Examining Perceptions of Culturally Responsive Pedagogy in Teacher Preparation and Teacher Leadership Candidates

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Samuels, Amy J.; Samuels, Gregory L.; Cook, Tammy M.

2017-01-01

The study examined a multi-tiered approach for facilitating learning and examining perceptions about culturally responsive pedagogy in teacher preparation and teacher leadership programs. The study aligned with a learning unit we designed to (1) increase understanding of culturally responsive pedagogy and (2) investigate perceptions of cultural…

School Culture's Influence on Beginning Agriculture Teachers' Job Satisfaction and Teacher Self-Efficacy

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Hasselquist, Laura; Herndon, Kevin; Kitchel, Tracy

2017-01-01

This study explored first and second year agriculture teachers' job satisfaction and teacher selfefficacy through their perceived levels of school culture support. Prior research indicated one possible contributor to poor teacher retention is a lack of belonging teachers feel to their schools. Data were collected from beginning teachers in three…

School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices

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Hongboontri, Chantarath; Keawkhong, Natheeporn

2014-01-01

This mixed-methods research project documents the school culture of Hope University's Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire.…

Supporting pre-service science teachers in developing culturally relevant pedagogy

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Krajeski, Stephen

This study employed a case study methodology to investigate a near-authentic intervention program designed to support the development of culturally relevant pedagogy and its impact on pre-service science teachers' notions of culturally relevant pedagogy. The unit of analysis for this study was the discourse of pre-service science teachers enrolled in a second semester science methods course, which was the site of the intervention program. Data for this study was collected from videos of classroom observations, audio recordings of personal interviews, and artifacts created by the pre-service science teachers during the class. To determine how effective science teacher certification programs are at supporting the development of culturally relevant pedagogy without an immersion aspect, two research questions were investigated: 1) How do pre-service science teachers view and design pedagogy while participating in an intervention designed to support the development of culturally relevant pedagogy? 2) How do pre-service science teachers view the importance of culturally relevant pedagogy for supporting student learning? How do their practices in the field change these initial views?

Culture, Personality, Health, and Family Dynamics: Cultural Competence in the Selection of Culturally Sensitive Treatments

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Sperry, Len

2010-01-01

Cultural sensitivity and cultural competence in the selection of culturally sensitive treatments is a requisite for effective counseling practice in working with diverse clients and their families, particularly when clients present with health issues or medical problems. Described here is a strategy for selecting culturally sensitive treatments…

Culture-sensitive psychotraumatology

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Ulrich Schnyder

2016-07-01

Full Text Available Background: Although there is some evidence of the posttraumatic stress disorder (PTSD construct's cross cultural validity, trauma-related disorders may vary across cultures, and the same may be true for treatments that address such conditions. Experienced therapists tailor psychotherapy to each patient's particular situation, to the nature of the patient's psychopathology, to the stage of therapy, and so on. In addition, culture-sensitive psychotherapists try to understand how culture enhances the meaning of their patient's life history, the cultural components of their illness and help-seeking behaviors, as well as their expectations with regard to treatment. We cannot take for granted that all treatment-seeking trauma survivors speak our language or share our cultural values. Therefore, we need to increase our cultural competencies. Methods: The authors of this article are clinicians and/or researchers from across the globe, working with trauma survivors in various settings. Each author focused on one or more specific cultural aspects of working with trauma survivors and highlighted the following aspects. Results: As a result of culture-specific individual and collective meanings linked to trauma and trauma-related disorders survivors may be exposed to (self-stigma in the aftermath of trauma. Patients who are reluctant to talk about their traumatic experiences may instead be willing to write or use other ways of accessing the painful memories such as drawing. In other cultures, community and family cohesion are crucial elements of recovery. While awareness of culture-specific aspects is important, we also need to beware of premature cultural stereotyping. When disseminating empirically supported psychotherapies for PTSD across cultures, a number of additional challenges need to be taken into account: many low and middle income countries have very limited resources available and suffer from a poor health infrastructure. Conclusions: In summary

Where the Two Shall Meet: Exploring the Relationship between Teacher Professional Culture and Student Learning Culture

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Weiner, Jennie M.; Higgins, Monica C.

2017-01-01

This study focuses on the understudied connection between teachers' and students' perceptions of school culture. Utilizing a longitudinal sample of approximately 130,000 students and 9000 teachers in 225 New York City traditional public schools, we investigate how professional culture among teachers intersects with students' collective emotional…

Physical culture as a phenomenon of the development of socio-cultural competence of future teachers of physical education

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I.V. Ivanii

2014-04-01

Full Text Available Purpose : to substantiate the phenomenon of formation of physical culture of the individual in terms of theoretical and methodological approaches to the development of socio-cultural competence of future teachers. Material : 22 literary sources analyzed on the issue of formation of physical culture of the individual. Used cultural studies, axiological and competence approach. Results : define the concept of socio-cultural competence of the teacher of physical education. Competence is considered as an integrative motivational tumor - activity sphere of the individual. It determines the focus of an expert on the formation of spiritual values and is the foundation for its further self-development. Disclosed structure sociocultural competence of the teacher in the unity components: cognitive, motivational-value, behavioral. For each component defined system of spiritual values. The system covers the socio- psychological, mental and cultural values of physical culture. Conclusions : the sociocultural competence of the teacher of physical education meaningful and functionally related to the values of the physical culture of the individual. Spiritual, value the personality of the teacher - is the foundation for all of the components of socio-cultural competence. This competence provides social and cultural development of the individual.

Understanding Teachers' Professional Cultures through Interview: A Constructivist Approach.

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Knight, Peter; Saunders, Murray

1999-01-01

Describes a research method used in a British project studying the professional culture of teachers, that of "dialogic interviews." The focus was on cultural constructs teachers used spontaneously, and the interviews were formed around elements of concept, discourse, general accounts of teaching, and site-specific accounts of teaching.…

Understanding the Relationship between School Culture and Teacher Leadership

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Kabler, April Lynn

2013-01-01

The purpose of this quantitative study was to examine the correlational relationship between school culture factors and the appearance of teacher leadership within the organization. Schien's Organizational Culture Theory and Danielson's Teacher Leadership Theory serve as the framework for this study. Data for the study were collected using the…

The Cultural Dependence of the Ethical Sensitivity Scale Questionnaire: The Case of Iranian Kurdish Teachers

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Khalil Gholami

2012-01-01

Full Text Available A good theory-based tool for measuring ethical sensitivity, which is usable in different contexts, is scarce. In this study, we examined the Ethical Sensitivity Scale Questionnaire (ESSQ in line with its seven-dimension structure. The scale was presented to a sample of 556 Iranian Kurdish teachers in primary, middle, and high schools. A confirmatory factor analysis was conducted to scrutinize the original factor structure of the ESSQ. The results confirmed that the ESSQ supports a reasonable model fit to study the seven dimensions of ethical sensitivity as it was developed in the original study. However, some modifications were conducted to free high error covariance between four pairs of items in the scale. This modification increased the fit indices and thus resulted in a good model fit. In addition to examining the satiability of the ESSQ, a further analysis showed that the level of ethical sensitivity in the targeted sample was high.

Organization a Culture of Self-Education of Music Teachers

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Dyganova, Elena Aleksandrovna; Yavgildina, Ziliya Mukhtarovna

2015-01-01

The article discusses the culture of self-education of music teacher as a professionally necessary quality of a modern specialist in the field of music education. The author proposes finalized definitions of basic concepts; consistently reveals the essence, structure, criteria and indicators of self-culture of music teacher; reveals the potential…

Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume V: Cross-Cultural Training and Support Services. Final Report.

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PSI Associates, Inc., Washington, DC.

The cross-cultural training module and support services for Peace Corps volunteers en route to Liberia make trainees more aware of and sensitive to cultural differences in human behavior and human interaction. In this part of the Peace Corps Stateside Teacher Training Model, the approach to training is both generic and specific, and both native…

Family Counseling: Cultural Sensitivity, Relativism, and the Cultural Defense.

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May, Kathleen M.

1998-01-01

Cultural sensitivity, cultural relativism, and the cultural defense are defined and described. Each concept is addressed in terms of its relationship to couple and family counseling. The role of counselor must be broadened and deepened to include the role of cultural broker. (Author/EMK)

Teacher Perception of Cultural Difference in L2 Materials: Is Filtering Culture the Right Approach?

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Hermessi, Tarek

2017-01-01

With the emergence of the intercultural approach to L2 teaching, several studies investigated teachers' attitudes and beliefs concerning the cultural dimension of L2 teaching in different foreign language settings. This study explored teachers' perceptions of the relationship between teaching English and culture in Tunisia, an EFL setting where…

Cultural capital, teacher bias, and educational success

DEFF Research Database (Denmark)

Jæger, Mads Meier; Møllegaard, Stine

2017-01-01

. Second, cultural capital leads teachers to form upwardly biased perceptions of children's academic ability, but only when their exposure to children's cultural capital is brief (as in oral and written exams) rather than long (as in grades awarded at the end of the school year). Third, we find...

Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts

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Siwatu, Kamau Oginga; Chesnut, Steven Randall; Alejandro, Angela Ybarra; Young, Haeni Alecia

2016-01-01

This study was designed to add to the research on teachers' self-efficacy beliefs by examining preservice teachers' culturally responsive teaching self-efficacy doubts. We examined the tasks that preservice teachers felt least efficacious to successfully execute and explored the reasoning behind these self-efficacy doubts. Consequently, we were…

Role of Organizational Culture on the Performance Primary School Teachers

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Suharningsih; Murtedjo

2017-01-01

This study aims to identify and examine the role of organizational culture on teacher performance. In the present study examined the role of organizational culture with teacher performance. In accordance with the study design, namely the survey, the data collected in this research is quantitative data. The data is extracted and obtained through…

Relationships between maternal emotional expressiveness and children's sensitivity to teacher criticism

OpenAIRE

Mizokawa, Ai

2013-01-01

Caregivers' emotional responses to children influence children's social and emotional development. This study investigated the association between maternal emotional expressiveness in the context of mother?child interactions and young children's sensitivity to teacher criticism. Sensitivity to teacher criticism was assessed among 53 Japanese preschoolers using hypothetical scenarios in which a puppet child representing the participant made a small error, and a puppet teacher pointed out the e...

The Influence of Culture on Teacher Commitment

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Abd Razak, Nordin; Darmawan, I. Gusti Ngurah; Keeves, John P.

2010-01-01

Culture is believed to be an important factor that influences various aspects of human life, such as behaviour, thinking, perceptions and attitudes. This article examines the similarities and differences in the influence of culture on teacher commitment in three types of Malaysian primary schools. Since commitment to teaching has rarely been…

A Narrative Inquiry into Chinese Teacher Induction in West China through Cross-Cultural Teacher Development

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Huang, Ju; Xu, Shijing

2015-01-01

This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development, which has been developed and contextualized in the "Teacher Education Reciprocal Learning Program" between the University of Windsor (UW), Canada and Southwest University (SWU), China. This program is part of…

Applying the framework for culturally responsive teaching to explore the adaptations that teach first beginning teachers use to meet the needs of their pupils in school

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Alison Hramiak

2015-12-01

Full Text Available Previous research has shown that beginning teachers are capable of adapting their practice to the needs of ethnically diverse pupils. This paper investigates the possibility that such teachers were developing their practice into what I have termed culturally adaptive teaching. A variety of methods were used to collect qualitative data that focused on the perspectives of teachers in schools across Yorkshire and Humberside, (UK over the course of an academic year. The framework for culturally responsive teaching (CRT was used as a lens through which to analyse the data collected. It enabled findings to emerge that took the framework beyond that of CRT, to one of culturally adaptive teaching. Teachers continually adapted their practice, in terms of cultural sensitivity, to better meet the needs of their pupils. If we can apply this framework and support beginning teachers to help them understand issues of cultural diversity in the classroom, we might be able to engender a real systematic change in teaching for the benefit of pupils.

Making the Implicit Explicit: Supporting Teachers to Bridge Cultures

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Rothstein-Fisch, Carrie; Trumbull, Elise; Garcia, Sandra Gloria

2009-01-01

In this paper, we report the results of a longitudinal action research project in which elementary teachers used a cultural framework (individualism-collectivism) to understand differences between the culture of immigrant Latino families and the culture of U.S. schools. Making explicit the culture-based beliefs implicit in home and school…

Investigating Pre-Service Teacher Motivation across Cultures Using the Teachers' Ten Statements Test

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Klassen, Robert M.; Al-Dhafri, Said; Hannok, Wanwisa; Betts, Shea M.

2011-01-01

Motivations for choosing teaching as a career were investigated in 200 pre-service teachers from Canada and Oman. We used a novel structured qualitative approach and two theoretical models to analyze how pre-service teacher career-choice motivation varied according to cultural context. The results of the study showed that Canadian participants…

Perceived usefulness and culture as predictors of teachers attitudes ...

African Journals Online (AJOL)

Perceived usefulness and culture as predictors of teachers attitudes towards ... perceived usefulness, perceived cultural relevance, perceived competence and access to ... and senior phase, completed the Attitudes Towards Computer Scale.

THE RELATIONSHIP BETWEEN TURKISH EFL STATE SCHOOL TEACHERS' CULTURAL INTELLIGENCE AND THEIR PROFESSIONAL WELL-BEING

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İ. EFE EFEOĞLU

2017-09-01

Full Text Available Cultural intelligence is described as the ability of a person to behave adequately in culturally diverse environments. It involves comprehending the effects of cultural background on the attitudes of people for auspicious participation in any social setting. Cultural intelligence may be positively and significantly correlated with professional well-being among English as foreign language (EFL teachers. So, the present study sought to investigate the correlation between Turkish EFL state school teachers' cultural intelligence and their professional well-being. A sample including 120 EFL state school teachers completed two questionnaires: (1 Cultural Intelligence Scale developed by Cultural Intelligence Center (2005; and (2 the Scale of Teacher Perception of Professional Well-Being developed by Yildirim, Arastaman and Dasci (2016. The results of the study indicated significant correlations between Turkish EFL state school teachers' cultural intelligence and their professional well-being. This study may help English Language Teaching (ELT departments to implement materials to their curriculum for aiding EFL teachers in terms of developing cultural intelligence. Furthermore, this paper makes a unique contribution to the area of cultural intelligence by identifying whether there is a relationship between cultural intelligence and professional well-being.

The Cultural Roots of Teacher Associations: A Case Study from India

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Padwad, Amol

2016-01-01

Teacher associations (TAs) are communities located in complex cultural spaces that may affect their functioning, vision, priorities, and policies. This case study of the English Language Teachers' Association of India (ELTAI) attempts to examine the relationship between the Association and the cultural space it inhabits, with specific reference to…

Forming a health culture of future teachers in Polish educational establishments

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T.S. IERMAKOVA

2014-10-01

Full Text Available Aim: to study the experience of the structure and system of training of future teachers in Polish schools. Material: content analysis of domestic and foreign authors. Used data from the survey of students of Polish universities. Also were used survey results through polish service ANKIETKA. For comparison, a questionnaire survey 35 students of the Faculty of Physical Education (future teachers of physical training and 30 students - the future teachers of elementary school of Ukrainian university. Results: the study of Polish teachers consider health culture of a person as the ability to assess individual and community health needs using in everyday life hygiene and health regulations. There have been some differences among Ukrainian and Polish students in their health and health culture. Among the respondents, Polish students - the future teachers of physical culture, is dominated motives such as the improvement of the physical condition, strengthen self-esteem, as well as improved health. Polish students from other disciplines believe that the most important motive for the adoption of physical activity is a concern for the physical well-being and mental health. The majority of Ukrainian students (future teachers of physical culture believe an important part of building health culture of their direct participation in various sports clubs, as well as the ability to organize physical culture, sports and educational work with students outside the classroom. Ukrainian students (other specialty noted the need to improve health, enhance knowledge in specific subjects humanities and promoting healthy lifestyles. Conclusions: It is recommended to use the experience of preparing students of Polish schools in modern Ukrainian higher education.

The place of experience, culture and multimedia learning in teacher training

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Monica Fantin

2012-05-01

Full Text Available What are the challenges of training children, young people and teachers today? Speaking of knowledge and skills necessary for teachers to perform in current scenarios implies asking to what extent university degree courses and teacher training institutions are adapting to the new demands of education. By highlighting some current challenges of university education, this article emphasizes the importance of experience, cultural training and multimedia in teacher training, from a culturalistic perspective of media education. Considering that media education is a field under construction, the transversality and the contribution of multidisciplinary knowledge of science, education, communication and the arts are a “border-object”, an interface that can better interpret the current transformation of knowledge and the tools of digital culture which are not limited to school education. The text discusses the possibility of multimedia education and its skills, such as integration of knowledge and methodological contributions deriving from different areas of knowledge and from the perspective of multiple languages in school and culture. From this results the need to set up other spaces for thinking about educational and training praxis, discussing news forms of cultural mediation in contemporary settings of teachers training.

How Much Culture Is Enough? Inuit Teachers' Perceptions on the State of Inuit Culture in Nunavik Classrooms

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Stevenson, Blair

2014-01-01

This paper highlights findings of a survey conducted with the Kativik School Board, Canada, to gain insight into the perceptions of Inuit teachers concerning how Inuit culture is taught in the classroom. While findings indicate that teachers are integrating Inuit culture to varying degrees, roughly half of respondents suggest that not enough Inuit…

Does Teacher Evaluation Mediate the Effect of Cultural Capital on Educational Performance?

