Delving into Diversity: An International Exploration of Issues of Diversity in Education (Education in a Competitive and Globalizing World)

DELVING INTO DIVERSITY: AN INTERNATIONAL EXPLORATION OF ISSUES OF DIVERSITY IN EDUCATION......Page 2
CONTENTS......Page 8
PREFACE......Page 12
ACKNOWLEDGMENTS......Page 20
ABOUT THE CONTRIBUTORS......Page 22
ASSOCIATE EDITOR......Page 30
INTRODUCTION......Page 32
Focusing on the Immediate Educational Context: Micro-System......Page 34
Making Connections: Meso-System......Page 35
Indirect Influences on Teaching Practice: Exo-System......Page 36
Global Influences on Education: Macro-System......Page 37
REFERENCES......Page 38
INTRODUCTION......Page 40
The Significance of Student-Teacher Relationships and Care for At-Risk Youth......Page 42
TEACHER BEHAVIOURS ASSOCIATED WITH POSITIVE STUDENT-TEACHER RELATIONSHIPS AND PERCEPTIONS OF CARE......Page 43
Spending Time Interacting with Students......Page 44
Showing Respect and Related Values......Page 45
Empowering Students and Involving them in Decision Making......Page 46
Using Humour......Page 47
IMPLICATIONS FOR EDUCATORS......Page 48
REFERENCES......Page 49
INTRODUCTION......Page 52
COOPERATIVE LEARNING AS A PEDAGOGICAL SOLUTIONIN THE NEW CENTURY......Page 53
THE RESEARCH......Page 56
USING COOPERATIVE LEARNING TO EFFECT CHANGE......Page 58
IMPLICATIONS FOR TEACHERS AND FUTURE TRENDS......Page 59
CONCLUSION......Page 60
REFERENCES......Page 61
INTRODUCTION......Page 66
MISCONCEPTION AND MISUNDERSTANDING......Page 67
BACKGROUND......Page 68
CULTURALLY RESPONSIVE TEACHER BEHAVIOUR......Page 69
IMPLICATIONS FOR TEACHERS......Page 72
CONCLUSION......Page 73
REFERENCES......Page 74
ABSTRACT......Page 76
BACKGROUND......Page 77
DEVELOPING EFFECTIVE TEACHER-STUDENT INTERACTIONS......Page 78
KNOWING THE LEARNING PREFERENCESAND NEEDS OF INDIVIDUALS......Page 80
INVOLVING EVERYONE......Page 81
USING SUITABLE ENCOURAGEMENT, FEEDBACK, AND PRAISE......Page 83
IMPLICATIONS FOR EDUCATORS AND FUTURE TRENDS......Page 84
REFERENCES......Page 85
INTRODUCTION......Page 88
TEACHING AND LEARNING FOR DIVERSITYIN THE DRAMA CLASSROOM......Page 89
Case Study: Background......Page 90
Participation......Page 91
Partnership......Page 92
Outcomes of this Approach......Page 93
Schooling and Motivation......Page 94
What Can Technology Education Do for Māori Learners?......Page 95
Students’ Comments......Page 96
CONCLUSION /IMPLICATIONS FOR TEACHERS/EDUCATORS......Page 97
REFERENCES......Page 98
INTRODUCTION......Page 102
BACKGROUND: THE NATURE OF DISCIPLINE-SPECIFIC LANGUAGE LEARNING......Page 103
Valuing Cultural Diversity......Page 105
Explicitly Modelling the Discourse of their Discipline......Page 106
Allowing Information and Skills to be Presented in Different Contexts and Revisited in Different Ways......Page 107
Using First Language......Page 109
CONCLUSION......Page 110
REFERENCES......Page 111
ABSTRACT......Page 114
Racial Stereotyping......Page 115
FACTORS RELATED TO CHANGES IN ADOLESCENTS’ VIEWS OF RACE......Page 116
School Matriculation and Diverse Secondary Schools......Page 117
Racial Socialization......Page 118
Academic Performance......Page 119
Intergroup Relations......Page 120
Teacher Self-Awareness......Page 121
Multifaceted Approach......Page 122
CONCLUSION......Page 123
