Learning In Diverse Classrooms Research Articles

Self-efficacy of preservice teachers in technology-based learning in diverse classrooms: a case study at an Indonesian private university

Purpose This case study examines the experiences of 20 student teachers at an Indonesian private university in enhancing their self-efficacy in utilizing instructional technology.Design/methodology/approach The participants of this study had different cultural backgrounds and spoke different indigenous languages. Situated in diverse classroom settings, the participants were interviewed using online platforms to examine their learning experience when learning to integrate technology into teaching. Furthermore, observational data were collected through photographs taken during the learning process to triangulate the findings.Findings Grounded in case study analysis, the study reveals three emerging themes indicating the development of the preservice teachers' confidence in multilingual classrooms: (1) designing technology-mediated learning activities, (2) using learning technology to foster students' autonomy in learning and (3) promoting peer engagement in diverse classrooms through technology-based learning. Furthermore, the participants demonstrated their ability to develop self-efficacy in overcoming the challenges associated with technology use in education by adapting, innovating, and collaborating.Research limitations/implications The study has three limitations. First, the limited number of participants involved in the study restricts the generalizability of the findings and does not allow for testing the potential influence of variables such as age, gender or experience on preservice teachers' beliefs. Second, limitation pertains to the reliability of self-report data provided by the preservice teachers. Given that self-efficacy can fluctuate over time, a longitudinal study is needed to investigate whether preservice teachers' self-efficacy in utilizing technology for learning evolves over time. Third, while the study was conducted in diverse classroom settings, it lacks an in-depth exploration of how cultural diversity impacts the learning outcomes of these preservice teachers.Originality/value The findings suggest that nurturing the technological self-efficacy of preservice teachers enhances their competence in technology-mediated pedagogy, both during the pandemic of COVID-19 and in the future.

Deliberative Interdependence: A Durkheimian Approach to Promoting Collaborative Learning in Diverse Classrooms

ABSTRACT As institutions of higher education have become more diverse over the past several decades, building a strong sense of community in the classroom has emerged as a core moral and pedagogical imperative to make students from all backgrounds feel welcome and promote their academic success. In this paper, I argue that the pedagogy underlying the impetus for community building in the classroom is premised on a problematic understanding of the type of bonds that connect students in a genuinely diverse classroom. In Durkheimian terms, these bonds are more akin to organic solidarity (bonds by virtue of mutual reliance) than mechanical solidarity (bonds by virtue of shared cultural and moral beliefs). Instead of community building, I propose deliberative interdependence as a more effective model for generating collaborative learning in diverse classrooms. I illustrate how to apply this model through innovative learning and assessment methods and draw on student course evaluations to document their effectiveness.

ESPO AND ACADEMY FOR GERONTOLOGY IN HIGHER EDUCATION SECTION SYMPOSIUM: TEACHING STRATEGIES FOR INTEGRATING DIVERSITY IN AGING EDUCATION PRACTICES

Abstract This symposium intends to echo one of the core values for the GSA 2022 Annual Scientific Meeting — embracing diversity. In an increasingly humanistic society, addressing and accommodating diversity is a constant topic in the field of education. Diversity includes many different factors: race, ethnicity, gender, sexual orientation, socioeconomic status, ability, age, religious or political beliefs. There is no longer just one type of student in the classroom. Therefore, it is very important to adjust our teaching methods to accommodate the diverse backgrounds of students and to help students understand their different fellow classmates. In accordance with the AGHE gerontological education competencies, these authors will provide insightful teaching strategies for integrating diversity in aging education practices. The first speaker will introduce a new pedagogy in promoting learning in diverse classrooms — Sharestart. The second speaker will focus on building community-based partnerships to promote diverse, intergenerational service-learning opportunities for interprofessional gerontology students. The third speaker will discuss their experience on fostering connections across generations in the LGBTQ+ community through intergenerational conversations. The fourth speaker will present humanist values on understanding aging diversity. Finally, the fifth speaker will discuss curriculum mapping as a strategy to teach diversity in gerontology programs.