DEFF Research Database (Denmark)

Lund, Asta Breinholt; Jæger, Mads Meier

This study analyzes whether teachers' evaluations of children's academic skills mediate the effect of cultural capital on educational performance. We use ECLS-K data with repeated measures on children in 1st, 3rd and 5th grade and apply fixed effects models, that control for unobserved time...... invariant child and family characteristics. The analysis shows that teacher evaluations have positive effect on educational performance, but that cultural capital has no effect on teacher evaluations. Instead cultural capital has a direct positive effect on educational performance....

Teacher Motivation: Factors and their Consequences in Culture and Commitment Building in Teachers.

OpenAIRE

Santosh Verma

2018-01-01

This study “Teacher Motivation” is an effort to recognize the factors which cause to diminish motivation in teachers, within and outside the system as well. During the study, I found two categories one is "General Issues but significant, need to resolve them with focus" which lays largely on the overall resources and second is Specific "The deep state in the bureaucratic system, the government approach towards teachers" lays on the practices and culture amongst the peer members and authoritie...

Facilitating cultural border crossing in urban secondary science classrooms: A study of inservice teachers

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Monteiro, Anna Karina

Research acknowledges that if students are to be successful science, they must learn to navigate and cross cultural borders that exist between their own cultures and the subculture of science. This dissertation utilized a mixed methods approach to explore how inservice science teachers working in urban schools construct their ideas of and apply the concepts about the culture of science and cultural border crossing as relevant to the teaching and learning of science. The study used the lenses of cultural capital, social constructivism, and cultural congruency in the design and analysis of each of the three phases of data collection. Phase I identified the perspectives of six inservice science teachers on science culture, cultural border crossing, and which border crossing methods, if any, they used during science teaching. Phase II took a dialectical approach as the teachers read about science culture and cultural border crossing during three informal professional learning community meetings. This phase explored how teachers constructed their understanding of cultural border crossing and how the concept applied to the teaching and learning of science. Phase III evaluated how teachers' perspectives changed from Phase I. In addition, classroom observations were used to determine whether teachers' practices in their science classrooms changed from Phase I to Phase III. All three phases collected data through qualitative (i.e., interviews, classroom observations, and surveys) and quantitative (Likert items) means. The findings indicated that teachers found great value in learning about the culture of science and cultural border crossing as it pertained to their teaching methods. This was not only evidenced by their interviews and surveys, but also in the methods they used in their classrooms. Final conclusions included how the use of student capital resources (prior experiences, understandings and knowledge, ideas an interests, and personal beliefs), if supported by

Cultural sensitivity in public health: defined and demystified.

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Resnicow, K; Baranowski, T; Ahluwalia, J S; Braithwaite, R L

1999-01-01

There is consensus that health promotion programs should be culturally sensitive (CS). Yet, despite the ubiquitous nature of CS within public health research and practice, there has been surprisingly little attention given to defining CS or delineating a framework for developing culturally sensitive programs and practitioners. This paper describes a model for understanding CS from a public health perspective; describes a process for applying this model in the development of health promotion and disease prevention interventions; and highlights research priorities. Cultural sensitivity is defined by two dimensions: surface and deep structures. Surface structure involves matching intervention materials and messages to observable, "superficial" characteristics of a target population. This may involve using people, places, language, music, food, locations, and clothing familiar to, and preferred by, the target audience. Surface structure refers to how well interventions fit within a specific culture. Deep structure involves incorporating the cultural, social, historical, environmental and psychological forces that influence the target health behavior in the proposed target population. Whereas surface structure generally increases the "receptivity" or "acceptance" of messages, deep structure conveys salience. Techniques, borrowed from social marketing and health communication theory, for developing culturally sensitive interventions are described. Research is needed to determine the effectiveness of culturally sensitive programs.

Gender Inequality among Japanese High School Teachers: Women Teachers' Resistance to Gender Bias in Occupational Culture

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Miyajima, Tomomi

2008-01-01

This study explores gender inequality in the occupational culture of Japanese high school teachers with special focus on women teachers' resistance to gender-biased practices. It examines the effectiveness of official and informal teacher training programmes in raising awareness of gender issues. Through an ethnographic case study conducted in…

Comparative Models for Preparing Teachers of Minorities.

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Titus, Dale; Dolgos, Kathleen

This paper highlights three programs that prepare culturally sensitive teachers to meet the needs of minority students. The University of Hawaii's Preservice Education for Teachers of Minorities has a partnership with the Kamehameha Schools/Bishop Estate private school for children of Hawaiian ancestry. The school brings new culturally sensitive…

Cultural mismatch and the education of Aboriginal youths: the interplay of cultural identities and teacher ratings.

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Fryberg, Stephanie A; Troop-Gordon, Wendy; D'Arrisso, Alexandra; Flores, Heidi; Ponizovskiy, Vladimir; Ranney, John D; Mandour, Tarek; Tootoosis, Curtis; Robinson, Sandy; Russo, Natalie; Burack, Jacob A

2013-01-01

In response to the enduring "deficit" approach to the educational attainment of Aboriginal students in North America, we hypothesized that academic underperformance is related to a cultural mismatch between Aboriginal students' cultural background, which emphasizes connectedness and interdependence, and the mainstream White model of education, which focuses on independence and assertiveness. The participants included virtually all the secondary students (N = 115) in the Naskapi community of Kawawachikamach, Quebec, Canada. We obtained self-reports of identification with Aboriginal and White culture, teacher reports of assertiveness, and official grades. We found that high identification with either Aboriginal or White culture was related to higher grades, regardless of whether the students were perceived as assertive by their teacher. Conversely, at low levels of cultural identification toward Aboriginal or White culture, being perceived as low in assertiveness by one's teacher predicted lower grades. This suggests that both high cultural identification and assertiveness can contribute to enhancing the educational outcomes of Aboriginal students, but that Aboriginal students with low levels of both cultural identification and assertiveness are at particular risk as they are mismatched with the culture of mainstream schools and do not benefit from the protective effects of identity. The relationships among identity, cultural values, and academic performance point to the need to reject the notion of an inherent deficit in education among Aboriginal youths in favor of a different framework in which success can be attained when alternative ways of being are fostered and nurtured in schools.

Revising and Updating the Inventory of Cross-Cultural Sensitivity

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Mahon, Jennifer A.; Cushner, Kenneth

2014-01-01

The following article outlines research conducted to examine cross-cultural sensitivity in a sample of 949 incoming university students in the USA. The study was conducted during the process of updating an existing measure of cross-cultural sensitivity known as the Inventory of Cross-Cultural Sensitivity (ICCS), and to examine the various levels…

Cultural Sensitivity in English Language Teaching Materials

OpenAIRE

MEHMET, Sean Collin

2008-01-01

This expository paper will begin by uncovering and examining some lesser known, Western journal articles, ones that deal specifically with the issue of cultural sensitivity in language classrooms. This opening discussion will attempt to reveal that cultural sensitivity in teaching materials is by no means an issue limited solely to the Western world. After this, the discussion will focus on Edward Said's widely-known Culture and Imperialism. Said's monograph will be used as a springboard to e...

Relationships between maternal emotional expressiveness and children's sensitivity to teacher criticism.

Science.gov (United States)

Mizokawa, Ai

2013-01-01

Caregivers' emotional responses to children influence children's social and emotional development. This study investigated the association between maternal emotional expressiveness in the context of mother-child interactions and young children's sensitivity to teacher criticism. Sensitivity to teacher criticism was assessed among 53 Japanese preschoolers using hypothetical scenarios in which a puppet child representing the participant made a small error, and a puppet teacher pointed out the error. Self-report questionnaires were used to measure maternal expressiveness. The results demonstrated that negative maternal expressiveness toward one's own children was positively related to children's ratings of their own ability and negatively related to children's motivation to continue with the task after teacher criticism. Positive maternal expressiveness was not related to children's sensitivity to criticism. These findings suggest that children who have experienced more negative emotion from mothers may be more likely to hold negative beliefs about how others will respond to their behavior more generally. This may, in turn, lead to a defensively positive view of one's own abilities and a disinclination to persevere as protection from additional opportunities for teacher evaluation.

Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy

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Gunn, AnnMarie Alberton; Bennett, Susan V.; Evans, Linda Shuford; Peterson, Barbara J.; Welsh, James L.

2013-01-01

Many scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess…

Searching for Mirrors: Preservice Teachers' Journey toward More Culturally Relevant Pedagogy

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Christ, Tanya; Sharma, Sue Ann

2018-01-01

Culturally relevant text selection and pedagogy support students' motivation, engagement, literacy outcomes, and positive identity formation. Nevertheless, there is limited research on teacher preparation that fosters these outcomes. We explore 17 preservice teachers' challenges and successes with culturally relevant text selection and pedagogy…

Teacher Education and the Cultural Imagination: Autobiography, Conversation, and Narrative.

