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Book part
Publication date: 3 February 2015

Susan Spezzini, Julia S. Austin and Josephine Prado

During a site-based certification program in a large county school district in the southeastern United States, 14 educators took 7 graduate courses on teaching emergent…

Abstract

During a site-based certification program in a large county school district in the southeastern United States, 14 educators took 7 graduate courses on teaching emergent bilinguals. These educators made a shift in their practices and perceived a corresponding shift in their teaching efficacy. Ten years after the onset of this program, researchers returned to the site and conducted a mixed-methods study. The first purpose of this study was to explore educators’ perceptions regarding instructional practices for teaching emergent bilinguals after a decade had passed. The second purpose was to identify course features perceived by educators as having been most instrumental in fostering a long-term transformation in their teaching practices. Data were collected from a survey and interviews with the 14 educators (13 teachers and a program specialist) who had completed this certification program. Results indicated changes in their teaching methods and interactions with parents as well as heightened confidence for taking on leadership roles. Study participants identified professional learning communities, cyclical reflective activities, and action research projects as the course features that had been instrumental in transforming their practices for working with emergent bilinguals. Findings suggest that this site-based certification program was a catalyst for generating individual change that continued beyond program completion. By exploring this decade-long transformation, the current study provides implications for designing and implementing graduate certification courses that prepare in-service teachers to work effectively with emergent bilinguals.

Details

Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals
Type: Book
ISBN: 978-1-78441-494-8

Keywords

Article
Publication date: 9 November 2015

Shalva Tabatadze

– This paper aims to explore the multicultural education strategies employed by primary school teachers in Georgia.

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Abstract

Purpose

This paper aims to explore the multicultural education strategies employed by primary school teachers in Georgia.

Design/methodology/approach

In-depth interviews with 65 primary school teachers were used. The interviews were analyzed using the theoretical framework of multicultural educational approaches defined by James Banks. The approaches used by Georgian teachers were classified into four approaches to multicultural education: contributions, additive, transformation and social action approaches.

Findings

The research revealed that the majority of teachers use the contributions and additive approaches to multicultural education. The use of the transformation approach by teachers is very rare and only happens if school textbooks, as well as exercises and assignments in the textbooks, provide this opportunity. The social action approach to multicultural education has not been used in primary grades in Georgia. The research revealed that some teachers reject diversity in their classroom as well as the necessity of developing their students’ intercultural sensitivity. These teachers have an informed and conscious approach to not using multicultural approaches in the teaching process. This approach is named by the author as the “inactive action approach”, which is specific to Georgia and is widely used in primary school classes.

Practical implications

The study has scientific and practical importance. The findings of this study also have practical importance. They can be used for the implementation of teacher education and training programs in Georgia. Consideration of these findings will contribute to the implementation of the National Objectives of General Education and the National Curriculum of Georgia.

Originality/value

This study makes contribution to the development of the field of multicultural education in Georgia.

Details

Journal for Multicultural Education, vol. 9 no. 4
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 13 April 2015

Rongjin Huang and Xue Han

The purpose of this paper is to examine practicing mathematics teachers’ learning through parallel lesson study in China. Lesson study in China has been practiced for…

Abstract

Purpose

The purpose of this paper is to examine practicing mathematics teachers’ learning through parallel lesson study in China. Lesson study in China has been practiced for decades. Parallel lesson is an enriched mode of lesson study to address the implementation of new curriculum.

Design/methodology/approach

The expansive learning perspective has been used to explore the ways practicing teachers learned to improve teaching through the transformation of learning objects and boundary crossing.

Findings

Two cases are illustrated and compared to highlight features of teachers’ learning through parallel lesson study. The practicing teachers developed their competence in transforming instructional objectives and task selection and implementation. In addition, they also developed professional vision in alignment with the reform-oriented curriculum.

Originality/value

This study makes significant contribution to understanding teachers’ learning through lesson study in China. Meanwhile, it also demonstrates how the theory of expansive learning could be used as a conceptual framework to examine teachers’ learning through lesson study.

