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Artykuły w czasopismach na temat „Teachers from migratory backgrounds”

Autor: Grafiati

Data publikacji: 21 września 2024

Data aktualizacji: 31 lipca 2025

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Fiorentino, Alice. "C’ERA UNA VOLTA L’ALUNNO STRANIERO: INDAGINE SULLE PRATICHE DI INSEGNAMENTO DELL’ITALIANO LINGUA SECONDA NELLE SCUOLE DEL VENETO." Italiano LinguaDue 13, no. 2 (2022): 133–51. http://dx.doi.org/10.54103/2037-3597/17133.

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Nonostante il sistema scolastico italiano sia ancora legato alla concezione originaria dell’alunno così detto straniero, la recente stabilizzazione del fenomeno migratorio sta lentamente modificando il profilo di questo apprendente. In Italia, i corsi di italiano come lingua seconda all’interno della scuola sono stati promossi sin dagli inizi degli anni ’90, e tuttavia i risultati scolastici di questo gruppo di studenti risultano ancora di molto inferiori a quelli dei compagni madrelingua. In questo articolo si riportano i risultati dell’indagine IMPACT Veneto, realizzata tra il 2019 e il 2020

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Peppoloni, Diana. "Which Terminology for Multilingual Communication in Language Pedagogy?" International Journal of Linguistics 9, no. 6 (2017): 87. http://dx.doi.org/10.5296/ijl.v9i6.12380.

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The actual multilingual society, deriving from an augmented personal and professional mobility, and from the migratory growing phenomena of the last decades, requires to its citizens a solid linguistic communicative expertise. Plurilingualism has become an unavoidable need, more than an additional skill. Experts in Language Pedagogy from different linguistic backgrounds are called to develop the theoretical principles for an effective multilingual didactics and teachers, from their side, are called to train themselves on these principles and to apply them in the language classroom. An effectiv

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Carter-Thuillier, Bastian, Víctor López-Pastor, Francisco Gallardo-Fuentes, Rodrigo Ojeda-Nahuelcura, and Juan Carter-Beltran. "Incorporar la competencia intercultural en la formación docente: examinando posibilidades para Educación Física en la macrozona sur de Chile (Incorporating intercultural competence in pre-service teacher education: examining possibilities for Physical Ed." Retos 43 (July 1, 2021): 36–45. http://dx.doi.org/10.47197/retos.v43i0.88416.

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En Chile, el volumen de estudiantes extranjeros alcanzó cifras históricas durante la última década, instalando con ello nuevos desafíos para la formación de profesores. Especialmente en la macrozona sur del país, donde la inmigración ha supuesto el ingreso de nuevas identidades a un territorio históricamente marcado por la diversidad cultural (por la presencia del pueblo Mapuche, los procesos de colonización, etc.) transformando las escuelas en espacios aún más plurales y complejos. Considerando dicho escenario, parece lógico apostar por la formación de especialistas en Educación Física (EF) q

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Manganello, Flavio, and Mara Baldacci. "Digital Stories and Inclusive Cultures at School: A Research Study in an Italian Primary Multicultural Classroom." Education Sciences 14, no. 10 (2024): 1108. http://dx.doi.org/10.3390/educsci14101108.

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This study explores the effectiveness of digital storytelling in enhancing communicative competence—encompassing both linguistic and narrative skills—and fostering inclusivity in a multicultural primary classroom in Genoa, Italy. The quasi-experimental intervention spanned four months and involved eight lessons designed to engage students from diverse cultural backgrounds, particularly those with migratory backgrounds. Pre- and post-intervention assessments were conducted to evaluate linguistic proficiency, narrative competence, and educational inclusion. The results from the Italian language

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Sukmawati, Diandra, Isna Zahuratul Fairuz Fairuz, Naila Salsabila Munigar Munigar, et al. "EXPLORING THE ISSUES OF COUNSELING TEACHERS WITH NON-GUIDANCE AND COUNSELING BACKGROUNDS FROM THE PERSPECTIVE OF THE PROFESSIONAL CODE OF ETHICS." Journal of Education and Counseling (JECO) 4, no. 2 (2024): 113–29. https://doi.org/10.32627/jeco.v4i2.980.

