MOFET ITEC - Multiculturalism & Diversity

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Last update in this section: August 10, 2017
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Multiculturalism & Diversity
Differentiated Instruction: Are Hong Kong In-service Teachers Ready?
This study aims to examine in-service teachers’ readiness for using differentiated instruction (DI) strategies and perceived challenges in its implementation. The results indicate that teachers generally held positive attitudes towards the use of differentiated strategies. However, there seemingly is still a struggling paradigm shift from teacher-centred to learner-centred curriculum in the Confucius heritage classrooms whilst teachers facing a range of obstacles that hampered DI practice.
Publication Year: 2017    |    Updated in ITEC: August 10, 2017
The Challenging Problem of Educational Diversity
Education assumes the existence of diversity. Management of diversity in education reflects the dilemma between one need and another, when both are necessary. The tension between the inherent tendency of organization to reduce diversity and the educational aspiration to actualize individual potential is considered here to be the heart of the educational challenge, and the analysis and discussion of its implications for the management of education is the main intention of this discussion.
Publication Year: 2017    |    Updated in ITEC: May 28, 2017
Preparing Teachers as Allies in Indigenous Education: Benefits of an American Indian Content and Pedagogy Course
This research explores relationship building and improvements in knowledge, skills, and dispositions of pre-service teachers enrolled in an Indigenous education content and pedagogy methods course. The study shows significant gains made by pre-service teachers in each of the target areas, and affirms that methods coursework in American Indian education can lead to more interculturally competent teacher candidates.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
“That Fuego, that Fire in their Stomach”: Academically Successful Latinas/os and Racial Opportunity Cost
This article discusses the racial opportunity cost of academic achievement for Latina/o students who graduated from urban high schools and participated in a larger study of 18 high-achieving students of color. The article focuses on the ways the school context influenced their success. Interviews with the seven Latina/o participants reveal that while the original findings encompassed their perspectives, there were additional dimensions to their experiences that expanded the notion of racial opportunity cost.
Publication Year: 2015    |    Updated in ITEC: April 2, 2017
Archive of 193 additional items in this section back to December 2007
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