| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "INSTRUCTION MULTICULTURAL CLASSROOMS": |
|
|
Instruction in Multicultural Classrooms, 2004.
A paper about improving instruction in multicultural classes.
1,800 words (approx. 7.2 pages), 5 sources, APA, £ 44.95
»
Click here to show/hide summary
Abstract
This paper describes a method for improving instruction in multicultural classes that uses the classroom learning environment. The paper discusses the effect of the classroom learning environment on student performance and the components of such an environment that should be taken into account.
From the Paper
"With the growing diversity of the student population in the United States, almost all teachers are likely to be confronted with the challenge of at least one student who comes from a minority background during their career. In order to ensure that teachers are able to cater to the diverse needs of the students in multicultural classrooms, researchers have highlighted the importance of the classroom learning environment in students' overall performance. In addition to the organization of the physical classroom environment..."
| |
|
Multicultural Classrooms, 2007.
A discussion on the best methods for educating students in a multicultural classroom.
2,305 words (approx. 9.2 pages), 12 sources, MLA, £ 50.95
»
Click here to show/hide summary
Abstract
The paper examines how the classroom of today is different in that multiculturalism in the classroom has become the norm. The paper explores how the educator must be prepared to provide instruction in a multicultural context if the instructional practice is to be effective, informed and focused on providing education equally to all students from all cultural backgrounds. The objective of this work is to provide an explanation of how consciousness and sensitivity, related to the effects of culture in the classroom, has evolved.
Outline:
Objective
Introduction
Characteristics of the Culturally Adept Educator
Differential Cultural Patterns of Learning
Strategic Groupings of Students is Key
Inter-group Learning Activities and Exercises
Grammatical - Lexical - Sociolinguistic - Pragmatic
Summary and Conclusion
From the Paper
"Fish (2006) states the importance of teaching students "to be comfortable with their cultural background and essentially themselves is to encourage and value their input in a small group of other students. This has to do with the organization of the classroom and the development of lesson plans." The teacher should group students that are from different backgrounds together and as well students with different learning styles should be grouped together as well. Fish states: "Students who are from a socialized culture that prioritizes group achievement, cooperation, obedience, and respect toward authority tend to be externally motivated, dependent on praise and reinforcement from significant others, and more responsive to a socially oriented curriculum. Countries that teach using a social structure and curriculum include Israel, Germany, and Italy. While students who are from cultures that emphasize individualism, assertiveness, personal initiative, and material well-being (Vietnam, Japan, United States) tend to be analytical, competitive, impersonal, and task-oriented (Jones 14). (Fish, 2006)"
| |
|
The Multicultural Classroom, 2007.
This paper discusses methods of teaching in multicultural classrooms.
3,670 words (approx. 14.7 pages), 3 sources, APA, £ 71.95
»
Click here to show/hide summary
Abstract
This paper discusses how important it is for teachers to understand the native cultures of their students and especially so if students are non-native English speakers. The paper explains that teachers must realize that there are differences in communication and participation style among children in multicultural classrooms. Because of their different culture, these students cannot base everything on their own cultural expectations. The paper recommends having students share with each other their beliefs and experiences and having teachers get to know and understand each student and their native culture individually. Teachers need to be aware of their own biases and beliefs. The paper concludes that students can be successful in an American-culture school without having to immerse themselves one hundred percent in the American culture.
From the Paper
"One way that preparing cognitively complex, multidimensional lessons can be achieved is when teachers understand the connections of the four components of language acquisition: socio-cultural, academic, cognitive, and linguistic. According to Ovando and Collier (2006), teachers can prepare cognitively complex lessons that are multidimensional through celebrating life in all its complexity in the classroom, through multisensory experiences that weave together math, science, social studies, language, literature, technology, music, art, dance, movement, games, and folklore, while connecting to students' and community knowledge across many cultural dimensions."
| |
|
Multiculturalism in the Classroom, 2006.
This paper focuses on the significance of including and implementing culturally diverse lesson plans in America's public school system in which the central aim is to promote an understanding and tolerance for cultures and societies that are different.