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Guidance and counseling teachers with Non guidance and counseling backgrounds are still an issue that often occurs in education in Indonesia. This is caused by the limited number of guidance and counseling teachers in Indonesia. Therefore, the aim of this research is to explore and find out more deeply about guidance and counseling teachers with non-counseling backgrounds from a guidance and counseling perspective. This research uses descriptive qualitative methods to explain in more detail the data from interviews with both guidance and counseling teachers and guidance and counseling teachers

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Erling, Elizabeth J., Anouschka Foltz, Felicitas Siwik, and Michael Brummer. "Teaching English to Linguistically Diverse Students from Migration Backgrounds: From Deficit Perspectives to Pockets of Possibility." Languages 7, no. 3 (2022): 186. http://dx.doi.org/10.3390/languages7030186.

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This article reports on an interview study with six secondary school LX English teachers working in a part of Austria where there is an above-average number of residents–and thus also students–who are multilingual and come from migration backgrounds. It attempts to extend research on deficit perspectives of multilingual learners from migration backgrounds to the area of LX English learning and to provide insights into a language learning context that is underrepresented in international applied linguistics research, which has tended to focus on elite language learning. The article explores tea

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Maula, Nihlah Ni’matul, and Nalim. "Pengaruh Latar Belakang Pendidikan Guru terhadap Kompetensi Pedagogik dan Hasil Belajar Matematika Siswa." Circle: Jurnal Pendidikan Matematika 4, no. 1 (2024): 78–87. http://dx.doi.org/10.28918/circle.v4i1.6906.

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This research aims to investigate the pedagogical competency outcomes of teachers with backgrounds in mathematics education versus those without, to examine the mathematics learning outcomes of students taught by teachers with backgrounds in mathematics education versus those without, and to analyze the influence of teachers' pedagogical competency on students' mathematics learning achievement. The analytical method employed in this study is the independent sample t-test followed by simple linear regression. The findings reveal that the pedagogical competency scores of teachers with background

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Bazemore-Bertrand, Shamaine. "Using Photovoice as a Teaching Tool to Explore Pre-service Teachers' Perceptions of Students from Impoverished Backgrounds." Journal of Urban Learning, Teaching, and Research 16, no. 1 (2021): 43–57. http://dx.doi.org/10.51830/jultr.18.

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Despite the diversity of the American student population, the current teacher force and cohorts of future teachers are overwhelmingly white women from middle class backgrounds. In addition to the work around race, gender, and disability status, there is a clear need for us to help future teachers reconsider how they think about children experiencing poverty in urban schools and communities. Based on its use in an elementary education foundations course, this article provides a first-person accounting of how the pedagogical tool photovoice helped future teachers critically reflect on their perc

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Lau, Stefanus, A.I.N. Tukan, Godlif Sianipar, and Herman Punda Panda. "Teacher strategies in building respect for human dignity." Mysterium Fidei: Journal of Asian Empirical Theology 1, no. 4 (2023): 276–86. https://doi.org/10.5281/zenodo.10607959.

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Education is a process to develop students' potential optimally. In the education process, teachers play an important role in forming the character of students. One of the important characters that learners should have is respecting human dignity. Students who come from different backgrounds have the potential to experience discrimination. Therefore, teachers need to have strategies to embrace students from different backgrounds to respect human dignity. This research aims to delimit the different backgrounds in terms of economy, culture and academic ability, to identify teachers' strategies i

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Aguilar, Arvelyn, and Michelle Viña. "Second-Career Teachers: Support from Administrators and Co-Teachers, and Self-Developed Values." Psychology and Education: A Multidisciplinary Journal 20, no. 6 (2024): 787–814. https://doi.org/10.5281/zenodo.11541437.

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This study aimed to delve into the lived experiences of second-career teachers, their challenges, and their insights about being a teacher. The researcher adopted the qualitative phenomenology design to interview the fifteen conversational partners using the Interview Guide. The researcher interviewed the second-career teachers about their lived experiences, and the conversations were audio-recorded. Then, the data were analyzed using phenomenological explications and thematic analysis. Second-career teachers offer distinct viewpoints and life experiences that enhance the learning environment.

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Strole, Nicholas A. "Destabilising myths of origin: Collaborative storytelling and biopolitical communities in Wajdi Mouawad's Le Sang des promesses." French Cultural Studies 33, no. 2 (2021): 135–46. http://dx.doi.org/10.1177/09571558211048404.

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This article analyses how diverse communities are formed through storytelling and mythmaking in Wajdi Mouawad's theatrical tetralogy, Le Sang des promesses (1999–2009). Mythic origin stories, which Mouawad's migratory characters collect and share on their journeys from one community to the next, draw individuals from their pasts on stage to act out the events from each narrative. Mouawad thus reveals how the theatre can serve as an ideal venue for spectators from diverse backgrounds to gather and experience the various conditions many migrants face. Drawing on Roberto Esposito's biopolitical t

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Kahlil, Killi Elias, and Constantinos Xenofontos. "Teaching Mathematics to Children of Immigrant Backgrounds: Primary Teachers' Perspectives from Norway." Journal for Theoretical & Marginal Mathematics Education 3, no. 1 (2024): Article 0306. https://doi.org/10.5281/zenodo.13621544.