Unusual suspects for Age-Friendly University (AFU) intergenerational classroom exchange: A classroom case study in forensic science

ABSTRACT Intergenerational classroom activities have been used to enhance age inclusivity in higher education in the traditional aging curriculum. As ageism continues to be prevalent, there is a need to extend intergenerational contact across the curriculum. Moreover, intergenerational exchange can be an asset to content learning in diverse classrooms. As part of the Age-Friendly University (AFU) initiative that emphasizes the value of intergenerational teaching and learning, students and older adults were brought together in the present classroom case study in a forensic science course. The older adults residing in the institution’s affiliated university-based retirement community (UBRC) developed a mock crime scene scenario for students to solve and engaged with students as they analyzed evidence. Students were surveyed regarding their perceived learning gains and reactions to the intergenerational activity. Students’ responses indicated that the intergenerational experience had both a positive impact on content learning and the perceived value of intergenerational exchange to enhance learning in non-aging focused courses.

Enhancing learning in diverse classrooms to improve nursing practice

North Americas’ population today constitutes more people of diverse backgrounds than ever before. Consequently, nurses are faced with caring for patients that they may or may not have prior knowledge of patients’ cultures, values, practices, attitudes, and behaviours. Therefore, better preparing future nurses is of utmost importance. Educators of undergraduate nursing programs have an opportunity to reassess current student learning experiences and refocus on respecting and valuing the individuality of student learning within diverse classrooms. Being knowledgeable of potential barriers and challenges for students can support efforts for accommodation. The objective of this manuscript is to highlight various teaching strategies for educators to promote communication, build confidence and develop cohesiveness within classrooms, hence, enriching the learning environment. As a result, classroom inclusivity leads to cultural humility in nursing students, enhanced quality of client care, improved nursing practice, and reduced health disparities amongst diverse populations.

Transnational literacy practices of two Burmese families: an ethnographic study

ABSTRACT Abundant research has examined the literacy practices of immigrant students, but little is known about the transnational literacies of Burmese refugee children and parents. Drawing upon literacy as a social practice and transnationalism, this study investigated the transnational literacies of two Burmese refugee mothers and their children. The data sources included field notes, interviews, artifacts, and conversations with the participants. The findings present that participants engaged in transnational literacies for four major purposes: to maintain relationships across borders, to sustain religious beliefs, to mobilize resources in multiple contexts, and to learn about the target language. The findings suggest that educators should value the transnational literacies of refugee families in order to foster learning in diverse classrooms.

High-Access Instruction: Practical Strategies to Increase Active Learning in Diverse Classrooms

High-Access Instruction: Practical Strategies to Increase Active Learning in Diverse Classrooms

High-Access Instruction: Practical Strategies to Increase Active Learning in Diverse Classrooms

High-Access Instruction: Practical Strategies to Increase Active Learning in Diverse Classrooms

AN EXAMINATION OF THE ASSOCIATION BETWEEN OBSERVED AND SELF-REPORTED CULTURALLY PROFICIENT TEACHING PRACTICES

A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most research relies exclusively on self-reports, with limited attention to issues of social desirability, and few studies observe teacher practices. Data come from 142 K-8 teachers in six schools who were assessed via the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an externally-conducted observation, and who also provided self-report data of cultural responsiveness. Analyses indicated that teachers self-reported higher rates of culturally responsive teaching strategies than were observed on the ASSIST. There were, however, significant associations between observations and teachers’ ratings of self-efficacy. Findings suggest a need for additional research to develop and validate efficient, multi-informant approaches for assessing cultural responsiveness in the classroom.

Group Work and Multicultural Management Education

Globalization changes the composition of the adult classroom, increasing diversity and bringing new associated teaching and learning problems; problems with group work. Educators may have goals to teach transferable multicultural group working skills yet learners find such work more challenging, showing a propensity to form groups containing students more like themselves i.e. unicultural. Using survey data from MBA students spanning 25 countries, this empirical article documents an investigation into methods and techniques used to create groups for teaching and learning in diverse classrooms and considers the arguments for and against a range of approaches. We conclude the educational goal directing the use of group work, student stage and the need for attaining affective and performance outcomes are important determinants of group allocation methods.

Achieving desirable group‐work outcomes through the group allocation process

PurposeThe purpose of this paper is to consider how to form and compose work‐groups for teaching and learning in diverse classrooms comprising internationally mobile students.Design/methodology/approachThis study uses survey data from 150 MBA students from 25 countries.FindingsThe way members are allocated to a group impacts on both affective and performance outcomes.Originality/valueFor educators and trainers, these results emphasize the importance of group allocation and composition methods for affective and performance outcomes.