973 words (approx. 3.9 pages), 4 sources, MLA, £ 24.95
»
Click here to show/hide summary
Abstract
The writer of this paper analyzes the changing demographics in American schools today. The writer contends and proves by way of published studies and reports that by the year 2020 approximately 46% of students in public schools will be minorities. This paper, written from the writer's personal point of view, examines the importance of training and equipping teachers with the tools necessary to meet the needs of culturally diverse students. This paper details the various strategies and methods currently available when creating and implementing multi-cultural lesson plans. The writer of this paper stresses the importance of empowering students to be aware of non-traditional cultures and societies which may seem unfamiliar to them. This paper explores the many advantages in teaching about culturally diverse issues. The writer also details the style in which the Mexican holiday of Cinco de Mayo was introduced in a classroom setting and the resulting impact on the students.
From the Paper
"All the students can benefit from a multicultural lesson. It is good for traditional students to understand that other cultures, different from their own, not only exist but add richness to the fabric of society. This could be explained to the students, in fact, by bringing in a piece of hand woven fabric--preferably multicolored--as a semi-concrete metaphor for society. We could talk about the different colors and how they contribute to the beauty of the whole. Mexican weaving would be particularly appropriate! Furthermore, the world is globalizing. Globalism, which started as a trend, has become a fact of life in today's world of business and will continue to develop more in the future. The world is quickly growing smaller, with travel and communication more commonplace. There is a good chance some of the students will travel to Mexico someday, and it will help if they know a little about it before they arrive. A lesson of this kind will encourage them to continue learning about Mexico in the future."
| |
|
Differentiated Instruction in the Classroom, 2004.
An analysis of the success of differentiated instruction in the classroom.
6,212 words (approx. 24.8 pages), 13 sources, MLA, £ 102.95
»
Click here to show/hide summary
Abstract
This paper discusses the issue of differentiated instruction in the classroom. The paper contends that the success of differentiated instruction rests ultimately in the hands of teachers who, for better or for worse, will decide its fate. The paper explains that the attention that teachers find in the use of differentiated instruction is a direct result of actual use of the program's constituent elements. If differentiated instruction serves teachers well and provides them with both the growth in student understanding and concept mastery that they desire, along with the achievement of standardized testing accomplishment, teachers will rally around the idea and see that it is promoted.
Outline
Introduction and Statement of Problem
What is Differentiated Instruction?
Why is it so Important in Today's Classroom?
What is Keeping Teachers from Using Differentiated Instruction?
Encouraging more Differentiated Instruction in the Classroom
Examples of Successful Differentiation
High School Differentiation
District Wide Differentiation
High School Algebra II Differentiation
1st Grade Differentiation
Conclusion
From the Paper
"The differentiation and variety that are but some of the special qualities of humanity too often are lost in the demand for higher scores, better results and more efficient techniques. The gap that exists between the cold, mechanical apparatus of standardized education and the infinitely varying nature of the child results in a theft from society of the educated progeny that it so desperately needs and of the joy and ecstasy of the learning process that children should be enjoying. In many ways "[T]he urgent drives out the important; the future goes largely unexplored; and the capacity to act, rather than the capacity to think and imagine becomes the sole measure for leadership." (Davies 196) This as true for business CEOs as it for those who are charged with the noble and awesome responsibility of educating the nation's young. Worse yet, the gap between true educational success and the call by the unfeeling standardizing machine seem to be growing wider. But a method capable of closing this gap and preventing the losses that society and children so often experience may be nearer than many educators had supposed."
| |
|
Use of Technology in Classroom Instruction, 2007.
An analysis of the use of technology for effective classroom instruction and how this can impact individuals in a work environment.
6,951 words (approx. 27.8 pages), 33 sources, MLA, £ 110.95
»
Click here to show/hide summary
Abstract
This paper examines the issue of technology in the classroom and whether this technology is being used appropriately or to the best of the teachers' ability. The paper begins by examining the literature related to cooperative learning and technology and how these issues affect what individuals are doing when they move into a work or business environment. It then discusses the concerns relating to these issues.