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In this study, we explore primary teachers’ perspectives on teaching mathematics to children of immigrant backgrounds in Norway. In doing so, we employ Variation Theory as our theoretical lens, aiming to map and critically explore the variation of perspectives experienced by the teachers. The participants were twelve teachers working in the same school with high numbers of immigrant pupils. A reflexive thematic analysis of individual semi-structured interviews with the teachers reveals insights into language-related challenges of mathematics learning, cultural influences on mathematics l

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Singh, Pratika, and Kaili C. Zhang. "Parents’ Perspective on Early Childhood Education in New Zealand: Voices from Pacifika Families." Australasian Journal of Early Childhood 43, no. 1 (2018): 52–58. http://dx.doi.org/10.23965/ajec.43.1.06.

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AOTEAROA/NEW ZEALAND HAS a reputation for being a world leader in early childhood education. However, research indicates that many early childhood teachers in New Zealand encounter difficulties when working with children and families from diverse backgrounds. In addition, though a plethora of research has been done on early childhood teachers’ partnership with parents of multicultural backgrounds, little attention has been given by researchers to Pacifika parents’ perspective on early childhood education in New Zealand. This article draws on findings from an interpretative study on three Pacif

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Kelcey, Ben. "Assessing the Effects of Teachers’ Reading Knowledge on Students’ Achievement Using Multilevel Propensity Score Stratification." Educational Evaluation and Policy Analysis 33, no. 4 (2011): 458–82. http://dx.doi.org/10.3102/0162373711415262.

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This study investigated the relationship of teachers’ reading knowledge with students’ reading achievement using a direct teacher knowledge assessment rather than indirect proxies (e.g., certification). To address the inequitable distribution of teachers’ knowledge resulting from differences in teachers’ backgrounds and the disparities in how schools attract and cultivate knowledge, the study developed multilevel propensity score methods to identify comparable teachers on the basis of both teacher and school backgrounds. Results suggest that schools are complexly associated with differences in

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Elvisa, Martina, Ikhsanudin Ikhsanudin, and Clary Sada. "THE TEACHERS’ EFFICACY IN DESIGNING LESSON PLAN FOR PRIMARY SCHOOL AND THE TEACHERS’ BACKGROUNDS." Jurnal Pendidikan Sosiologi dan Humaniora 14, no. 1 (2023): 25. http://dx.doi.org/10.26418/j-psh.v14i1.55156.

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The purpose of this study is to investigate how well is the teachers’ efficacy in designing simplified lesson plan for primary school, the relationship between teachers’ efficacy in designing lesson plan and teachers’ backgrounds and to find out what background that perform an efficacious result in designing simplified lesson plan for primary school. The participants of this research were teachers of English subject in private schools of Pontianak city, Kalimantan Barat, Indonesia. There were twenty teachers according to the data gathered from Institution of Educational Quality Assurance, LPMP

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Lee, Soojin. "General Music Teachers’ Backgrounds and Multicultural Repertoire Selection." Update: Applications of Research in Music Education 36, no. 2 (2017): 38–44. http://dx.doi.org/10.1177/8755123317717052.

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The purpose of this qualitative study was to examine how teachers’ backgrounds could contribute to their decisions to include music from diverse cultures. Analysis of interviews with three general music teachers indicated that their music training and experiences, ethnic backgrounds, and years of teaching experience may have influenced their familiarity with multicultural music. That familiarity, in turn, may have affected their multicultural repertoire selection. In addition, the findings revealed that participants included multicultural music in spite of their relatively homogeneous student

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Mazzei, Sara. "The relationships between schools and the families of pupils coming from Arab countries in Europe. Focus on Italy, Germany, and Sweden." MONDI MIGRANTI, no. 3 (November 2023): 99–114. http://dx.doi.org/10.3280/mm2023-003006.

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While the importance of the relationship between school and family in ensur-ing successful education is widely acknowledged, this recognition is not con-sistently mirrored in the educational practices of European schools. At times, this relationship is affected by the bias that pupils with migratory backgrounds come from families with limited educational backgrounds who need to bridge the gap to acquire the knowledge and culture of the host country. This paper aims to consider pupils coming from Arab countries as belonging to families who already possess an educational habitus, acquired in the

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Amalia, Neneng, Mohamad Zaenal Arifin, Umar Samsudin, and Abdul Ghofur. "Islamic Education Teacher's Strategy in Building Resilience in Students with Broken Home Family Backgrounds." Al-Hayat: Journal of Islamic Education 9, no. 1 (2025): 106–23. https://doi.org/10.35723/ajie.v9i1.101.

