uppfattning av hur det är att arbeta inkluderande i dessa verksamheter. Som metod har kvalitativa semistrukturerade intervjuer används. Teoretisk utgångspunkt är det sociokulturella perspektivet på lärande. Resultaten visar att lärare jobbar med viss medvetenhet enligt olika metoder och strategier inom språk-, läs- och skrivundervisning där alla elever är inkludera. Studien visar även att

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Maiorano, Joseph. "You Can’t Teach Whom You Don’t Know: Black Males’ Narratives on Educators in K-12 Schools." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492703555267517.

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Bücher zum Thema "Culturally inclusive teaching"

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Cartledge, Gwendolyn. Diverse learners with exceptionalities: Culturally responsive teaching in the inclusive classroom. Pearson, 2009.

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1957-, Jamal Zenobia, and Society for Teaching and Learning in Higher Education., eds. Cultural diversity and inclusive teaching. Society for Teaching and Learning in Higher Education, 2007.

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Europe, Council of, ed. Policies and practices for teaching sociocultural diversity: Diversity and inclusion : challenges for teacher education. Council of Europe Publishing, 2010.

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Benucci, Antonella, Giulia I. Grosso, and Viola Monaci. Linguistica Educativa e contesti migratori. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-570-4.

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The volume, produced within the framework of the COMMIT project “Fostering the Integration of Resettled Refugees in Croatia, Italy, Portugal and Spain”, concerns the current European situation, and in particular the teaching of L2 in its relations and interdisciplinary exchanges with other scientific fields dealing with migratory phenomena; therefore, starting from the COMMIT experience, it offers a wide perspective, going beyond the borders of the countries involved in the project and identifying good practices that can be replicated in different territorial and social contexts to ensure succ

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Paraguay) Seminário de Educação Intercultural Bilíngüe e Educação Indígena (2nd 2010 Asunción. Educación, lenguas y culturas en el Mercosur: Pluralidad cultural e inclusión social en Brasil y Paraguay. Centro de Estudios Antropológicos, Universidad Católica "Nuestra Señora de la Asunción" (CEADUC), 2010.

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Rodríguez, R. Joseph. Teaching Culturally Sustaining and Inclusive Young Adult Literature. Routledge, 2018. http://dx.doi.org/10.4324/9781315098555.

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Creating a Culturally Inclusive Campus. Routledge, 2017.

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Pharris, Margaret Dexheimer, and Susan Dandridge Bosher. Transforming Nursing Education: The Culturally Inclusive Environment. Springer Publishing Company, Incorporated, 2009.

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Diverse Learners with Exceptionalities: Culturally Responsive Teaching in the Inclusive Classroom. Prentice Hall, 2008.

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Teaching Culturally Sustaining and Inclusive Young Adult Literature: Critical Perspectives and Conversations. Taylor & Francis Group, 2018.

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Buchteile zum Thema "Culturally inclusive teaching"

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Ford, Donna Y., and Gilman W. Whiting. "Culturally Responsive Teaching Practices." In Best Practices for the Inclusive Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9781003233237-14.

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Yang, Linda Hui. "Achieving culturally inclusive teaching utilising the Universal Design for Learning framework." In Making Inclusive Higher Education a Reality. Routledge, 2023. http://dx.doi.org/10.4324/9781003253631-18.

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Ruday, Sean. "Ideas for Building an Inclusive Classroom Environment." In Culturally Relevant Teaching in the English Language Arts Classroom. Routledge, 2018. http://dx.doi.org/10.4324/9780429401831-8.

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Chong Yu Wei, Alison. "Enhancing Equity: Culturally Responsive Teaching and Inclusive Education for EAL Learners." In Encyclopedia of Educational Innovation. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-13-2262-4_348-1.

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Dobinson, Toni. "Challenging Invisibility in a Privileged Discourse Space: Culturally and Linguistically Inclusive University Teaching." In English Language Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34702-3_9.