REFERENCES......Page 124
BACKGROUND......Page 130
‘CLOSING THE GAP’......Page 132
DAMAGED RELATIONSHIPS......Page 133
PRE-SERVICE TEACHER TRAINING......Page 134
IMPLICATIONS FOR TEACHERS......Page 135
CONCLUSION......Page 136
REFERENCES......Page 137
ABSTRACT......Page 140
INTRODUCTION......Page 141
MY INITIAL UNDERSTANDINGS: TEACHER ENTHUSIASM FOR INCLUSIVENESS......Page 142
EXAMINING THE UNEXAMINED......Page 143
DISCUSSION AND IMPLICATIONS......Page 145
REFERENCES......Page 147
ABSTRACT......Page 150
ATTENTION-DEFICIT HYPERACTIVITY DISORDER......Page 151
AUTISM SPECTRUM DISORDER......Page 152
CEREBRAL PALSY......Page 154
INTELLECTUAL DISABILITY......Page 155
LEARNING DISABILITIES......Page 156
MULTIPLE DISABILITIES......Page 157
REFERENCES......Page 158
INTRODUCTION......Page 160
CURRICULUM......Page 162
PEDAGOGY......Page 163
Teaching Personal and Social Responsibility......Page 164
PRINCIPLES OF ADAPTATION......Page 165
Do not Allow the Adaptations to Change the Intended Outcomes for the Activity......Page 166
CONCLUSION......Page 167
REFERENCES......Page 168
INTRODUCTION......Page 170
VARIATIONS IN PARENTAL INVOLVEMENT BY SOCIAL ADDRESS AND PERSONAL BELIEFS......Page 171
PARENTAL INVOLVEMENT THROUGH A LENS OF SOCIAL AND CULTURAL CAPITAL......Page 172
AUSTRALIAN RESEARCH FINDINGS ABOUT PARENTAL INVOLVEMENT IN CHILDREN’S SCHOOLING......Page 173
Teachers’ Perceptions of How Involved Parents were in their Children’s Education......Page 175
Teachers’ Report of Parental Level of Contact with the School......Page 176
IMPLICATIONS FOR EDUCATORS......Page 177
REFERENCES......Page 178
ABSTRACT......Page 182
RESEARCH METHODS......Page 183
SUCCESSES AND ACHIEVEMENTS: ASPECTS OF THE EDUCATION SYSTEM THAT WORKED WELL FOR THE FAMILIES......Page 184
CHALLENGES AND CONCERNS: ASPECTS OF THE EDUCATION SYSTEM THAT DID NOT WORK WELL FOR THE FAMILIES......Page 186
SUMMARY OF RESEARCH FINDINGS......Page 188
IMPLICATIONS FOR TEACHERS: DEVELOPING SOCIALLY JUST AND INCLUSIVE PEDAGOGIES AND PRACTICES......Page 189
REFERENCES......Page 190
INTRODUCTION......Page 194
EXPLORING THE SITES......Page 195
The Family Site......Page 196
The Church Site......Page 197
Music......Page 200
Books and Magazines......Page 201
IMPLICATIONS FOR TEACHERS......Page 202
REFERENCES......Page 204
INTRODUCTION......Page 206
Kura Māori3......Page 207
Rationale for the Study......Page 208
Speaking Te Reo Māori......Page 209
Thinking in Te Reo Māori and English......Page 210
Difficulties with Academic Language......Page 211
New Zealand Teachers and the Challenge of Students Speaking Te Reo Māori......Page 212
Policy Implications......Page 213
REFERENCES......Page 214
INTRODUCTION......Page 216
BACKGROUND: THE YOUTH2000 SURVEYS......Page 217
KEY FINDINGS FROM THE YOUTH2000 SURVEYS......Page 218
MĀORI STUDENTS IN NEW ZEALAND SCHOOLS......Page 221
IMPLICATIONS FOR EDUCATORS......Page 222
REFERENCES......Page 223
INTRODUCTION......Page 226
BACKGROUND......Page 227
RECOGNISING SIGNS OF CHILD ABUSE AND NEGLECT......Page 228
REPORTING CHILD ABUSE AND NEGLECT......Page 231
SUPPORTING CHILDREN IN THE CLASSROOM......Page 232
TEACHING CHILDREN TO PROTECT THEMSELVES......Page 233
CONCLUSION......Page 234
REFERENCES......Page 235
INTRODUCTION......Page 240
What are Educators’ Experiences of Families Experiencing Poverty or Facing Financial Hardship?......Page 242