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Students from broken home family backgrounds are prone to mental and behavioural disorders, such as anxiety, sadness, stress, feeling unloved and unloved, lack of self- confidence, difficulty controlling emotions, and being violent to friends. This affects not only students' psychological and social conflicts but also the quality of their learning at school. This study aims to describe the efforts made by Islamic Education teachers to help students with broken home family backgrounds deal with the problems that occur. This research is qualitative research with a case study approach. The resear

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Fatma, Kesik. "Gender and Socio-Economic Background Aspect of Inclusion: A Perspective from Turkey." Education Quarterly Reviews 5, no. 4 (2022): 297–309. https://doi.org/10.31014/aior.1993.05.04.592.

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This study aims to identify the opinions of teachers about the inclusive education policies and practices regarding the gender and socio-economic backgrounds of students. Phenomenology, as a qualitative research method was used in this study and eighteen teachers selected by criterion sampling technique constituted the sample of this study. The data of the study were collected with semi-structured interview forms and analyzed with content analysis method. As a result of the study, it was identified that although there have been tremendous improvements in ensuring the access of female students

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van Laren, Linda, and Deborah Moore-Russo. "Exploring teachers’ beliefs about algebra: a study of South African teachers from historically disadvantaged backgrounds." Reflective Practice 15, no. 2 (2013): 160–75. http://dx.doi.org/10.1080/14623943.2013.868789.

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Khawaja, Nigar G., and Glenn Howard. "Assessing educational difficulties of students from refugee backgrounds: a case study approach." Journal of Psychologists and Counsellors in Schools 30, no. 2 (2020): 97–111. http://dx.doi.org/10.1017/jgc.2020.2.

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AbstractThe present study applied a qualitative case study methodology to the educational challenges of three students from a refugee background, in order to identify an appropriate psychological assessment process with which to evaluate their difficulties. Three students who had arrived from Iraq 1–2 years ago (one male and two females; aged 13 and 14 years) were referred by their teachers for psychological assessment as their academic progress was poor, despite remedial education. An educational and developmental psychologist, guided by a steering committee of psychologists and educationists

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Cabanová, Mariana, and Zuzana Lynch. "Slovak Teachers' Perception of Professional Self-Efficacy and Education of Pupils From Other Languages and Cultural Backgrounds." Pedagogika 152, no. 4 (2023): 63–78. http://dx.doi.org/10.15823/p.2023.152.4.

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The study explores Slovak teachers in mainstream schools and their self-efficacy perception when it comes to educating learners from diverse language backgrounds. The research findings offer valuable insights into teachers' perspectives, providing essential information for future teacher training aimed at improving the teaching of students from varied linguistic and cultural environments. A surprising revelation was that teachers without prior experience working with these students reported higher levels of self-efficacy.

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Nisola, Erwin Jay, and Daryl I. Quinito. "Social Identity and Human Diversity in Increasing Cross – Cultural Learning." International Journal of Research and Scientific Innovation XI, no. VI (2024): 584–604. http://dx.doi.org/10.51244/ijrsi.2024.1106045.

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The study seeks to strengthen educational practices in culturally diverse settings and empower instructors to provide enriched learning experiences for students from diverse cultural backgrounds. This will be accomplished by evaluating different methods of classroom management, ensuring that teachers are in agreement, and addressing issues linked to student engagement and resolving conflicts. The study examines the concepts of social identity and cultural backgrounds in the Daet North District. The study utilizes a descriptive-inferential approach and includes a sample of 359 elementary school

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Miccichi, Kimberly. "Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in a High-Needs School With a Majority Black Population." Florida Journal of Educational Research 58, no. 1 (2020): 1–11. http://dx.doi.org/10.62798/vlob3169.

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In today’s era of resegregation, high-needs schools that are serving mostly students of color and from poverty often hire novice teachers. These teachers are predominantly White, middle-class females who may find it difficult to relate to their students from different races, cultures, and socioeconomic backgrounds. I examined how I could provide four professional development (PD) sessions centered on culturally responsive classroom management (CRCM) for five novice teachers working in a school with a majority Black population qualifying for free and reduced-price lunches. I studied the experie

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Anuas, Salehuddin Al As, Nurfaradilla Mohamad Nasri, and Aliza Alias. "The challenges of implementing cultural-based teaching in remedial education: analyses and recommendations." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1840–49. https://doi.org/10.11591/ijere.v13i3.27255.