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Vaccaro, Annemarie. "Developing a culturally competent and inclusive curriculum: A comprehensive framework for teaching multicultural psychology." In Integrating multiculturalism and intersectionality into the psychology curriculum: Strategies for instructors. American Psychological Association, 2019. http://dx.doi.org/10.1037/0000137-003.

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Vijayavarathan-R, Kalpana, and Edda Óskarsdóttir. "‘Analysis of Policies Supporting Teachers to Tackle Linguistic and Cultural Diversity and Facilitate Inclusion from the Perspectives of Iceland and the Faroe Islands’." In Springer Polar Sciences. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_12.

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AbstractIn today’s fast changing multicultural societies, governments and organisations must use their agency to ensure the contribution and inclusion of all cultures and ethnicities. A key factor for enabling this is ensuring education plays a leading role in facilitating the creation of an inclusive society. In this context, the education of teachers must be a priority given the reach and impact teachers have on a society. Therefore, teacher education with its role in preparing pre-service teachers for teaching in a multicultural setting is uniquely placed to enable focus on and engender a f

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Höstfält, Gabriella, and Barbro Johansson. "Regulatory Support Activities in the Swedish Policy and Practice Nexus: Inclusive Culture of Education Policy in Different Contexts." In Policy Implications of Research in Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36970-4_12.

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AbstractThe policy and practice nexus in this chapter aims to investigate how Swedish regulated support activities, inspired by an inclusive approach, are theoretically designed in governance, interpreted in policy documents and put into practice in the classroom. The inclusive culture of education policy face multiple demands which makes it necessary to elaborate with a deeper and more detailed explanation for understanding how inclusive support activities are formed and are presently functioning. Drawing from the characteristics of the culture of policy embodying culturally-bound beliefs, we

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Hoekje, Barbara J., and Scott G. Stevens. "Teaching and Learning in the Culturally Inclusive Classroom." In Creating a Culturally Inclusive Campus. Routledge, 2017. http://dx.doi.org/10.4324/9781315226729-7.

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Gatson, Torren. "Upbuilding an Inclusive Future." In Teaching Public History. University of North Carolina PressChapel Hill, NC, 2023. http://dx.doi.org/10.5149/northcarolina/9781469673301.003.0005.

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Abstract Torren Gatson commits his public history courses to exploring and advancing inclusivity and equity in the public history field. In the fall of 2019, he taught a museum and historic site interpretation course in which he and students partnered with the Historic Magnolia House, a hotel that was included in the Negro Motorist Guide and played a central part in the civil rights struggle in Greensboro. Gatson facilitated his course as an exercise in scholarly consciousness raising; in his words, students left the course with “awareness about issues of authority and culturally responsive pe

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Konferenzberichte zum Thema "Culturally inclusive teaching"

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Bollo, Christina. "Intentional Inclusion in Teaching Place and Health." In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.60.

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This paper presents the first results from a pedagogical research project designed to diversify the content in a required Place and Health course in the School of Architecture curriculum. The design and implementation of this endeavor relies on culturally inclusive pedagogy (Yu 2018) in which students use cultural anchors to connect themselves to unfa¬miliar subjects. We created and collected new content from a diversity of geographic contexts, particularly architects from the global south. We then used short essay reflective responses to reinforce the cross-cultural learning. When evaluating

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Panwar, Manasi, and Pushp Lata. "EMPOWERING NEURODIVERGENT LEARNERS IN INCLUSIVE CLASSROOMS: A CULTURALLY RESPONSIVE TEACHING (CRT) PERSPECTIVE." In EduCon Singapore – International Conference on Education, 05-06 July 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.343360.