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Florio-Ruane, Susan

This book argues for the importance of addressing the role of culture in the lives of student teachers. It explains how passionate dialogue in small groups about multicultural literature and autobiography can transform teachers' lives and practice, arguing for a broad and intellectual, yet practical and concrete, vision of teacher development in…

Pre-Service Teacher Cultural Identity Development

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Cunningham, Maurella Louise

2013-01-01

The main purpose of this study is to conduct exploratory qualitative research to investigate how PSTs and practicing teachers experience cultural and racial identity development or changes in identity. Rather than examine the "what" or contributors to identity development, I will explore the "how" or processes of identity…

A Culture-Sensitive Agent in Kirman's Ant Model

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Chen, Shu-Heng; Liou, Wen-Ching; Chen, Ting-Yu

The global financial crisis brought a serious collapse involving a "systemic" meltdown. Internet technology and globalization have increased the chances for interaction between countries and people. The global economy has become more complex than ever before. Mark Buchanan [12] indicated that agent-based computer models will prevent another financial crisis and has been particularly influential in contributing insights. There are two reasons why culture-sensitive agent on the financial market has become so important. Therefore, the aim of this article is to establish a culture-sensitive agent and forecast the process of change regarding herding behavior in the financial market. We based our study on the Kirman's Ant Model[4,5] and Hofstede's Natational Culture[11] to establish our culture-sensitive agent based model. Kirman's Ant Model is quite famous and describes financial market herding behavior from the expectations of the future of financial investors. Hofstede's cultural consequence used the staff of IBM in 72 different countries to understand the cultural difference. As a result, this paper focuses on one of the five dimensions of culture from Hofstede: individualism versus collectivism and creates a culture-sensitive agent and predicts the process of change regarding herding behavior in the financial market. To conclude, this study will be of importance in explaining the herding behavior with cultural factors, as well as in providing researchers with a clearer understanding of how herding beliefs of people about different cultures relate to their finance market strategies.

A Study of the Inter-Cultural Sensitivity among the Faculty of English Language Centre of Jazan University, Saudi Arabia

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Saeed Ahmad

2016-11-01

Full Text Available study explored intercultural sensitivity of 103 faculty members of the English Language Centre (ELC of Jazan University, Saudi Arabia. A quantitative and non-experimental design was adopted for this study in which intercultural sensitivity of the English language teachers was evaluated on five demographic variables (e.g. gender, education, religion, total teaching experience, and experience of teaching in intercultural context. The results revealed that the international faculty of ELC abreast the basic canons of Intercultural adjustments. This suggests that the teachers are not only familiar with different cultural patterns (like beliefs, values and communication styles they are willing to minimize these differences and adopt universal set of values for effective educational practices. The results indicate the participants’ higher level of empathy, respect for others’ culture, tolerance on differences and high willingness to integrate with other cultures. The data reveals no statistically significant difference between the two groups in three variables, i.e. gender (Male & Female, qualification (Masters' & Ph.D and religion (Muslims & Non-Muslims. However, there was found a statistically significant difference in the two groups (Less than ten years & More than ten years in two variables, i.e. total teaching experience and teaching experience in intercultural context.

Theory of Mind and Sensitivity to Teacher and Peer Criticism among Japanese Children

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Mizokawa, Ai

2015-01-01

This study investigated sensitivity to teacher and peer criticism among 89 Japanese 6-year-olds and examined the connection between sensitivity to criticism and first-order and second-order theory of mind separately. Participants completed a common test battery that included tasks assessing sensitivity to criticism (teacher or peer condition), the…

The linguistics in othering: Teacher educators’ talk about cultural diversity

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Anne Birgitta Nilsen

2017-05-01

Full Text Available ‘Othering’ can be conceptually defined as the manner in which social group dichotomies are represented in language via binary oppositions of ‘us’ and ‘them’. The article aims to contribute to a methodological approach for differentiating the concept of othering in educational settings. We will introduce new ways of conceptualising othering based on findings from an empirical critical discourse analytical study of how teacher educators talk about the term ‘cultural diversity’. The study is based on transcriptions of interviews with Norwegian teacher educators. The findings illustrate that teacher educators talk about cultural diversity using seven different ways of othering. These ways of othering are important because teacher educators’ discourses influence preservice teachers, in turn, influencing their future teaching in schools. We argue that a critical linguistic awareness of the ways in which pupils are ‘othered’ is an important tool in counteracting social exclusion and promoting social justice and equity.

An Exploration of Differences in Cultural Values in Teacher Education Pedagogy: Chinese English Language Teacher Trainees' Perceptions of Effective Teaching Practice Review

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Skinner, Barbara; Abbott, Lesley

2013-01-01

This study reports the impact of different cultural values on the teacher education of Chinese teacher trainees. By examining their perceptions of the effectiveness of teaching practice feedback, the study uses Hofstede's dimension of "individualism" (IDV) to explore the "culture bumps" which may occur between teacher educators…

Teachers' Moral Values and Their Interpersonal Relationships with Students and Cultural Competence

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Pantic, Natasa; Wubbels, Theo

2012-01-01

This study explored whether and how teachers' beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers' and students' perceptions of this relationship), and in teachers' cultural competence. A positive association was found between teachers' paternalist beliefs and their own…

Reflective and Transformative Practice in Bilingual Teacher Preparation: Examining Cross-Cultural and Linguistic Equity

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Hernández, Ana M.

2017-01-01

Culture, class, and language are significant social markers that impact classrooms today with challenges in educating teachers to become culturally responsive and competent. This article presents a theoretical approach on the preparation of bilingual teacher candidates and how the literature can inform teacher education programs on developing…

Cultural Memory Banking in Preservice Science Teacher Education

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Handa, Vicente C.; Tippins, Deborah J.

2012-12-01

This study focused on the exemplification of cultural memory banking as an ethnographic tool to understand cultural practices relevant to science teaching and learning in a rural coastal village in a central island of the Philippine archipelago. Using the collaborative action ethnography as a research methodology, 10 prospective science teachers and a science teacher educator/doctoral candidate formed a research team and documented community funds of knowledge relevant to science teaching and learning through their participation in a Community Immersion course. The study employed the use of the cultural memory banking as a meditational tool to analyze, make sense of, and represent interview, focus-group discussion, and observation data, among others, for the development of culturally relevant science lessons. Originally used as an anthropological tool to preserve cultural knowledge associated with the cultivation of indigenous plant varieties, the cultural memory banking, as adapted in science education, was used, both as a data collection and analytic tool, to locate relevant science at the intersection of community life. The research team developed a cultural memory bank exemplar, "Ginamos: The Stinky Smell that Sells," to highlight the learning experiences and meaning-making process of those involved in its development. Dilemmas and insights on the development and use of cultural memory banking were discussed with respect to issues of knowledge mining and mainstreaming of indigenous/local funds of knowledge, troubling the privileged position of Western-inspired nature of science.

Teachers' and Students' Work-Culture Variables Associated with Positive School Outcome.

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Goldwater, Orna D.; Nutt, Roberta L.

1999-01-01

Investigates whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with…

Individualism, Collectivism, and Cultural Compatibility: Implications for Counselors and Teachers.

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Yamauchi, Lois A.

1998-01-01

Culture influences expectations about classroom goals. The cultural distinction between individualism and collectivism is one factor that affects students' adjustment from home to school. Article suggests teachers and counselors may want to capitalize on students' cultural tendencies, but also plan for ways to expand students' repertories of…

Implementation of Mobile Pedagogy During Continuous Education of Physical Culture Teachers

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Roman S.

