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Research on Language, Culture, Identity, and Power
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In: Curriculum Studies Summer Collaborative (2021)
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| 2 |
Asian Diaspora Curriculum Theorizing during the Historical Anti-Asian Racism and Pandemic in the U. S.
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In: Curriculum Studies Summer Collaborative (2021)
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| 3 |
“Their Highest Potential:” Oral Histories of Willow Hill Elementary--A Historically Black School in Georgia
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In: Curriculum Studies Summer Collaborative (2021)
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| 4 |
Language, Culture, Identity, and Power: Intercultural Learning/Teaching in China, Costa Rica, Mexico, and the United States
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In: Curriculum Studies Summer Collaborative (2020)
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| 5 |
Turning Dissertations into Books: Works-in-Progress
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In: Curriculum Studies Summer Collaborative (2019)
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| 6 |
Turning Dissertations into Books
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In: Curriculum Studies Summer Collaborative (2018)
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| 7 |
Research on Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the US South
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In: Georgia Educational Research Association Conference (2018)
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| 8 |
Turning Dissertations into Books: Works-in-Progress
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In: Curriculum Studies Summer Collaborative (2016)
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| 9 |
Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South
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In: Curriculum Studies Summer Collaborative (2016)
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| 10 |
Thinking About Power and Schooling Through Educational Theorists
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In: Curriculum Studies Summer Collaborative (2014)
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| 11 |
Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South
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In: Curriculum Studies Summer Collaborative (2014)
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| 12 |
Teaching Critical Consciousness in the Age of Austerity in the U. S. South
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In: Curriculum Studies Summer Collaborative (2014)
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| 14 |
Guide to New Resources
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In: Faculty Publications (2003)
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Abstract:
A number of articles that report the results of studies on school experiences of culturally and linguistically diverse students merit the attention of teacher educators who utilize multicultural knowledge bases that are research-based. Similarly, multicultural educators have postulated that culturally responsive pedagogy and curricula would improve the learning environment for all children despite meager research evidence. More specifically, researcher D. Viadero reports that researcher Thomas S. Dee in his study "Teachers, Race and Student Achievement in a Randomized Experiment" published on the Internet by the National Bureau of Economic Research Inc. found that (a) students who had a teacher of their own race for at least one of the four years of the study tended on average to score 3 to 4 percentile points higher on standardized tests of reading and math than peers who had teachers of different races (b) The race effects were particularly strong among poor children, children with inexperienced teachers and children attending segregated schools especially for African American children and (c) Whether or not a teacher had a graduate degree seemed to have no influence on the size of gains.
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Keyword:
and Multicultural Education; Bilingual; education; multicultural education; Multilingual; racism; students; Teacher Education and Professional Development; teacher educators; teachers; united states
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URL: https://doi.org/10.1207/S15327892MCP0502_11
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| 15 |
Professional knowledge landscapes, three Chinese women teachers' enculturation and acculturation processes in China and Canada
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