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    Wyświetlanie 1-4 z 4
    Tytuł:
    Teaching with a Multicultural Perspective
    Autorzy:
    Petrasová, Alica
    Powiązania:
    https://bibliotekanauki.pl/articles/507087.pdf
    Data publikacji:
    2013
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    multicultural education
    cooperative teaching and learning
    constructivist theories of learning
    Opis:
    One of the most innovative and widely prescribed strategies to manage and build upon the strength of the increasing diversity found in the classroom is the use of cooperative learning techniques. Because cooperative learning groups encourage ositive social interaction among students of diverse racial and ethnic backgrounds, they have great potential to facilitate the building of cross-ethnic friendships and to reduce racial stereotyping, discrimination, and prejudice. When students work cooperatively, they have the opportunity to judge each other on each other’s merits rather than stereotypes.
    Źródło:
    Journal of Preschool and Elementary School Education; 2013, 3; 77-90
    2084-7998
    Pojawia się w:
    Journal of Preschool and Elementary School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Intercultural learning in diverse schools: obstacles, opportunities, and outlooks
    Autorzy:
    Skrefsrud, Thor-André
    Powiązania:
    https://bibliotekanauki.pl/articles/1387874.pdf
    Data publikacji:
    2018-09-30
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    intercultural learning
    intercultural communication
    multicultural education
    cultural diversity
    Opis:
    The emergence in recent years of the concept of intercultural learning has raised questions about how the notion relates to a pedagogy that fosters openness, exploration, and critical thinking. In this article, the author provides a critical examination of a conventional understanding of intercultural learning to clarify its construction and to elucidate its instructional implications. Central to this alternative is a pedagogy that acknowledges students’ former experiences and competencies without making cultural predictions. Instead of reducing the process of understanding to a technical issue, this paper advocates the integration of intercultural learning in schools by connecting the curriculum to students’ lives and identities. This paper ends with a consideration of the future prospects of intercultural learning, suggesting more research on how intercultural learning actually takes place in schools and society.
    Źródło:
    Problemy Wczesnej Edukacji; 2018, 42, 3; 75-85
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Approaches to studying across culturally contrasting groups: implications for security education
    Autorzy:
    Domalewska, Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/576161.pdf
    Data publikacji:
    2017-09-24
    Wydawca:
    Akademia Sztuki Wojennej
    Tematy:
    multicultural education
    learning style
    Approaches and Study Skills Inventory
    for Students
    ASSIST
    approaches to studying
    Security Education
    Opis:
    The problem of increased migration and integration of migrant children in schools has become a serious challenge for Security Education, especially the question of how to teach increasingly varied groups of students and whether students that come from culturally contrasting groups differ in their preferred learning style. This study sets out to analyse how students of various cultural backgrounds approach learning tasks, which is of utmost importance nowadays given that modern schools face the challenge of educating culturally diverse students. To this end, the Approaches and Study Skills Inventory for Students (ASSIST) was administered to 450 Thai students in a Thai university. Th e correlation between the learning approaches and individual differences (age, GPA and major) was assessed. Then, the results of the study were compared with the results of similar studies carried out in different cultures. The results show that the students scoring higher on the deep approach have the highest academic performance, whereas the students who approach the learning material strategically achieve the lowest learning outcomes. Furthermore, the Thai students did not differ significantly from their western peers (Norwegian, Egyptian, Portuguese and British); however, their results differed from the students from China, who generally scored lower on all subscales of the ASSIST scores. Thus, the findings of the study prove that the integration of migrant children can be highly successful because both migrant and host society students adopt similar approaches and strategies that strive for academic excellence.
    Źródło:
    Security and Defence Quarterly; 2017, 16, 3; 3-19
    2300-8741
    2544-994X
    Pojawia się w:
    Security and Defence Quarterly
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Developing Students’ Information Competencies in the Context of Multicultural Education Using University E-learning Platform
    Autorzy:
    Kubalíková, Andrea
    Trabalíková, Jana
    Powiązania:
    https://bibliotekanauki.pl/articles/1365885.pdf
    Data publikacji:
    2017-04-10
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    e-learning
    information literacy
    information competencies
    information education
    information technologies
    communication technologies
    evaluation criteria
    LMS Moodle
    multicultural education
    Opis:
    In this paper we would like to introduce our way of thinking about approaches to students in the term of e-learning use in the context of a multicultural society. We are focusing on the question of developing the information competencies in the environment of multicultural education. This paper also provides examples of good practice especially when teaching via e-learning platform, LMS Moodle, at the University of Žilina.
    Źródło:
    International Journal of Research in E-learning IJREL; 2016, 2, 1; 107-126
    2451-2583
    2543-6155
    Pojawia się w:
    International Journal of Research in E-learning IJREL
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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