2018-03-01

Full Text Available Introduction: one of the urgent problems in the field of continuous training of future teachers of physical culture is the training of students using mobile devices and innovative educational Internet technologies. The scientific literature has thoroughly studied the introduction of mobile technologies in the professional training of teachers, but the development of foundations for the formation of physical competence based on innovative approaches, such as mobile training, has not been implemented to date. Hence, the necessity of setting the research goal that is to create a methodological model for the continuing education of teachers of physical culture on the basis of the ideas of mobile pedagogy in the cluster “college - university” and the use of experimental methods to substantiate the effectiveness of its implementation in the professional training of students. Materials and Methods: to create a model of continuous education, including the integration of various clusters, components and innovative technologies, the systemic approach is applied to the study with the additional use of competency, activity, qualification, personality-orientedness, culturological and innovation-technological approaches. Systematisation, comparison, comparison and generalisation are used in modeling the continuous education of teachers of physical culture. Results: in the process of research, the integrating resources and the scientific and educational potential of secondary and higher education were revealed. These recourses allowed the systematisation and modeling of the process of continuing education of teachers of physical culture based on the ideas of mobile pedagogy in the cluster “college - university”. At the experimental stage of the study, the effectiveness of the implementation of mobile pedagogy is proved and the author’s approach to the training of future teachers of physical culture is methodologically grounded. Discussion and

School-University-Community Pathways to Higher Education: Teacher Perceptions, School Culture and Partnership Building

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Alemán, Enrique, Jr.; Freire, Juan A.; McKinney, Ashley; Delgado Bernal, Dolores

2017-01-01

This article provides a snapshot in time of teacher perceptions, school culture, and partnership building. We delineate how teachers perceive our partnership's purpose and its role in transforming school culture. Second, we describe how teachers express the life expectations they have and the possibilities they hope for their students and the…

Breaking the Silence of Exclusion: Examining the Complexities of Teacher Education for Cultural Diversity

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Maged, Shireen

2014-01-01

This article is based on an in-depth case study that examined how a teacher education programme in New Zealand prepared pre-service teachers for cultural diversity (based on the author's unpublished PhD thesis, "Teacher Education for Cultural Diversity"; conferred by Curtin University, June 2012). Framed within a critical constructivist…

Enhancing Cross-Cultural Competence in Multicultural Teacher Education: Transformation in Global Learning

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Seeberg, Vilma; Minick, Theresa

2012-01-01

Teacher education needs to engage teacher candidates in developing cross-cultural competence so that they may be able to transmit global learning to their future students. This study theorizes cross-cultural competence (CCC) from the perspectives of multicultural and global education. During a four-year project at a mid-western US university,…

Critical thinking as culture: Teaching post-Soviet teachers in Kazakhstan

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Burkhalter, Nancy; Shegebayev, Maganat R.

2012-02-01

This paper explores the question of whether critical thinking can eventually become part of the cultural fabric in Kazakhstan, a country whose Soviet educational system not only trained teachers to memorise, lecture and intimidate students but also created a culture in educational institutions fraught with many fear-based behaviours engendering competitiveness, intolerance and other hostile behaviours antithetical to critical thinking and an open, democratic society. While educational reform can have profound effects on a nation, education is but one system in a complex network of governmental and cultural systems, and change must be borne by many. This paper reviews literature and presents qualitative data gathered through interviews with Soviet-trained teachers. The authors recommend that teachers should embrace student-centred techniques and critical thinking methodologies, as well as shift from a fear-based, authoritarian, top-down system of relating to students and colleagues to one of cooperation, openness and fairness. Such a reform will take repetitive, intensive and experiential training as well as regular assessments of progress.

Psychological culture of a class teacher as the foundation of modern schoolchildren’s psychological security

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Tatyana I. Kulikova

2012-01-01

Full Text Available This article discusses the role that psychological culture of class teacher plays in theestablishment and maintenance of psychological safety in a modern schoolchild.The problem of protection against psychological abuse within the educational environmentof a school is particularly important in the current socio-cultural realm.The article analyzes many pedagogical and psychological studies regarding theproblem of psychological education of teachers. It discusses contradiction betweenthe objective need to create a psychologically safe learning environmentand the unwillingness of teachers to work on it due to low own level of psychologicalculture. The author introduced the original structural model of psychologicalculture of a class teacher, representing the integration of the three main components:the culture of pedagogical refl ection, emotional culture and culture ofpedagogical infl uence.

Teachers' moral values and their interpersonal relationships with students and cultural competence

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Pantic, Natasa; Wubbels, T.

2012-01-01

This study explored whether and how teachers' beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers' and students' perceptions of this relationship), and in teachers' cultural competence. A positive association was found between teachers' paternalist beliefs and their own perceptions of control. A negative association was found between teachers' liberal beliefs and students' perceptions of affiliation. Positive associ...

Comparative Analysis of Intercultural Sensitivity among Teachers Working with Refugees

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Strekalova-Hughes, Ekaterina

2017-01-01

The unprecedented global refugee crisis and the accompanying political discourse places added pressures on teachers working with children who are refugees in resettling countries. Given the increased chances of having a refugee child in one's classroom, it is critical to explore how interculturally sensitive teachers are and if working with…

Developing Culturally Responsive Mathematics Teachers: Secondary Teachers' Evolving Conceptions of Knowing Students

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Parker, Frieda; Bartell, Tonya Gau; Novak, Jodie D.

2017-01-01

Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the…

How commercial and ``violent'' video games can promote culturally sensitive science learning: some questions and challenges

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Kwah, Helen

2012-12-01

In their paper, Muñoz and El-Hani propose to bring video games into science classrooms to promote culturally sensitive ethics and citizenship education. Instead of bringing "educational" games, Muñoz and El-Hani take a more creative route and include games such as Fallout 3® precisely because they are popular and they reproduce ideological and violent representations of gender, race, class, nationality, science and technology. However, there are many questions that arise in bringing these commercial video games into science classrooms, including the questions of how students' capacities for critical reflection can be facilitated, whether traditional science teachers can take on the role of using such games in their classrooms, and which video games would be most appropriate to use. In this response, I raise these questions and consider some of the challenges in order to further the possibility of implementing Muñoz and El-Hani's creative proposal for generating culturally sensitive science classrooms.

The Effects of Study Abroad on Teacher Competencies

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Mustafa Altun

2017-06-01

Full Text Available Promoting harmony within diversity has become a goal of both global education and multicultural education. Schools need to help students to become more culturally aware today. Teachers who study abroad can enable diverse groups to live in harmony. Individuals need to promote respect and mutual understanding to function in modern diverse societies. Unless people develop better inter-community relations, a cohesive and tolerant society cannot be created. Study abroad experience helps teachers develop increased cultural awareness as they acquire more cultural knowledge and cultural sensitivity while studying abroad. It has been assumed that teachers who study abroad can work more effectively in an intercultural context. This article attempts to explain whether study abroad experience allows teachers to encourage students to recognize the diversity of cultures and values.

Iranian EFL Teachers' Perceptions of Teacher Self-Disclosure

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Rahimi, Ali; Askari Bigdeli, Rouhollah

2016-01-01

Teacher self-disclosure (TSD) as a communication behavior can influence students' learning by increasing their engagement and class participation as well as helping them establish effective interpersonal relationships. Owning to its context-sensitive and culture-dependent nature, however, TSD topics, purposes, and considerations may vary…

Where Cultural Games Count: The Voices of Primary Classroom Teachers

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Nabie, Michael Johnson

2015-01-01

This study explored Ghanaian primary school teachers' values and challenges of integrating cultural games in teaching mathematics. Using an In-depth conversational interview, ten (10) certificated teachers' voices on the values and challenges of integrating games were examined. Thematic data analysis was applied to the qualitative data from the…

Relationships between maternal emotional expressiveness and children’s sensitivity to teacher criticism

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Ai eMizokawa

2013-11-01

Full Text Available Caregivers’ emotional responses to children influence children’s social and emotional development. This study investigated the association between maternal emotional expressiveness in the context of mother–child interactions and young children’s sensitivity to teacher criticism. Sensitivity to teacher criticism was assessed among 53 Japanese preschoolers using hypothetical scenarios in which a puppet child representing the participant made a small error, and a puppet teacher pointed out the error. Self-report questionnaires were used to measure maternal expressiveness. The results demonstrated that negative maternal expressiveness toward one’s own children was positively related to children’s ratings of their own ability and negatively related to children’s motivation to continue with the task after teacher criticism. Positive maternal expressiveness was not related to children’s sensitivity to criticism. These findings suggest that children who have experienced more negative emotion from mothers may be more likely to hold negative beliefs about how others will respond to their behavior more generally. This may, in turn, lead to a defensively positive view of one’s own abilities and a disinclination to persevere as protection from additional opportunities for teacher evaluation.

Promoting Teachers of Culturally and Linguistically Diverse (CLD) Students as Change Agents: A Cultural Approach to Professional Learning

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Li, Guofang

2013-01-01

This article proposes a cultural approach to professional learning to empower pre- and in-service teachers to successfully address increasingly diverse student populations and become culturally responsive to students' diverse backgrounds. This cultural approach treats culture as a vital source for reshaping the politics of identity and…

Teacher interaction in psychosocial learning environments: cultural differences and their implications in science instruction

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Khine, Myint Swe; Fisher, Darrell L.

2004-01-01

The purpose of this study was to examine interpersonal behaviour in psychosocial learning environments and to determine the associations between science students' perceptions of their interactions with their teachers, the cultural background of teachers and their attitudinal outcomes. A sample of 1188 students completed the Questionnaire on Teacher Interaction instrument. The responses to two subscales of Test of Science-related Attitudes were used as attitudinal measures. Significant associations between students' perceptions of teacher interpersonal behaviour and the cultural background of teachers were detected. The results showed that students perceived a more favourable interpersonal relationship with Western teachers in the secondary science classrooms. The students in the classes of Western teachers indicated that they enjoyed science lessons more than those in the classes of Asian teachers. Some implications for science instruction in this context are discussed.