Details

International Journal for Lesson and Learning Studies, vol. 4 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 18 January 2021

Joseph Seyram Agbenyega, Kiiko Ikegami and Corine Rivalland

Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion…

Abstract

Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion, teachers have mainly utilized dominant western theories to plan and implement inclusive teaching. In this chapter, we draw on a non-western philosophy, a Nichiren Buddhist (Soka) philosophy, to provide a ‘kaleidoscopic’ lens through which to create inclusive educational learning spaces that engender full participation of all children. The Soka education philosophy is a humanist concept which can guide teachers when preparing to create inclusive education. The aims of this chapter are threefold: The first is an exploration of the Nichiren Buddhist (Soka) philosophy. The second aim is to highlight how this philosophy can enable teachers to unleash the unlimited potential of children in inclusive learning settings. Thirdly, we argue that grounding early childhood teacher education in this philosophy can help improve the effectiveness of inclusive educational experience for all children.

Article
Publication date: 11 September 2018

Carmel Roofe

In a context where standardized testing and achievement scores have become the hallmark of accountability frameworks, the issue of social responsibility is not given much…

Abstract

Purpose

In a context where standardized testing and achievement scores have become the hallmark of accountability frameworks, the issue of social responsibility is not given much attention in schools in Jamaica. This has led to a continuous decline of the moral and spiritual dimension of schooling in the country. This is evidenced through an increase in school violence and other disparities among students. This paper aims to explore teachers’ perception of how they are prepared for their role as agents of social responsibility.

Design/methodology/approach

Through interviews of 16 in-service teachers, this research sought to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Each participant in the study was interviewed using a structured interview schedule comprising six questions. Data collected were transcribed and analyzed by sorting and identifying codes. Pattern codes were established which were then interpreted to form themes. Three themes emerged which are used to present findings.

Findings

Findings revealed that teachers had a shared understanding of social responsibility; they felt that they were prepared for this role through ad hoc curriculum encounters, were not adequately prepared for their role and social responsibility required a belief in the idea first before it can be taught.

Research limitations/implications

The findings from the research are used to present arguments in the paper for emphasis on preparing student teachers to be agents of social responsibility and for a rethinking of teacher preparation curriculum in Jamaica. The paper also presents strategies that can be used to guide the re-thinking of teacher preparation programmes.

Practical implications

Teacher preparation programmes represent the avenue through which teachers can be prepared to develop their social consciousness, so that they can in turn help students. The results of this paper are means of helping teacher educators understand this.

Originality/value

This paper is one of the first since the early 1990s to discuss social responsibility as a key component of teacher preparation in Jamaica. It also fills the void of scarcity of research in Jamaica on teacher education on a whole and social responsibility in teacher education in particular.

Details

Social Responsibility Journal, vol. 14 no. 4
Type: Research Article
ISSN: 1747-1117

Keywords

Article
Publication date: 3 March 2020

Clarisse Halpern and Hasan Aydin

The purpose of this study is to investigate the perceptions of graduate students about the need for a multicultural education course at doctoral level in a mid-sized…

Abstract

Purpose

The purpose of this study is to investigate the perceptions of graduate students about the need for a multicultural education course at doctoral level in a mid-sized higher education public institution in Southwest Florida.

Design/methodology/approach

A qualitative case study method was applied with multiple sources of data collected, including semi-structured interviews, observations and students’ written papers, online discussions and assignments that aimed to prepare educators to teach culturally diverse students and challenge their own perceptions about culture, race and other multicultural education-related topics.

Findings

The findings indicate that, even though the multicultural education course promoted an eye-opening transformational experience for students through their interactions and learning from each other, the students still need further training in multicultural education because of their limited culturally responsive teaching skills.

Research limitations/implications

Limitations of the study are that both the researchers were deeply involved with the material and the class, as the class professor and one of the students, which might have affected the authors’ perception about the students’ journey in learning about multicultural education. The researchers’ dual-role (as researchers and course professor and graduate assistant) might have influenced the participants’ responses, as they knew they were part of a research project. Thus, the participants’ spontaneity in sharing their opinions and beliefs about multicultural education may have been hampered, perhaps responding what the researchers expected rather than with their authentic perspectives on the topics.

Practical implications

The implications of this study to teachers, educators and practitioners are that it invites the readers to reflect on their academic preparedness to work with culturally diverse students. For policymakers, the study indicates the need for creating standards that aim to examine in-service graduate student teachers about their self-efficacy, readiness and dispositions to work with culturally diverse students.

Originality/value

Because of the limited publications on doctoral students learning multicultural education, the authors’ study offers an important insight into the transformational experience of doctoral students learning multicultural education and the implications for improving graduate courses in multicultural education.