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In remedial education, teachers play a crucial role in ensuring students from diverse backgrounds master language literacy skills. The current implementation of cultural-based teaching is perceived as an effort to assist remedial students from diverse backgrounds and cultures to learn effectively. The study aims to analyze teachers’ perceptions of challenges in implementing cultural-based teaching in remedial education for language literacy. The study employed a quantitative approach by distributing questionnaires to 252 remedial teachers recruited randomly from primary schools in the Ma

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Rosen, Lisa, and Marita Jacob. "Diversity in the teachers’ lounge in Germany – casting doubt on the statistical category of ‘migration background’." European Educational Research Journal 21, no. 2 (2021): 312–29. http://dx.doi.org/10.1177/14749041211054949.

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Teachers with so-called migration backgrounds are often assumed to possess higher intercultural competencies or skills for more adequately dealing with migration-related diversity than other teachers. However, these assumptions of higher intercultural competencies, specific pedagogical orientations and attitudes have rarely been systematically empirically examined. On the other hand, such a utilitarian ethnicization is increasingly criticized by migration researchers in educational science in Germany as furthering stigmatization and deprofessionalization. Against this background, our paper aim

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Callens, Marie-Sophie, Bart Meuleman, and Valentová Marie. "Contact, Perceived Threat, and Attitudes Toward Assimilation and Multiculturalism: Evidence From a Majority and Minority Perspective in Luxembourg." Journal of Cross-Cultural Psychology 50, no. 2 (2018): 285–310. http://dx.doi.org/10.1177/0022022118817656.

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In this article, we study how attitudes toward the integration of immigrants (multiculturalism and assimilation) are formed through the interplay between immigration-related threat perceptions, intergroup contacts, and the different migratory backgrounds of residents in a host country. The analysis is conducted using Multiple Group Structural Equation Modeling on data from the 2008 Luxembourg European Values Study. Our findings indicate that stronger perceptions of threat are related to more support for assimilation among all residents and to less support for multiculturalism among native resi

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Rahmat, Anggi Datiatur, Heru Kuswanto, and Insih Wilujeng. "Integrating Technology into Science Learning in Junior High School: Perspective of Teachers." Jurnal Penelitian Pendidikan IPA 9, no. 5 (2023): 2391–96. http://dx.doi.org/10.29303/jppipa.v9i5.2922.

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Technology has a positive role in improving students' learning abilities. The teacher has the leading role in implementing technology in the classroom. This study aims to introduce technology that can be integrated into science learning and report the perspective of science teachers with different educational backgrounds in integrating technology into the learning process. The study uses a qualitative method by using interviews to collect data. The participants were selected randomly from the Association of Science Education Teachers in West Bandung, Indonesia. Six teachers chose to be intervi

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Ellis, Liz. "Teaching from experience." Australian Review of Applied Linguistics 25, no. 1 (2002): 71–107. http://dx.doi.org/10.1075/aral.25.1.05ell.

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Abstract This paper reports on case studies of three non-native English speaker teachers who teach English as a Second Language (ESL) to adults in Australia. It sets out to show that while there are differences in the teachers’ backgrounds, there are also similarities which derive from their non-native status, and from the fact that they are high-level bilinguals of English and at least one other language. The paper begins by reviewing the debate in English language teaching (ELT) internationally about the place of native and non-native speakers in ELT and goes on to outline the research which

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OZBILGEHAN, Mehmet, and Suleyman CELENK. "A Review of Multicultural Education in Northern Cyprus and Turkish Learning Levels of Students from Different Cultural Backgrounds." Revista de Cercetare si Interventie Sociala 73 (June 15, 2021): 114–32. http://dx.doi.org/10.33788/rcis.73.8.

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The purpose of this research is -within the frame of opinions by form teachers working in primary schools in Northern Cyprus- reviewing problems faced by the students coming from different cultural backgrounds and reviewing proposals to solve such problems, in addition to considering Turkish grades on foreign students’ report cards to determine Turkish learning levels of them. This study was carried out using a mix of qualitative and quantitative research methods as a base to understand the present situation. Within the scope of the purposeful sampling in the research, 40 classroom teachers fr

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Mtshali, Zanele, and Rivalani Xenon Masonto. "Teachers' assessment strategies for English Home language proficiency of grade 1 learners from diverse backgrounds." Interdisciplinary Journal of Education Research 7, s1 (2025): a11. https://doi.org/10.38140/ijer-2025.vol7.s1.11.