Collective Pedagogical Teacher Culture and Mathematics Achievement: Differences by Race, Ethnicity, and Socioeconomic Status

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Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth; Banerjee, Neena; Bottia, Martha Cecilia

2013-01-01

Scholars have not adequately assessed how organizational cultures in schools differentially influence students' mathematics achievement by race and socioeconomic status (SES). We focus on what we term "collective pedagogical teacher culture", highlighting the role of professional communities and teacher collaboration in influencing…

Criteria, indicators and levels of formed professional functional competences of future teachers of physical culture

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Samsutina N.M.

2012-09-01

Full Text Available It is shown the structural components of the functional competence of professional teachers of physical education: motivational, cognitive and action-practical. We used the following methods of scientific knowledge, as the analysis of psychological, educational and methodological literature, synthesis, comparison, generalization, specification, classification, ordering Criteria and levels of occupational functional competence of future teachers of physical education. It is determined that the high level of professional formation of the functional competence of future teachers of physical culture is characterized by the motivation to perform professional functions of a teacher of physical culture, fundamental knowledge required to perform professional functions of a teacher of physical culture, a high level of general physical fitness, pronounced specific motor abilities and skills.

Counter-storying the grand narrative of science (teacher) education: towards culturally responsive teaching

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Taylor, Peter Charles

2011-12-01

John Settlage's article— Counterstories from White Mainstream Preservice Teachers: Resisting the Master Narrative of Deficit by Default—outlines his endeavour to enable pre-service teachers to develop culturally responsive science teaching identities for resisting the master narrative of deficit thinking when confronted by the culturally different `other.' Case study results are presented of the role of counterstories in enabling five pre-service teachers to overcome deficit thinking. In this forum, Philip Moore, a cultural anthropologist and university professor, deepens our understanding of the power and significance of counterstories as an educational tool for enabling students to deconstruct oppressive master narratives. Jill Slay, dean of a science faculty, examines her own master narrative about the compatibility of culturally similar academics and graduate students, and finds it lacking. But first, I introduce this scholarship with background notes on the critical paradigm and its adversary, the grand narrative of science education, following which I give an appreciative understanding of John's pedagogical use of counterstories as a transformative strategy for multi-worldview science teacher education.

Unpacking Biases: Developing Cultural Humility in Early Childhood and Elementary Teacher Candidates

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Brown, Elizabeth Levine; Vesely, Colleen K.; Dallman, Laura

2016-01-01

Changing demographics in the U.S. require a focus on educating future teachers on how to engage children and families with diverse backgrounds. Teacher educators have been charged to address teachers' cultural competence and provide pedagogical instruction for working with diverse populations. We bolster this line of inquiry by sharing activities…

Affordances of the Cultural Inquiry Process in Building Secondary Mathematics Teachers' Capacity for Cultural Responsiveness

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Parker, Frieda; Bartell, Tonya; Novak, Jodie D.

2017-01-01

Over the last couple of decades, there has been a growing call for teachers to become more responsive to the increasing cultural diversity of students as a means of improving students' experiences in school and their learning outcomes. Challenges exist in working with secondary mathematics teachers due to the common belief that math is…

School cultures, teachers, and technology transformation

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Andrew D. Kitchenham

2010-05-01

Full Text Available This article outlines a recent study on school culture and technology adoption. Adapting Hargreaves’ (2003 model of school cultures, research findings are presented on three schools involved in a study on teacher transformation using educational technology to explain how each school represents a separate school culture and school regime. Each school is profiled to demonstrate, through direct quotes from the participants, how a specific school culture or regime can reflect varying degrees of transformation, and subsequent technology adoption. Résumé : Cet article présente une étude récente portant sur la culture scolaire et l’adoption de la technologie. En utilisant une adaptation du modèle des cultures scolaires de Hargreaves (2003, les résultats de recherche de trois écoles qui ont participé à une étude sur la transformation des enseignants utilisant la technologie éducative sont présentés afin d’expliquer comment chaque école représente une culture d’école et un régime scolaire distincts. Chaque école est profilée dans le but de démontrer, au moyen de citations directes des participants, la façon dont une culture d’école ou un régime scolaire donné peut se traduire par divers niveaux de transformation et, conséquemment, d’adoption des technologies.

Developing Culturally Competent Teachers: An International Student Teaching Field Experience

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Salmona, Michelle; Partlo, Margaret; Kaczynski, Dan; Leonard, Simon N.

2015-01-01

This study offers a theoretical construct for better understanding how experiential learning enables student teachers to acquire social and cultural variation skills, develop cultural empathy in the K-12 classroom, and the transference of these skills to new educational situations. An Australian and United States research team used a…

The Development of Novice Teachers' Culturally Responsive Classroom Management Practice

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Patish, Yelena

2016-01-01

While extensive research has been conducted on classroom management little research exists on culturally responsive classroom management. The primary purpose of this qualitative study was to examine how four novice teachers developed their culturally responsive management practice (CRCM) to better meet the needs of their students. My analysis was…

INDICATORS AND DIAGNOSTICS OF INDEPENDENT WORK CULTURE FORMATION IN FUTURE MATHEMATICS TEACHERS

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Олена Соя

2015-09-01

Full Text Available The article highlights the results of research of formation the culture of independent work of future mathematics teachers, indicating the effectiveness of selected theoretically grounded and practically implemented pedagogical conditions of its formation. Its semantic components that are interconnected and interdependent unity of cognitive, procedural, technological and motivational components were singled out on the basis of definition of independent work culture of future mathematics teachers. The system of indicators, which assessed the degree of mastering by students the culture of independent work by value-orientation, content-effective, reflective, constructive and operationally-activity criteria is reviewed.

Early Child Care Teachers' Socialization Goals and Preferred Behavioral Strategies: A Cross-Cultural Comparison

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Gernhardt, Ariane; Lamm, Bettina; Keller, Heidi; Döge, Paula

2014-01-01

This study investigated early child care teachers' culturally shaped socialization goals and preferred behavioral strategies. The participants were 183 female teachers and trainees, 93 from Osnabrück, Germany, representing an urban Western context, which can be characterized by a primary cultural orientation toward psychological autonomy and a…

Perceived usefulness and culture as predictors of teachers attitudes ...

African Journals Online (AJOL)

Sumaya Laher

2015-11-24

Nov 24, 2015 ... qualitative study on four secondary school teachers, from two schools, found a ... ceived usefulness and perceived cultural relevance predicted attitudes .... relevance, ET com- petence, ET access and personal characteristics.

Validation of a patient-centered culturally sensitive health care office staff inventory.

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Tucker, Carolyn M; Wall, Whitney; Marsiske, Michael; Nghiem, Khanh; Roncoroni, Julia

2015-09-01

Research suggests that patient-perceived culturally sensitive health care encompasses multiple components of the health care delivery system including the cultural sensitivity of front desk office staff. Despite this, research on culturally sensitive health care focuses almost exclusively on provider behaviors, attitudes, and knowledge. This is due in part to the paucity of instruments available to assess the cultural sensitivity of front desk office staff. Thus, the objective of the present study is to determine the psychometric properties of the pilot Tucker-Culturally Sensitive Health Care Office Staff Inventory-Patient Form (T-CSHCOSI-PF), which is an instrument designed to enable patients to evaluate the patient-defined cultural sensitivity of their front desk office staff. A sample of 1648 adult patients was recruited by staff at 67 health care sites across the United States. These patients anonymously completed the T-CSHCOSI-PF, a demographic data questionnaire, and a patient satisfaction questionnaire. Findings Confirmatory factor analyses of the TCSHCOSI-PF revealed that this inventory has two factors with high internal consistency reliability and validity (Cronbach's αs=0.97 and 0.95). It is concluded that the T-CSHCOSI-PF is a psychometrically strong and useful inventory for assessing the cultural sensitivity of front desk office staff. This inventory can be used to support culturally sensitive health care research, evaluate the job performance of front desk office staff, and aid in the development of trainings designed to improve the cultural sensitivity of these office staff.

Critical Thinking as Culture: Teaching Post-Soviet Teachers in Kazakhstan

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Burkhalter, Nancy; Shegebayev, Maganat R.