Table of Contents:
Chapter 1
Introduction
Background
Statement of the Problem
Purpose
Significance of the Study
Research Questions
Assumptions
Delimitations
Definitions
Summary
Chapter 2
Review of Related Literature
Chapter 3
Methodology
Research Design
Site Selection - Vista High School
Population - 18 teachers
Measurement Methods
Procedure- Survey
Ethical Considerations
Data Analysis
Summary
Appendix
From the Paper
"Why the student got the answer wrong and the specific answer that was given can tell individuals a great deal about a student. This myth is often very puzzling and upsetting to those that work in the education field because assessment techniques have traditionally looked at answers that are objectively correct (Ingram & Howard, 1998; Ashbaugh & Johnstone, 2000). The idea that there may not be a specific right or wrong answer to a question is an idea that's time has truly come, but many educators still struggle with this concept. How students view information is also important when assessing their abilities, and one study looked at this issue by looking at minor wording changes that were presented to finance students. The study found that information that was presented to students and was conditionally phrased was just as valuable when tests on knowledge were taken than information presented in a literal and traditional fashion (Bodner, Waterfield, and Langer, 1997). It is also important to note, however, that this same study (Bodner, et al., 1997) indicated that individuals in both groups were also tested in a way that required interpretive and creative use of the material that they learned and on this test the group that was given conditional information performed much better."
| |
|
Classroom Instruction, 2003.
Examines how learning is accomplished.
900 words (approx. 3.6 pages), 2 sources, £ 22.95
»
Click here to show/hide summary
Abstract
Discusses the importance of organized instruction and the classroom environment, how the structure of elementary classroom instruction is linked to learning strategies and tactics, and task analysis as a model for organizing lessons.
From the Paper
"This research examines the importance of organized instruction, the classroom environment, and various theories of how learning is accomplished. The research will set forth a rationale for organizing the structure of classroom instruction and discuss how ..."
| |
|
Multicultural Education in Today's Classrooms, 2002.
Emphasizes the importance of multicultural education in America's classrooms today.
2,255 words (approx. 9.0 pages), 14 sources, APA, £ 49.95
»
Click here to show/hide summary
Abstract
The following paper presents information and statistics encouraging the use of multicultural education in classrooms. The United States has always been very diverse, but its diversity is growing more and more with each passing year. The paper first presents the numbers and statistics associated with this growing diversity as compared to the numbers in the past. Secondly, the paper points out some documented cases promoting the benefits of using multicultural education in classrooms. And lastly it presents some ideas and recommendations, which can be used by educators to implement into their curricula.
From the Paper
"The first example of cultural differentiation was perhaps one major basis for why the United States was formed. A group of people sailed away from the culture and religion they once knew, and ventured out to a new land, to seek the freedom they longed for. And now as our country grows more culturally diverse it is essential that students be taught to accommodate with our ever-changing cultural landscape. Today, with more than one-fourth of the U.S. population is enrolled in school; the student population is quite diverse. One-fourth of the population accounts for about 72 million people, which were in school throughout the United States in October 1999. Eight million were enrolled in nursery school and kindergarten, 33 million in elementary school, 16 million in high school, and 15 million in college. Among children enrolled in kindergarten, the majority were White non-Hispanics (60 percent), followed by Blacks (16 percent), and Hispanics (17 percent). Asians and Pacific Islanders accounted for 5 percent of children enrolled in kindergarten. (1) The numbers accounting for children enrolled in elementary school are the highest, which is why it is essential that multicultural education be introduced at a very young age. The Institute of International Education estimates that there are 450,000 international students in the United States, and most of these students come from Asian and Latin American countries. (2) The presence of multiculturalism in American education is indisputable, but it is still a minority movement. Many skeptics feel that by integrating diversity into the American education system, it would be impoverishing the ?White European? cultural model, thus doing away with the classics of art and literature, and depriving the students of essential knowledge. However, others have argued for the benefits of multicultural education as an active approach to learning, which encourages the learner to create his or her own knowledge. (3) As teachers prepare for the many educational challenges of the next century, it is essential that they learn how to build bridges between students' home cultures and the cultures of their school environment. These bridges are essential for student academic success, and without them, a serious disservice is done to both students and the larger society in every day life that will ultimately benefit from the development of their special talents. (4) Therefore, because our society has become so diverse, more teachers should implement multicultural education into their classrooms."
| |
|
Mathematics Instruction in English in Bilingual Classrooms, 2005.