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About two decades after the new post-apartheid curriculum was implemented, one of the most significant challenges facing South Africa's Department of Education is the provision of adequate support to teachers so that they may properly carry out assessments in the classroom. Teachers need assistance in using different techniques to meet the diverse learning goals of learners when assessing English HL (Home Language) for students from varied linguistic backgrounds. Furthermore, they should create and implement regular differentiated assessment strategies in their classrooms that will enhance lea

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Pamuła-Behrens, Małgorzata. "Polish Teacher Competencies in Teaching Students from Migrant Backgrounds in Preparatory Classes." Studia Migracyjne – Przegląd Polonijny 47, no. 4 (182) (2021): 161–82. http://dx.doi.org/10.4467/25444972smpp.21.057.14810.

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The number of students in the Polish education system from migrant backgrounds has regularly increased in the second decade of the 21st century. Many of them arrive with little to no literacy in Polish. The educational system was not prepared to accommodate these new students; Poland was previously considered an emigration country as opposed to an immigration one. Polish classes were linguistically and culturally homogeneous and teachers rarely had Polish language learners in their classrooms. They were not used to teaching multicultural, mixed, and heterogeneous groups of students and most ha

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Puzio, Kelly, Sarah Newcomer, Kristen Pratt, Kate McNeely, Michelle Jacobs, and Samantha Hooker. "Creative Failures in Culturally Sustaining Pedagogy." Language Arts 94, no. 4 (2017): 223–33. http://dx.doi.org/10.58680/la201728949.

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Although there is widespread support for culturally sustaining pedagogy, there is a lack of understanding about the challenges that teachers face while trying to do this. This kind of instruction can be difficult because teachers often have different backgrounds from their students. Our goal is to help construct a more coherent vision of culturally sustaining pedagogy through a narrative inquiry approach by sharing teachers’ stories of their experiences. Here, each teacher shared a moment when she tried to enact a culturally sustaining lesson but it failed in some way. We hope these narratives

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Rahmat, Anggi Datiatur, Heru Kuswanto, Insih Wilujeng, Arina Zaida Ilma, and Himawan Putranta. "Teachers' perspectives toward using augmented reality technology in science learning." Cypriot Journal of Educational Sciences 18, no. 1 (2023): 215–27. http://dx.doi.org/10.18844/cjes.v18i1.8191.

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Augmented reality (AR) is a new technology in education, and teachers are still rarely familiar with the technology. The study aimed to introduce AR technology and determine the perspective of science teachers from various educational backgrounds on implementing AR in science learning. A mixed research design was employed in collecting quantitative and qualitative data using an online survey and one-on-one semi-structured interviews. The study participants are 32 teachers with different educational backgrounds in the Association of Science Education Teachers in West Bandung, Indonesia. The int

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Cruz, MaryCarmen E. "From the Secondary Section: Preparing Ourselves for a Millennium of Diversity, or Enjoying the Whole Enchilada, Collard Greens, Fry Bread, and Apple Pie." English Journal 88, no. 6 (1999): 16–18. http://dx.doi.org/10.58680/ej1999473.

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Notes the high percentage of teachers of all subjects who feel unprepared to address the needs of students from diverse cultural backgrounds. Argues that multiculturalism means viewing the classroom as a microcosm of society. Discusses J. Banks’s five dimensions of multicultural education, and notes the work of the National Council of Teachers of English secondary-section steering committee.

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Izard, Blair, and David Moss. "Developing the Cultural Competencies of Preservice Mathematics Teachers: A Case Study from Education Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 36, no. 3 (2024): 204–33. http://dx.doi.org/10.36366/frontiers.v36i3.857.

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The lack of support for equitable learning outcomes is a long-standing issue in mathematics education. As there has been significant attention from professional organizations to address issues of access and equity within mathematics education, there has been an emphasis on creating classrooms that are responsive to students’ backgrounds, experiences, cultural perspectives, and traditions. However, this is nearly impossible without the ability to first see culture and recognize the backgrounds and lived experiences of others. This study reports on an approach to developing the cultural competen

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Donnelly, Hayoung Kim, V. Scott H. Solberg, Efe I. Shavers, Kimberly A. S. Howard, Bushra Ismail, and Hector Nieves. "Support and Perceptions of Teachers Working with Students with Special Needs during the COVID-19 Pandemic." Education Sciences 12, no. 8 (2022): 531. http://dx.doi.org/10.3390/educsci12080531.