2012-01-01

This paper explores the question of whether critical thinking can eventually become part of the cultural fabric in Kazakhstan, a country whose Soviet educational system not only trained teachers to memorise, lecture and intimidate students but also created a culture in educational institutions fraught with many fear-based behaviours engendering…

Teaching for Change: New Teachers' Experiences with and Visions for Culturally Relevant Pedagogy

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Borrero, Noah; Ziauddin, Asra; Ahn, Alexandra

2018-01-01

This paper presents the voices of thirteen pre- and in-service teachers to showcase their perspectives of culturally relevant pedagogy as a teaching framework. Positionality, critical consciousness, and cultural assets are used as foundations to explore social justice pedagogy. These new teachers discuss the challenges they face in making the…

Heightening New Teacher Sensitivity toward Families Using Children's Literature as a Tool

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Grant, Kathy B.; Goddard, Joyce

2009-01-01

Many elementary teachers include a thematic unit on families as a part of their yearly curriculum. During student teaching new practitioners may be tempted to choose only family-themed books within their experiential background and comfort level (Gay, 2002). However, culturally responsive teachers entering our highly diverse classrooms need to…

Cross-Cultural Comparison of Teachers' Views upon Integration and Use of Technology in Classroom

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Kayalar, Fethi

2016-01-01

The purpose of the study is to compare teachers' views upon integration and use of technology in classroom. To make cross-cultural comparison of teachers' views, we interviewed with nine teachers in a primary school in city of Erzincan, Turkey and compared the views of the teachers with those of the teachers living in foreign countries. To obtain…

The Subak Cultural Landscape as Environmental Education: Knowledge, Attitudes, and Experiences of Balinese Teachers, Student Teachers, and Students

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Surata, Sang Putu Kaler; Vipriyanti, Nyoman Utari

2018-01-01

Bali's subak cultural landscape, with its ancient and extensive paddy-fields and irrigation system, is a valuable resource for place-based education. However, this landscape is threatened by various problems. Here we analyze the relationships among Balinese teachers, student teachers, and students, and review their knowledge, attitudes, and…

The Future Teachers' Autobiography Club: Preparing Educators to Support Literacy Learning in Culturally Diverse Classrooms.

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Florio-Ruane, Susan

1994-01-01

Discusses how preservice teachers, whose cultural backgrounds may differ drastically from the students whom they teach, take up the challenge of cross-cultural dialog through autobiographical writing. Invites educators to provide beginning teachers the opportunity to discuss and be exposed to such issues. (HB)

Building and Leading a Learning Culture among Teachers: A Case Study of a Shanghai Primary School

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Haiyan, Qian; Walker, Allan; Xiaowei, Yang

2017-01-01

A positive teacher learning culture is important to effect meaningful changes in schools. Literature has established that successful school leaders can build and nurture learning cultures among teachers. However, less is known about how school leaders can shape the culture and make learning conditions happen at the schools in the Chinese education…

Cultural sensitivity and supportive expressive psychotherapy: an integrative approach to treatment.

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White, Tracela M; Gibbons, Mary Beth Connolly; Schamberger, Megan

2006-01-01

Cultural sensitivity is a concept that has become increasingly important in psychotherapy research and practice. In response to the growing ethnic minority population and the increased demand for psychological services among minority clients, many therapists and researchers have attempted to identify competencies and guidelines for providing culturally sensitive approaches to treatment. However, many cultural sensitivity concepts are theoretical and have rarely been integrated into an established psychotherapeutic framework. The purpose of this manuscript is to operationalize the concepts of cultural sensitivity into specific therapeutic techniques using a manual-guided Supportive Expressive Psychotherapy approach. Developing these strategies may serve to further assist therapists with the delivery of mental health services to ethnic minority clients.

Teacher Misbehaviors as Learning Demotivators in College Classrooms: A Cross-Cultural Investigation in China, Germany, Japan, and the United States

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Zhang, Qin

2007-01-01

The present study was designed to investigate teacher misbehaviors as learning demotivators across four cultures: the U.S., China, Germany, and Japan. Three major findings were reported: (1) teachers across cultures all were perceived to misbehave infrequently, with only slight variations found across cultures; (2) teachers across cultures were…

A Path Analysis Study of School Culture and Teachers' Organisational Commitment

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Karadag, Engin; Baloglu, Nuri; Cakir, Abdullah

2011-01-01

In this study, the direct and indirect relations between school culture and the organisational commitment of primary school teachers were analyzed. The subjects of the research consisted of primary school teachers who worked at a district in Istanbul in the academic year 2007-2008. The sampling group was defined by the cluster sampling method. In…

Competence-Based Teacher Education: A Change from "Didaktik" to Curriculum Culture?

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Pantic, Natasa; Wubbels, Theo

2012-01-01

This paper explores the substance of competence-driven changes in teacher education curricula by testing the possibility of using a framework distinguishing between the German pedagogical culture of "Didaktik" and the Anglo-Saxon Curriculum culture to describe the substance of these changes. Data about the perceptions of…

Crossing Borders by "Walking Around" Culture: Ethnographic Reflections on Teacher Preparation

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Sparapani, Ervin F.; Seo, Byung-In; Smith, Deborah L.

2012-01-01

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) documents that the world has become increasingly multicultural and multilingual as international migration rates grow each year. The cultural and language diversity in the United States exemplifies this worldwide phenomenon. It is the authors' belief that teachers have…

Teachers' Perceptions of Cultural Differences: Ethnocentric and Ethnorelative Worldview in School Context

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Dimitrijevic, Bojana M.

2015-01-01

In Serbian context many of the teachers are faced with a challenge of diversifying classrooms regarding the cultural background of the students. According to intercultural theory the way that people perceive cultural differences and their competence to effectively act in situations that involve different cultures is influenced by the intercultural…

Preparation of future teachers to psychological and pedagogical parental culture improvement in incomplete families

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Tetiana Strutynska

2017-03-01

Full Text Available The article reveals the need for special training of future teachers for improvement ofpsychological and pedagogical parents’ culture who live separately from incomplete families. Efficiency conditions of such training in semantic and technological aspects are highlighted.Key words: incomplete family, psychological and pedagogical culture of a father,efficiency conditions of future teachers preparation for working with a parent from singleparentfamilies.

The Effects of Leadership Style on School Culture and Teacher Effectiveness

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Smart, Kristal Carey

2016-01-01

The purpose of this study was to examine the relationship between principal leadership style and school culture and to determine what effect both factors have on teacher effectiveness. This study was based on the perceptions of teachers and principals in Title I elementary schools (Grades 1-5), with high ESL populations in 10 schools within a West…

Formation of the Professional and Didactic Culture of the Future Teacher

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Mirzagitova, Alsu L.; Akhmetov, Linar G.

2016-01-01

Relevance: The relevance of the problem under investigation is caused by the fact that the problem of the formation of the professional and didactic culture of future teachers has not been sufficiently elaborated. The purpose of the article: The article aims to the solution of the problem of improving the content of future teachers' training with…

Perspective Consciousness and Cultural Relevancy: Partnership Considerations for the Re-Conceptualization of Music Teacher Preparation

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Burton, Suzanne L.

2011-01-01

Strong school-university partnerships yield effective music teachers. However, music teacher preparation curriculum has undergone little reform over the years, resulting in a homogeneous P-12 curriculum. Encouraging preservice music teachers to consider cultural and pedagogical differences holds promise for changing music teacher preparation and…

The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction

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Hernandez, Cecilia M.

2011-12-01

Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when entering the classroom. Teacher educators must educate future teachers in ways that will help them teach all children regardless of language, cultural background, or prior knowledge. The purpose of this study was to explore the extent to which culturally and linguistically diverse (CLD) novice teachers described and demonstrated culturally responsive teaching strategies using their students' cultural and academic profiles to inform practice in science and mathematics instruction. This qualitative exploratory case study considered the culturally responsive teaching practices of 12, non-traditional, Latina/o students as they progressed through a distance-based collaborative teacher education program. Qualitative techniques used throughout this exploratory case study investigated cultural responsiveness of these student teachers as they demonstrated their abilities to: a) integrate content and facilitate knowledge construction; b) illustrate social justice and prejudice reduction; and c) develop students academically. In conclusion, student teachers participating in this study demonstrated their ability to integrate content by: (1) including content from other cultures, (2) building positive teacher-student relationships, and (3) holding high expectations for all students. They also demonstrated their ability to facilitate knowledge construction by building on what students knew. Since there is not sufficient data to support the student teachers' abilities to assist students in learning to be critical, independent thinkers who are open to other ways of knowing, no conclusions regarding this subcategory could be drawn. Student teachers in this study illustrated prejudice reduction by: (1) using native language support to assist students in learning and understanding science and math content

Organizational Culture as Determinant of Knowledge Sharing Practices of Teachers Working in Higher Education Sector

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Areekkuzhiyil, Santhosh

2016-01-01

The current study aims to explore the influence of organisational culture on the knowledge sharing practices of teachers working in higher education sector. The study hypothesized the impact of various aspects of organisational culture on the knowledge sharing practices of teachers working in higher education sector. The data required for the…

Pre-Service Teachers' Cultural and Teaching Experiences Abroad

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Ateskan, Armagan

2016-01-01

This study investigates Turkish pre-service teachers' experiences related to a two-month international teaching and cultural experience in the United States of America. In total, 289 graduate students from Turkey participated in a collaborative project from 2001 to 2010. The experience included an orientation week, six weeks of student teaching in…

Ecological and valeological culture of future teacher: self-analisys of its completeness

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Boychuk Yu. D.