Details

Journal for Multicultural Education, vol. 14 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 31 August 2012

Chiu Lung Tang and Bo Wah Leung

The purpose of this study is to examine the effectiveness of learning Cantonese opera using Variation Theory as a guiding principle of pedagogical design.

Abstract

Purpose

The purpose of this study is to examine the effectiveness of learning Cantonese opera using Variation Theory as a guiding principle of pedagogical design.

Design/methodology/approach

A total of three types of speech in Cantonese opera were identified as the objects of learning in the study: patter speech, poetic speech and supported speech. Two classes of Grade five (N =54) students were arranged into an experimental group and a control group. In the experimental group, the characteristics of the three types of speech were taught using comparison and contrast techniques to help the learners identify and differentiate the characteristics of each type. The control group was taught the three types of speech sequentially without attempting to compare and contrast among the types. Pre‐ and post‐tests were conducted to test the students’ understanding of the objects of learning. An independent samples t‐test and a paired sample t‐test were applied to measure the statistical differences between the groups and the pre‐ and post‐tests, respectively.

Findings

The results indicated that there were no significant differences between the two groups before the treatment (p = .665). However, the experimental group achieved a significantly higher level of learning effectiveness than the control group after teaching (p = .003). The control group did not significantly improve their understanding after learning (p = .061), whereas the experimental group significantly increased their scores (p < .001).

Originality/value

The application of Variation Theory in academic subjects, especially mathematics, has been well explored in the literature. This study shows the application of Variation Theory in the cultural subject of music, and points to the potential of Variation Theory as a guiding principle of music teaching to enhance learning effectiveness.

Details

International Journal for Lesson and Learning Studies, vol. 1 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 3 February 2015

Abstract

Details

Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals
Type: Book
ISBN: 978-1-78441-494-8

Article
Publication date: 3 May 2013

Gerald W. Fry and Hui Bi

The purpose of this paper is to analyze critically the evolution of educational reform in Thailand. Three major phases are identified. The special focus of the paper is an…

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Abstract

Purpose

The purpose of this paper is to analyze critically the evolution of educational reform in Thailand. Three major phases are identified. The special focus of the paper is an assessment of the third reform which began with the passage of the Office of the National Education Commission (ONEC) (2002).

Design/methodology/approach

The methodology for the study is mixed methods including document analysis, direct participant observation, and compilation of major statistical performance indicators from diverse sources.

Findings

The success of the most recent reform has been clearly mixed. Major structural and legal changes have occurred but overall system performance remains disappointingly low, despite large Thai educational expenditures as a percent of national budget and the presence of much impressive educational leadership talent. The paper identifies what is called the “Thai educational paradox”. The essence of the paradox is Thailand’s failure to achieve its educational potential. The paper identifies key factors explaining the paradox.

Originality/value

The paper has significant theoretical, policy, and practical implications. From a theoretical perspective, the study confirms the persistence of strong regional disparities and a lack of fiscal neutrality associated with a neoliberal model of capitalistic development. From a practical policy perspective, it is imperative for Thailand to improve the overall quality of its educational system and to reduce regional disparities. There have been numerous studies of each of Thailand’s three phases of reform, but this paper’s original contribution is its presentation of a historical, interdisciplinary, and integrated perspective on the evolution of educational reform and the many obstacles associated with its implementation.

Book part
Publication date: 2 August 2018

Roxanna M. Senyshyn

While the need to improve teacher preparation in response to linguistic and cultural diversity has been widely acknowledged, the learning process of teacher educators has…

Abstract

While the need to improve teacher preparation in response to linguistic and cultural diversity has been widely acknowledged, the learning process of teacher educators has not been widely discussed. This chapter presents findings from a self-study that examined practices aimed at preparing preservice teachers for linguistically and culturally diverse contexts through transformative intercultural learning. It exemplifies how Mezirow’s transformative learning theory can be put into practice by helping teacher educators reflect on their belief systems and practices. The findings show that disorienting dilemmas might challenge the validity of assumptions and lead to perspective transformation. It is evident that both teacher education process and intercultural learning share common ground in transformative learning. As researchers and educators continue to explore this relationship, particularly though self-study, it will lead to many insights about educational practice that is critical in a time of increasing diversity locally and possibilities for teaching and learning globally.

Details

Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

Keywords

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