Research proposal for examining the effects of mathematics instruction in English in bilingual classrooms.
2,211 words (approx. 8.8 pages), 14 sources, APA, £ 48.95
»
Click here to show/hide summary
Abstract
This paper proposes a research project that would examine the effectiveness of English instruction of mathematics on Second Grade ELL (English language learners) students as compared to the effectiveness of instruction in their native language. The proposal is in response to the controversy surrounding the issue of how best to teach mathematics to children from non-English-speaking backgrounds, since it has been found that the best way for children to learn to use mathematics to organize, understand, compare, and interpret their experiences is by making a connection between mathematics and their everyday lives. The paper examines whether ELL students should be taught how to make this connection in their native language with gradual exposure to English in language classes, or whether they should be immersed in English as early as possible. The paper includes an annotated bibliography and an observation checklist of lessons taught in class.
Introduction
Setting
Problem/Issue
Research Question
Hypothesis
Methodology
Subjects
Instrumentation
Significance of the Study
From the Paper
"Mathematics is a powerful tool for interpreting the world. Research has shown that for children to learn how to use mathematics to organize, understand, compare, and interpret their experiences, mathematics must be connected to their lives. Such connections help students to make sense of mathematics and view it as relevant. There has, however, been controversy with regard to children from non-English backgrounds and the best ways to get them to make those connections. Questions are raised regarding how to instruct these children who are referred to as English language learners (ELL?s). Should they initially be taught in their native language with gradual exposure to English in language classes, or should they be immersed in English as early as possible."
| |
|
Teaching in a Multicultural and Diverse Society, 2005.
A look at the need for educators to be prepared to teach in substantially diverse and multicultural classrooms.
675 words (approx. 2.7 pages), 7 sources, APA, £ 16.95
»
Click here to show/hide summary
Abstract
This paper discusses the increasing diversity of the American school population and how teachers can promote multiculturalism in the classroom. The paper further explains that promoting multiculturalism in the classroom necessitates adopting a new approach to teaching and then looks at the implications that multiculturalism and diversity have for issues of literacy.
| |
|
Teacher Attitudes and Multicultural Education, 2007.
An analysis of the impact of teacher attitudes toward multicultural education on student achievement.
4,803 words (approx. 19.2 pages), 18 sources, MLA, £ 86.95
»
Click here to show/hide summary
Abstract
This paper reviews an extensive amount of literature regarding the achievement of culturally diverse students and the impact on this achievement of the attitudes of teachers toward these students, or specifically, the expectations that teachers hold in relation to the achievement potential of these students. The paper further looks at how failure to properly educate and prepare teachers for the multicultural education classroom leaves too many unanswered questions in the instructional provision relating to attitudes based on myth or falsehoods, misconceptions or misrepresentations. Additionally, the paper contends that it is critical that teachers be effectively educated with regard to their attitude prior to their entry into the multicultural classroom.
Outline:
Objective
Multicultural Education Defined
Cultural Differences and the Construction of Meaning
Overview of Current State of Affairs
Identified Barriers to Student Achievement
Summary and Conclusion
From the Paper
"The research conducted by Padilla and Lindholm has purported three: "major identifiable assumptions" relating to the education of ethnic minorities identified as follows: (1) The white middle-class American is the standard used for comparison of other groups to (typically this is the male); (2) Instruments used for assessment of differences are universally applicable "across groups, with perhaps only minimal adjustments for culturally diverse populations; and (3) Although a need exists for recognition of the sources of potential variance such as social class, educational attainment, gender, cultural orientation, and proficiency in English, these are nuisances that can later be discarded (1995, p. 97)." (McCue, nd) "
| |
|
Differentiation in Elementary Classrooms, 2006.
An overview of differentiated instruction in the classroom and success stories associated with its application.