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Teachers serving students with special needs, students from low-income backgrounds, students with disabilities, and students from underrepresented racial/ethnic backgrounds experienced a myriad of challenges due to the COVID-19 pandemic. This study aims to assess whether and to what extent teachers received resources during the pandemic, and to evaluate the impact of this on their perceptions of student academic engagement. Using the American Teacher Panel (ATP) data collected in October 2020, this research found that 41% of teachers working with diverse and marginalized students did not recei

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Rifa'i, Moch, Nabila Fitria Azro, and Muhammad Edy Nurtamam. "Dampak status sosial ekonomi terhadap motivasi belajar siswa kelas VI sekolah dasar pada mata pelajaran ilmu pengetahuan alam dan sosial." Jurnal Pendidikan Dasar 13, no. 1 (2025): 9. https://doi.org/10.20961/jpd.v13i1.100367.

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This study aims to analyze the impact of socioeconomic status on students' learning motivation at SDN Banyuajuh 3 Kamal. The research employs a descriptive qualitative approach with a case study design. The sample consists of sixth-grade students from diverse economic backgrounds and IPAS subject teachers. Data collection techniques include observing students' engagement in learning activities, conducting semi-structured interviews with teachers and students, and analyzing relevant documents. Data validity is ensured through source and method triangulation. The collected data is analyzed using

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Fradd, Sandra H., and Okhee Lee. "Teachers' Roles in Promoting Science Inquiry with Students from Diverse Language Backgrounds." Educational Researcher 28, no. 6 (1999): 14. http://dx.doi.org/10.2307/1177292.

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Anuas, Salehuddin Al As, Nurfaradilla Mohamad Nasri, and Aliza Alias. "The challenges of implementing cultural-based teaching in remedial education: analyses and recommendations." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1840. http://dx.doi.org/10.11591/ijere.v13i3.27255.

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<span lang="EN-US">In remedial education, teachers play a crucial role in ensuring students from diverse backgrounds master language literacy skills. The current implementation of cultural-based teaching is perceived as an effort to assist remedial students from diverse backgrounds and cultures to learn effectively. The study aims to analyze teachers’ perceptions of challenges in implementing cultural-based teaching in remedial education for language literacy. The study employed a quantitative approach by distributing questionnaires to 252 remedial teachers recruited randomly from primar

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Irwandani, Irwandani, Agus Suyatna, Een Yayah Haenilah, and Dina Maulina. "Readiness of Indonesian pre-service science teachers for society 5.0." Journal of Education and Learning (EduLearn) 18, no. 2 (2024): 391–402. http://dx.doi.org/10.11591/edulearn.v18i2.21343.

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This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into acco

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Irwandani, Irwandani, Suyatna Agus, Yayah Haenilah Een, and Maulina Dina. "Readiness of Indonesian pre-service science teachers for society 5.0." Journal of Education and Learning (EduLearn) 18, no. 2 (2024): 391–402. https://doi.org/10.11591/edulearn.v18i2.21343.

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This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into acco

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Kennedy, Brianna L., and Suzanne N. Melfor. "Experiences of (Not) Belonging among Higher Education Students from Nondominant Ethnic Backgrounds." Education and Society 39, no. 2 (2021): 69–91. http://dx.doi.org/10.7459/es/39.2.05.

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Students from nondominant backgrounds face challenges in educational contexts related to finding support and having a sense of belonging. In this study, we focus primarily on race and ethnicity in shaping experiences of nondominance. Using a theoretical framework based upon critical race theory and sense of belonging, we interviewed ten young adults from nondominant backgrounds about their educational experiences in primary, secondary, and tertiary education in the Netherlands. Findings indicate challenges related to interactions with White peers, low teacher support and expectations, and disc

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Gere, Anne Ruggles, and Daniel Berebitsky. "Standpoints: Perspectives on Highly Qualified English Teachers." Research in the Teaching of English 43, no. 3 (2009): 247–62. http://dx.doi.org/10.58680/rte20096959.

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Anne Ruggles Gere and Daniel Berebitsky take the No Child Left Behind legislation as their starting point to review relevant literature on teacher quality. They document what is becoming an increasingly disturbing pattern: discrepancies in the distribution of highly qualified teachers with the most experienced teachers being the least likely to work with students from diverse social and economic backgrounds.

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González-Doğan, Shyla, Adnan Turan, Setrag Hovsepian, and Dilraba Anayatova. "Credentials, Perpetual “Foreignness”, and Feeling out of Place: Three Stories of Resilience from Teachers of Refugee Background." Social Sciences 13, no. 7 (2024): 363. http://dx.doi.org/10.3390/socsci13070363.