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The global commitment to inclusive education under the United Nations Sustainable Development Goal (SDG 4) aims to accommodate the diverse learning needs of neurodivergent learners comprehensively. Conventional teaching methods often underserved the unique learning requirements of neurodivergent learners, such as those with dyslexia. The study examines the impact of Culturally Responsive Teaching (CRT) as an instructional approach, emphasizing the use of culturally relevant learning materials, differentiated and flexible instruction, visual cues, and social emotional learning (SEL) interventio

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Panwar, Manasi, and Pushp Latab. "EMPOWERING NEURODIVERGENT LEARNERS IN INCLUSIVE CLASSROOMS: A CULTURALLY RESPONSIVE TEACHING (CRT) PERSPECTIVE." In EduCon Singapore – International Conference on Education, 05-06 July 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.231232.

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The global commitment to inclusive education under the United Nations Sustainable Development Goal (SDG 4) aims to accommodate the diverse learning needs of neurodivergent learners comprehensively.Conventional teaching methods often underserve the unique learning requirements of neurodivergent learners, such as those with Dyslexia, Autism, and Adult Attention-Deficit/Hyperactivity Disorder (ADHD). The study examines the impact of Culturally Responsive Teaching (CRT) as an instructional approach, emphasizing – the use of culturally relevant learning materials, differentiated and flexible instru

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Johnstone, Carolyn, and Maxine Cooper. "SUPPORTING PRE-SERVICE TEACHERS THROUGH INTERCULTURAL EXPERIENCES: A PATHWAY TO SOCIALLY AND CULTURALLY INCLUSIVE TEACHING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1034.

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Szentesi, Anita. "It Depends on the Lens: Film as Experimential Teaching in Architectural Design and Design Representation." In Arts Research Africa 2022 Conference Proceedings. Arts Research Africa, 2022. http://dx.doi.org/10.54223/10539/35872.

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This paper presents a creative research project that combines architecture and film to promote inclusive and collaborative design environments in architectural pedagogy. The technique, called character-led design, explores the complex relationships among people, culture, identity, and architecture through the lens of filmic narratives. By emphasizing the lived experiences of characters in the design process, the research aims to create socially responsible and culturally sensitive designs. The paper discusses the pedagogic process, student projects, and feedback, highlighting the potential of

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Katsampoxaki-Hodgetts, Kallia, Konstantinos Kotsidis, Stamatios Papadakis, and Panagiotis Anastasiades. "REIMAGINING PRESCHOOL PEDAGOGY: AI-ENHANCED TEACHING THROUGH MULTILITERACIES-INFORMED CURRICULUM INNOVATION." In Proceedings of the 6th International Baltic Symposium on Science and Technology Education (BalticSTE2025). Scientia Socialis Press, 2025. https://doi.org/10.33225/balticste/2025.104.

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The integration of Artificial Intelligence (AI) into early childhood education raises important pedagogical questions about how to design inclusive, multimodal learning experiences that nurture children’s agency and critical literacies. This paper analyzes sixty AI-enhanced teaching scenarios, developed during a national training program, through the lens of Multiliteracies and Learning by Design (LbD). Using thematic analysis, the study identifies how the four knowledge processes—Experiencing, Conceptualizing, Analyzing, and Applying—are supported or constrained by AI-enhanced multimodal acti

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Braniste, Ludmila. "Considerații, forme și metodologii în predarea limbii române în cadrul programului academic „anul pregătitor” pentru cetățenii străini." In Universitas Europaea: Towards a Knowledge Based Society Through Europeanisation and Globalisation. Free International University of Moldova, 2025. https://doi.org/10.54481/uekbs2024.v2.03.

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In the context of increasing international academic mobility, the Romanian "Preparatory Year" program plays an essential role in facilitating the integration of international students through intensive Romanian language courses. This paper examines the pedagogical methods and approaches used in teaching Romanian as a foreign language, including the communicative method, audiolinguistic methods, and the use of digital technologies. The specific challenges faced by culturally diverse learners and differences in learning styles are analyzed, which require a sensitive and adapted approach from tea

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Wang, Xinxin. "A PRACTICE REVIEW: INNOVATIVE IDEAS FOR EXPANDING MULTILINGUAL ACCESS IN INFORMAL SCIENCE EDUCATION." In Paris International Conference on Teaching, Education & Learning, 7-8 January 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.122123.