Ways in which Educators Support Families......Page 244
What are Educators’ Experience, Beliefs and Practice about Poverty and Financial Hardship?......Page 245
IMPLICATIONS FOR EDUCATORS......Page 247
REFERENCES......Page 248
INTRODUCTION......Page 252
COOK ISLANDS IN-SERVICE RESEARCH PROGRAMME......Page 253
NEW ZEALAND MĀORI TEACHERS EXPERIENCES......Page 256
IMPLICATIONS FOR EDUCATORS AND FUTURE TRENDS......Page 259
REFERENCES......Page 261
ABSTRACT......Page 264
INTRODUCTION......Page 265
ACADEMIC OUTCOMES OF AFRICAN AMERICAN STUDENTS IN U.S. PUBLIC SCHOOLS......Page 267
DISCIPLINARY OUTCOMES......Page 268
UNDERREPRESENTATION IN HIGHER EDUCATION......Page 269
SCHOOL TO PRISON PIPELINE......Page 270
CURRENT EDUCATION INITIATIVES FOR AFRICAN AMERICAN STUDENTS......Page 271
CONCLUSION......Page 272
REFERENCES......Page 273
ABSTRACT......Page 278
PREPARING TEACHERS OF STUDENTS WITH ASD TO WORK IN DIVERSE SETTINGS......Page 279
Practical Teaching Experiences......Page 280
Focus on Cultural and Linguistic Diversity......Page 281
The Practical Teaching Experience......Page 282
IMPLICATIONS FOR TEACHERS/EDUCATORS......Page 283
REFERENCES......Page 284
INTRODUCTION......Page 286
BACKGROUND......Page 288
SUPPORT FOR INCLUSION IN PRACTICE......Page 289
TEACHING AND DIVERSITY......Page 290
CONCLUSION......Page 292
REFERENCES......Page 293
INTRODUCTION  QUEERING THE CURRICULUM......Page 296
NEW ZEALAND BACKGROUND......Page 298
GENDER AND SEXUALITY......Page 299
TEACHING QUEER STUDIES......Page 301
IMPLICATIONS FOR EDUCATORS: ANTI- HOMOPHOBIA AND INTERSECTIONALITY EXERCISES FOR THE CLASSROOM......Page 303
FUTURE TRENDS......Page 304
REFERENCES......Page 305
INTRODUCTION......Page 308
The Problem with Schooling......Page 309
Critical Literacy......Page 310
Multimodal Literacy......Page 311
IMPLICATIONS FOR TEACHERS/EDUCATORS AND FUTURE TRENDS......Page 312
Embrace the Multimodal......Page 313
REFERENCES......Page 314
ABSTRACT......Page 318
TWO KEY CONCEPTS: GLOBAL-MINDEDNESS AND INTERCULTURAL COMPETENCE......Page 319
Experiences that Promote Dispositions Toward Global-Mindedness......Page 322
‘Experience’ in Intercultural Communicative Language Teaching......Page 324
CONCLUSION......Page 327
REFERENCES......Page 328
INTRODUCTION......Page 332
BACKGROUND......Page 333
A STUDY ON BARRIERS AND INCENTIVES FOR OUTBOUND STUDENT EXCHANGES......Page 335
Diversity of Students Participating in Study Abroad......Page 336
Diversity of Disciplines Providing Study Abroad Experiences......Page 337
ERASMUS as an Exemplar for Student Exchanges and Mobility......Page 338
CONCLUSION......Page 339
REFERENCES......Page 340
INTRODUCTION......Page 342
THE FIRST STAGE: THE DEVELOPMENT OF LOCAL CONNECTIONS......Page 343
THE SECOND STAGE: THE DEVELOPMENT OF REGIONAL CONNECTIONS......Page 344
E-LEARNING AND THE DEVELOPMENT OF VIRTUAL CLASSES FOR RURAL SOUTH ISLAND COMMUNITIES......Page 345
THE THIRD STAGE: THE DEVELOPMENT OF PROVINCIAL CONNECTIONS......Page 347
IMPLICATIONS FOR THE TEACHING PROFESSION......Page 348
CONCLUSION......Page 349
REFERENCES......Page 350
INTRODUCTION......Page 352
THE COMPLEXITY OF DIVERSITY......Page 353
Open-Mindedness......Page 354
PRACTICAL STRATEGIES......Page 355
REFERENCES......Page 356
INDEX......Page 358