International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Multiculturalism & Diversity
Page 11/22
212 items
101
This research study explores gender-based language, in this case women's language, and the classroom. The study specifically examines examples of women's language and how this language affects student response in the classroom. The participants were 20 students at an academic magnet school in a metropolitan area in the southeastern United States and their teacher. Five variables have been identified as characteristic of women's language--politeness, gestures, intonation, praise/saving face for others, and tag questions--and were used to evaluate the language of a female teacher in an Algebra II classroom.
Published: 2009
Updated: Jan. 02, 2011
102
This article discusses the findings of a research study undertaken by a group of providers of ITE (initial teacher education) in England aiming to examine current issues relating to the recruitment and retention of male students in primary ITE. This research examined views of both successful male and female trainees on ITE courses and their course providers. The findings indicated that gender was overwhelmingly seen as irrelevant by trainees themselves. The study also identified successful strategies for retention and completion.
Published: 2010
Updated: Dec. 26, 2010
103
In this study, the authors explore the extent to which specific aspects of teacher quality and teaching quality influence mathematics achievement growth and the achievement gap between White and Black students and low- and high-SES students in kindergarten and first grade. The authors found that lower achieving students are initially assigned to teachers who emphasize basic instruction. Furthermore, the authors found that higher achieving students are assigned teachers who emphasize more advanced instruction.
Published: 2010
Updated: Nov. 28, 2010
104
The author argues that the practice of speaking and listening to strangers is crucial to democratic citizen formation. The author outlines a discursive approach to the cultivation of enlightened political engagement in schools. The author argues that schools are the best available sites for this project because they have the key assets: diverse schoolmates, problems, strangers, and curriculum and instruction. The author concludes that schools in societies with democratic ideals are obligated to cultivate enlightened and engaged citizens. Helping young people form the habits of listening to strangers, at that very public place called school, should advance this work.
Published: 2010
Updated: Nov. 23, 2010
105
In this study, the author argues that secondary schoolgirls' subjective motivations played a key role in their educational experiences during the late 1990s. The author used ethnographic data and longitudinal interview data. Based on the data, the author suggests that many of the young women in this study saw education as a route to independence or as a way to avoid gender-based maltreatment for themselves and their future children. The author asserts this 'push' factor, combined with the 'pull' factors of increased economic opportunities for young women with high school diplomas, led to increased educational outcomes for girls at this time.
Published: 2010
Updated: Nov. 23, 2010
106
Drawing on writing from a first-year composition class, this paper examines how White students approach racial literacy in a segregated, rural college setting in the United States. The author argues for the importance of understanding how emotions inform and propel students' responses to what the author believes needs to be understood as the ethical challenge of racial literacy. The author concludes that we should develop a critical vocabulary for analyzing emotions in our classrooms and that we need to develop new strategies for addressing the embodied nature of emotion and belief.
Published: 2010
Updated: Nov. 23, 2010
107
In this article, the author has attempted to guide her students in critiquing and reconceptualizing the deficit view of students, particularly minority students, endemic to the American school system. Using a self-study methodology, this article analyzes ways in which adopting a pedagogy based on Bakhtin's notions of dialogism and polyphony has shifted the author’s own and her students' participation patterns and describes some of the challenges the author faces in the continuous process of reflection on and redesign of her own teaching practice.
Published: 2010
Updated: Nov. 23, 2010
108
This research reflection articulates complex, viable, and creative White identities, reconceptualized here as creative identifications. Using life history methodology, this research reflection articulates respondents' identifications as they emerge in life histories. Critiquing, engaging, and extending scholarship on White teachers, this reflection reveals respondents' recodings of White identifications and articulates how these recodings become useful in classrooms. Specifically, respondents recode bounded identifications, at times in progressive ways, using alternative media, illegal drug experiences, process spirituality, and other cultural resources in processes of “self” identification.
Published: 2010
Updated: Nov. 23, 2010
109
In this article, the authors re-conceptualize the way educational scholarship defines 'high achieving.' The authors use critical race theory, Latina/o critical theory, and Chicana feminist epistemologies to examine the journeys of five self-identified Chicana women who attended a continuation high school in California. The authors highlight the resistance strategies these young women employ through their critique of social oppression. The authors conclude with recommendations to help educators and policy makers prepare this growing number of students for postsecondary schooling.
Published: 2010
Updated: Nov. 10, 2010
110
This article examines how students engaged in the democratic processes involved in the formation of an action group intended to influence their school by making it more environmentally friendly. The goal of this article is to acquire greater understanding of influential processes in relation to gender and both individualistically and collectively oriented ideas. These ideas include understanding of which students participate in such groups, the role gender plays in the likelihood of a student participating, how they act, and their experiences of participation. The article concludes that the group represents an arena for both individual and collective performance in which both individual and collective ideas are reflected.
Published: 2010
Updated: Oct. 29, 2010