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This qualitative research project seeks to examine the obstacles faced by educators who come to the U.S. as refugees. The three participants in this study are from Iraq, Sudan, and Turkey. While there are similarities between them, there are also differences in terms of race, sex, and religion. While this work examines practical barriers, such as those related to credentialing, it also considers how these educators negotiate their identity in the workplace. Using labeling theory, the impact of the category of refugee and how that label impacts work life is interrogated. Partially as a result o

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Ranieri, Maria, Andrea Nardi, and Francesco Fabbro. "Teachers’ Professional Development on Media and Intercultural Education. Results from some participatory research in Europe." Research on Education and Media 11, no. 1 (2019): 110–20. http://dx.doi.org/10.2478/rem-2019-0015.

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Abstract Media and intercultural education are being increasingly recognised as a fundamental competence for teachers of the 21st century. Digital literacy and civic competence are facing several new challenges in response to the intensification of migratory phenomena and the unprecedented spread of fake news, especially among adolescents at risk of social exclusion, but teachers’ professional development is still far from coping with this emerging need. Intercultural understanding and a critical use of media among adolescents have now become primary goals for the promotion of active citizensh

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Dewi, Isna Rafika, Rahayu Puji Haryanti, and Abdurrachman Faridi. "Comparing pedagogical competence performances of English and non-English educational background teachers in teaching English at an elementary school." EduLite: Journal of English Education, Literature and Culture 8, no. 2 (2023): 295. http://dx.doi.org/10.30659/e.8.2.295-311.

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Regulation of the Minister of National Education number 16 of 2007 stated that Teachers at the Elementary school level (SD/MI), or other equivalent forms, must have a minimum educational academic qualification of diploma four (D-IV) or bachelor (S1) in the field of Primary Education (D-IV/S1 PGSD/PGMI) or psychology obtained from an accredited study program. Thus, there are many schools that have English teachers from non-English educational backgrounds (NEB) rather than English teachers from English educational backgrounds (EEB). This condition will affect the quality of English teaching in E

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Badia Martín, Mar, and Adriana Devant Cerezo. "From Welcoming Newly Arrived Migrant Students to Creating an Inclusive and Hospitable Environment: The Proposal from the Universe School." Education Sciences 14, no. 10 (2024): 1122. http://dx.doi.org/10.3390/educsci14101122.

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In Catalan schools, the rising influx of newly immigrated students poses significant challenges concerning their inclusion. These students show lower academic performance and self-esteem, are more likely to engage in risky behaviors, and lack support as they cope with the mourning process of migrating. Implementing intercultural education, working on socio-emotional skills, and helping to build a support network can be protective factors in improving the students’ development. This project was implemented in a Barcelona public school and aimed to identify the needs of newcomer students and enh

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Elanthiraiyan, R., and H. M. S. Priyanath. "The Impact of Socioeconomic Status on the Self-Efficacy and English Language Proficiency of English Language Teachers in the Rural Area: A Case of Passara Education Zone in Sri Lanka." Sri Lanka Journal of Social Sciences and Humanities 3, no. 2 (2023): 203–14. http://dx.doi.org/10.4038/sljssh.v3i2.112.

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This paper examines the impact of socioeconomic status, on self-efficacy and English language proficiency among English language teachers in rural areas. The study utilizes a quantitative design with a survey method for data collection. The sample consists of 81 English teachers in rural areas, with a specific focus on the Passara Educational Zone in Sri Lanka. The data were analysed using descriptive statistics and the Partial Least Square Structural Equation Model (PLS-SEM) through SPSS and Smart PLS. The study tested seven hypotheses and four hypotheses were accepted. The results revealed t

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Syarifuddin, Muhammad, Muhammad Muhlisin, and Vu Tien Thinh. "Suggestopedia-Based Language Learning to Enhance Students’ Speaking Skills Viewed from Teachers’ Educational Background." Journal of Language and Literature Studies 2, no. 1 (2022): 12–22. http://dx.doi.org/10.36312/jolls.v2i1.709.

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Speaking skills are nowadays more promising skills economically to be learnt. The importance of mastering speaking skills shows that teachers should find a good solution to encourage their students to practice speaking much more. One of the learning models applied by teachers is suggestopedia-based language learning (SBLL) activities. Therefore, this study investigated the effectiveness of suggestopedia-based language learning to enhance students’ speaking skills viewed from teachers’ educational backgrounds at middle schools. To achieve the research goal, researchers employed experimental stu

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