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This review examines the interactive experiences of multilingual visitors in science museums, with a focus on how these spaces can better serve visitors who face linguistic and cultural barriers. The author’s perspective is shaped by personal experiences as an international student from China and as an ESL educator in the U.S., offering valuable insight into the challenges faced by multilingual adults when navigating museum exhibits. Through a comprehensive analysis of current practices in science centers, the study identifies significant obstacles to access, including language barriers, limit

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Horany, Hana. "INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) IN SECONDARY EDUCATION IN THE ARAB SECTOR: PARENTAL ATTITUDES AND THE CHALLENGES OF THE DIGITAL DIVIDE." In Dubai – 2025 EdTec – International Conference on Education & Learning Technology, 18-19 February, Dubai. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.0506.

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The integration of Information and Communication Technology (ICT) in education is vital for enhancing learning, expanding resource access, and fostering digital skills. This study explores parental attitudes toward ICT implementation in Arab high schools in Israel, focusing on its impact on learning, teaching, and school management processes. The research identifies key barriers, including cultural perceptions, limited infrastructure, and insufficient digital skills, which hinder effective ICT adoption.Using qualitative research methods, data was collected from interviews with 22 parents of hi

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A. Buzzetto-Hollywood, Nicole, and Katherine A. Quinn. "Designing and Validating a Comprehensive Institution-Wide DEI Needs Assessment." In InSITE 2025: Informing Science + IT Education Conferences: Hiroshima. Informing Science Institute, 2025. https://doi.org/10.28945/5530.

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Aim/Purpose Institutions with a commitment to diversity, equity, and inclusion (DEI) must evaluate their praxes for equity, recognizing that campuses must be inclusive communities that celebrate diversity. Further, teaching and learning experiences should provide mirrors, windows, and doors, have cultural validity, afford multiple mechanisms for student success, be centered around the assets of students, build knowledge, extend perspectives, and foster empathy. Background A state university system, located in the mid-Atlantic region of the United States, has a strategic plan that prioritizes d

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Berichte der Organisationen zum Thema "Culturally inclusive teaching"

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Darling-Hammond, Linda, Matt Alexander, and Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/533.285.

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This publication outlines 10 lessons that constitute evidence-based features of effective redesigned high schools that help create safe environments where exciting and rigorous academic work occurs and where all groups of students succeed academically, graduate at high levels, and go on to college and productive work. The 10 features of successfully redesigned schools include: positive developmental relationships; safe, inclusive school climate; culturally responsive and sustaining teaching; deeper learning curriculum; student-centered pedagogy; authentic assessment; well-prepared and well-sup

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Gärkman, Heidi, Katija Aladin, and Christopher Petrie. Spotlight on Bilingual Education. HundrED, 2020. http://dx.doi.org/10.58261/bwof1517.

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Through our research, we have discovered that bilingual education is about learning how to think and act in two (or more) languages and how to navigate between them. Bilingual education is an inclusive environment where more than one language is used to learn! We have been mindful of searching for innovations that best support the learning of languages in positive and welcoming bilingual and multilingual environments – innovations that in one way or another can bring together and support all members of a school community. With this Spotlight, we are proud to highlight innovative practices and

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Chea, Phal, Muytieng Tek, and Sorsesekha Nok. Gender Gap Reversal in Learning and Gender-Responsive Teaching in Cambodia. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.141.202307.

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In the past two decades, Cambodia has been committed to the global agenda of ensuring that all children from all walks of life have access to education and quality learning opportunities. The focus was not only on access to education but also on gender parity and learning quality. Three years after the adoption of the Dakar Framework for Action in 2003, Cambodia adopted the national plan for Education for All (EFA) as a guiding pathway to realise the government’s commitments toward the education goals reiterated in the Dakar Framework. Cambodia has made subsequent development in education, not

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