Search results

1

Predicting the Quality of Perception Assessment Instruments for Prospective Elementary School Teachers on the Culturally Responsive Teaching Approach

100%

Kawuryan S. P., Senen A., Lidyasari A. T., Mujinem, Firmansyah

The New Educational Review

|

2023

|

vol. 74

112-127

EN

This study aims to analyse the validity and reliability of instruments to assess students’ perceptions of the lecture approach in the form of Culturally Responsive Teaching (CRT). The quantitative method with a survey research design was carried out using purposive sampling of all sixth-semester students from various cross-cultural and regional areas in Indonesia. The overall total of research subjects was 238. The non-test instrument consisted of 23 items grouped into three components. Content validity was carried out by focus group discussions involving experts in learning strategies, psychology, education, and culture. Construct validity was formed in three components, each with a p-value in the fit category. Moreover, the reliability was calculated using Cronbach’s Alpha scoring 0.946 for all items.

2

Fostering Culturally Relevant/Responsive Pedagogy and Global Awareness through the Integration of International Service-learning in Courses

88%

Mbugua T.

Journal of Pedagogy

|

2010

|

vol. 1

|

issue 2

87-98

EN

Educators are being asked to respond to the forces of globalization and human interconnectedness that characterize the 21st century. These forces are resulting in changing population demographics and increased migration which is bringing a new complexity to cultural and ethnic diversity within regions, local communities and ultimately in elementary school classrooms. As a response, institutions of higher learning are seeking ways of preparing pre-service teachers who are culturally sensitive and globally aware and who will in turn prepare young children to be world citizens. One way of achieving this goal is to integrate an experiential service-learning component in courses as a way of expanding pre-service teachers perspectives to the world while enhancing their cultural competence, understanding of others different from themselves, commitment to social justice issues, and mastery of course content. This manuscript describes the development of a graduate course at a university in northeast USA, and the subsequent implementation of the course in Kenya with an integrated international service-learning component. Ideas of scholars on multicultural education, global education, culturally relevant pedagogy and service-learning will be used as a way of framing the discussion topic. The positive rewards and some challenges of this course will be discussed along with some concluding remarks.

3

Weaving webs of connection: Empathy, perspective taking, and students’ motivation

75%

Henry A., Thorsen C.

Studies in Second Language Learning and Teaching

|

2019

|

vol. 9

|

issue 1

31-53

EN

L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practices in which responsiveness is manifested. Drawing on research from the culturally responsive teaching paradigm (Petrone, 2013), and highlighting the role of empathy and perspective taking (Warren, 2018), the aim of this ethnographic case study of two lessons with a focus on poetry is to develop a relational understanding of the evolution of motivation. Analyses reveal how perspective taking has instructional and interactional dimensions, and how connections between lesson content and funds of knowledge with origins in students’ interactions with popular culture bring additional layers of meaning to learning. It is suggested that while connections that arise through perspective taking practices shape students’ in-the-moment motivational responses, they also accumulate in ways that lead to enduring motivational dispositions.

Refine search results

1 Journal of Pedagogy

1 Studies in Second Language Learning and Teaching

1 The New Educational Review

1 2023

1 2019

1 2010

1 Firmansyah

1 Henry A.

1 Kawuryan S. P.

1 Lidyasari A. T.

1 Mbugua T.

1 Mujinem

1 Senen A.

1 Thorsen C.

Predicting the Quality of Perception Assessment Instruments for Prospective Elementary School Teachers on the Culturally Responsive Teaching Approach

Fostering Culturally Relevant/Responsive Pedagogy and Global Awareness through the Integration of International Service-learning in Courses

Weaving webs of connection: Empathy, perspective taking, and students’ motivation