Isn't Culturally Responsive Instruction Just Good Teaching?

Autor/in	Au, Kathryn
Titel	Isn't Culturally Responsive Instruction Just Good Teaching?
Quelle	In: Social Education, 73 (2009) 4, S.179-183 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Student Motivation; Culturally Relevant Education; Cultural Pluralism; Student Diversity; Student Needs; Cultural Differences; Teaching Methods; Classroom Techniques; Large Group Instruction; Small Group Instruction; Student Participation; Independent Study; Minority Group Children + Suchen Sie Ihr Suchwort? Schulische Motivation; Kulturpluralismus; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Selbststudium
Abstract	Culturally responsive instruction appears to offer the potential to improve students' academic achievement and chances for success in school. However, it is not easy to see how culturally responsive instruction can be applied, especially in classrooms with students of many different cultural and linguistic backgrounds. In the first section of this article, the author discusses the key characteristics of culturally responsive instruction. In the second section, she responds to three frequently asked questions about culturally responsive instruction. In the final section, she discusses practical implications in terms of classroom structures for participation. (Contains 1 table and 22 notes.) (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10