2,249 words (approx. 9.0 pages), 3 sources, APA, £ 49.95
»
Click here to show/hide summary
Abstract
This paper begins by providing information on the background and fundamental elements of differentiated instruction and then briefly describes some success stories when differentiated instruction was applied in the classroom. The success stories described are provided in order to give the reader a better understanding of how the concept of differentiation has been applied in different elementary classroom settings.
Table of Contents
Introduction
What is Differentiated Instruction
Examples of Successful Elementary Differentiated Instruction
Conclusion
From the Paper
"As children are mainstreamed into modern classes regardless of differing abilities, today's teachers can draw on lessons provided from teachers of yesteryear to manage the situation. Teachers from one-room schoolhouses have contributed more of a legacy than once thought as they displayed the incredible skill of teaching primary and secondary children not just in the same day, but in the same room as well. But the skills used in those rustic settings have not been lost to time. Instead, they have been preserved and improved upon to meet a new need and to serve a new purpose. Today, "differently-abled" children are all taught in the same classroom and while they are similar in age, the techniques used by current teachers to assure that differentiated lesson plans are delivered effectively are some of the most critical skills needed in the classroom."
| |
|
Multicultural Education, 2007.
An analysis of the ways that multicultural education has been integrated into the school curriculum in the US and how these techniques have worked.
2,288 words (approx. 9.2 pages), 7 sources, MLA, £ 49.95
»
Click here to show/hide summary
Abstract
This paper argues that multicultural education has had significant positive effects on the educational system in the United States. The paper provides an overview of multicultural education. It then examines various ways that multicultural education has been integrated into various parts of the school curriculum and reflects on how these techniques have worked. The paper then examines case studies showing successful application of multicultural education and gives suggestions on how multicultural education can be further integrated towards a successful education for all of America's children.
Table of Contents:
Multicultural Education
Multiculturalism in the Classroom
Continuing Challenges
Conclusion
From the Paper
"Multicultural education can take on a different level in the college setting, wherein the learning communities provide a safe space for interaction between different students. These interactions can give students chances to disagree and voice their diverse opinions, and give students chances to learn from one another in creative and meaningful ways. For example, a writing teacher reported great success in an exercise where students were asked to write and share regarding the origins of their names and the resulting perceptions that such names engendered. In an Art Lab class, students wrote and shared about their personal experiences with various art forms like music and dance. Such interactions helped the students connect with one another on both aesthetic and emotional levels (Yamane 2001)."
| |
|
A Review of Multicultural Issues in Deaf Education, 2008.
This paper gives an overview of multicultural issues relating to deaf education in the U.S., identifying relevant issues and citing practical implication of the current research.
4,649 words (approx. 18.6 pages), 19 sources, APA, £ 85.95
»
Click here to show/hide summary
Abstract
This paper provides a critical review of the peer-reviewed and scholarly literature to identify relevant multicultural issues involved in the education of deaf children in the United States today. A discussion of the practical implications for a deaf education classroom based on the critical review of the literature and application of the research is provided in the conclusion.
Outline:
Review and Analysis
Background and Overview
Deaf Education in a Multicultural Classroom
Steps to Improve Education in the Deaf Classroom
Conclusions and Implications for Classrooms
From the Paper
"In recent years, as deaf adults began participating in and directing the policymaking deliberations concerning the education of deaf children, these longstanding concepts and erroneous assumptions concerning the needs of deaf students were transformed somewhat, but the process has taken longer and required more effort than anyone might have expected. For instance, in recent years, 'Descriptions of deaf children as disabled persons needing auditory and speech rehabilitation began to fade. In their place, descriptions of deaf people as an ethnolinguistic group arose, where the young need 'bilingual education' using ASL as the medium of instruction, not 'special education' using invented or artificial languages or mechanistic methods. This cultural view of deaf people, existing alongside recent realizations of the multicultural nature of contemporary American life, has given rise to a new deaf education pedagogy, termed bilingual-bicultural (or bi-bi) education' (Flood et al., 2005, p. 313). The introduction of these educational techniques has also introduced yet another misconception concerning the education of deaf children. The implications of these trends on education in an increasingly multicultural deaf classroom are discussed further below."
|
|
|