2012-01-01

Full Text Available A theoretical ground is presented reflection-evaluation component to ecological and valeological cultures of future teacher. A component foresees developed the capacity of future teacher for an analysis and self-examination of formed to ecological and valeological culture, self-control and self-appraisal own, ecological and valeological conduct, his comprehension and self-regulation. It is marked that reflection mechanisms operate at formation of primary and auxiliary purposes. Directions of achievement a purpose are recommended to ecological and valeological to activity. Attention is accented on technologies of verification of knowledge, ability and skills.

A Cross-Cultural Comparison of Korean and American Science Teachers' Views of Evolution and the Nature of Science

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Kim, Sun Young; Nehm, Ross H.

2011-01-01

Despite a few international comparisons of the evolutionary beliefs of the general public, comparatively less research has focused on science teachers. Cross-cultural studies offer profitable opportunities for exploring the interactions among knowledge and belief variables in regard to evolution in different socio-cultural contexts. We investigated the evolutionary worldviews of pre-service science teachers from Asia (specifically South Korea), a region often excluded from international comparisons. We compared Korean and American science teachers': (1) understandings of evolution and the nature of science, and (2) acceptance of evolution in order to elucidate how knowledge and belief relationships are manifested in different cultural contexts. We found that Korean science teachers exhibited 'moderate' evolutionary acceptance levels comparable to or lower than American science teacher samples. Gender was significantly related to Korean teachers' evolution content knowledge and acceptance of evolution, with female Christian biology teachers displaying the lowest values on all measures. Korean science teachers' understandings of nature of science were significantly related to their acceptance and understanding of evolution; this relationship appears to transcend cultural boundaries. Our new data on Korean teachers, combined with studies from more than 20 other nations, expose the global nature of science teacher ambivalence or antipathy toward evolutionary knowledge.

Postglobal Teacher Preparation: Border Thinking along the Global South through International Cross-Cultural Experiences

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Rahatzad, Jubin; Sasser, Hannah L.; Phillion, JoAnn; Karimi, Nastaran; Deng, Yuwen; Akiyama, Reiko; Sharma, Suniti

2013-01-01

Preservice teachers' international cross-cultural experiences can provide opportunities for the exploration of epistemic frontiers. In this article we suggest that postglobal teacher preparation take a critically reflective approach that engages preservice teachers in border thinking, which allows for other ways of knowing while studying abroad.…

Cross-Cultural "Distance", "Friction" and "Flow": Exploring the Experiences of Pre-Service Teachers on International Practicum

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Uusimaki, Liisa; Swirski, Teresa

2016-01-01

The focus of this paper is to illustrate Australian regional pre-service teachers' perceptions of an international practicum: their cross-cultural understanding, notions of privilege and teacher/professional identity development. Findings indicate that there were three overlapping dimensions of cross-cultural understanding for pre-service…

Nurture Hidden Talents: Transform School Culture into One That Values Teacher Expertise

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Zimmerman, Diane P.

2014-01-01

This article looks into the school culture where teacher expertise is often hidden and underused. While the media-rich culture places a high value on talent, the irony is that talent is underrated in most schools, and educators often remain silent about their hidden talents. Many school cultures are not conducive to dialogue that supports displays…

Teachers' Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context

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Klassen, Robert M.; Usher, Ellen L.; Bong, Mimi

2010-01-01

This study examines how teachers' collective efficacy (TCE), job stress, and the cultural dimension of collectivism are associated with job satisfaction for 500 teachers from Canada, Korea (South Korea or Republic of Korea), and the United States. Multigroup path analysis revealed that TCE predicted job satisfaction across settings. Job stress was…

Professional Training of Future Teacher in Cross-Cultural Dialogue

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Semenog, Olena

2014-01-01

On the example of propaedeutic educational course "Introduction to Slavic Philology" features of future teachers' professional training of cross-cultural dialogue are considered. Among the main objectives of the course, attention is focused on native language and other languages admirer's tolerance education, students' skills formation…

A Cross-Cultural Examination of Preschool Teacher Cognitions and Responses to Child Aggression

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Pochtar, Randi; Del Vecchio, Tamara

2014-01-01

The associations among preschool teachers' attributions about child responsibility, intentionality, knowledge, and the seriousness of hypothetical displays of children's aggressive behavior are examined in United States ("N"?=?82) and Vietnamese ("N"?=?91) preschool teachers. The results suggest cross-cultural differences as…

The Impact of Organizational Culture on High School Teachers' Self-Efficacy, Job Satisfaction, and Student Achievement

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DeNicola, Thomas C.

2015-01-01

The purpose of this study was to examine the impact that school culture, comprised of the variables cultivating a culture of collaboration, employing a data-informed focus on improvement through professional communication, and organizational commitment had on teachers' self-efficacy (teacher autonomy, interpersonal efficacy, and professional…

Creating a successful culturally sensitive home care program.

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Blanter, R; Page, P M

1995-12-01

Providing quality home care services to immigrants requires an integrated, holistic approach that genuinely addresses language and cultural differences. One home care agency in Massachusetts developed a team-oriented, culturally sensitive outreach program that ensures non-English-speaking patients the same level of service that the general population receives.

Understanding Legitimate Teacher Authority in a Cross-Cultural Teaching Context: Pre-Service Chinese Language Teachers Undertaking Teaching Practicum in International Schools in Hong Kong

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Lai, Chun; Gu, Mingyue; Hu, Jingjing

2015-01-01

Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-cultural teaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools…

Continuing Professional Development in Context: Teachers' Continuing Professional Development Culture in Germany and Sweden

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Wermke, Wieland

2011-01-01

This article investigates the continuing professional development (CPD) culture of teachers, and asks how it is influenced by properties of the school system. It reports the results of a questionnaire study with 418 secondary teachers from Sweden and Germany. The results show highly significant differences between Swedish and German teachers'…

Transforming the culture of surgical education: promoting teacher identity through human factors training.

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Cahan, Mitchell A; Starr, Susan; Larkin, Anne C; Litwin, Demetrius E M; Sullivan, Kate M; Quirk, Mark E

2011-07-01

Promoting a culture of teaching may encourage students to choose a surgical career. Teaching in a human factors (HF) curriculum, the nontechnical skills of surgery, is associated with surgeons' stronger identity as teachers and with clinical students' improved perception of surgery and satisfaction with the clerkship experience. To describe the effects of an HF curriculum on teaching culture in surgery. Surgeons and educators developed an HF curriculum including communication, teamwork, and work-life balance. Teacher identity, student interest in a surgical career, student perception of the HF curriculum, and teaching awards. Ninety-two of 123 faculty and residents in a single program (75% of total) completed a survey on teacher identity. Fifteen of the participants were teachers of HF. Teachers of HF scored higher than control participants on the total score for teacher identity (P < .001) and for subcategories of global teacher identity (P = .001), intrinsic satisfaction (P = .001), skills and knowledge (P = .006), belonging to a group of teachers (P < .001), feeling a responsibility to teach (P = .008), receiving rewards (P =.01), and HF (P = .02). Third-year clerks indicated that they were more likely to select surgery as their career after the clerkship and rated the curriculum higher when it was taught by surgeons than when taught by educators. Of the teaching awards presented to surgeons during HF years, 100% of those awarded to attending physicians and 80% of those awarded to residents went to teachers of HF. Curricular focus on HF can strengthen teacher identity, improve teacher evaluations, and promote surgery as a career choice.

Pedagogical System of Future Teachers' Professional Thinking Culture Formation

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Abildina, Saltanat K.; Sarsekeyeva, Zhanar Y.; Aidarbekova, Kulzhan A.; Asetova, Zhannur B.; Adanov, Kuanysbek B.

2016-01-01

Research objective is to theoretically justify and to develop a pedagogical system of development of future teachers' professional thinking culture. In the research there are used a set of theoretical methods: systematic analysis of the philosophical, psychological and pedagogical literature on the researched topic; compilation and classification…

Whole Class Dialogic Discussion Meets Taiwan's Physics Teachers: Attitudes and Culture

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Eshach, Haim; Wu, Hsin-Kai; Hwang, Fu-Kwun; Hsu, Ying-Shao

2014-02-01

There is a distance between the power that whole class dialogic discussions (WCDD) may offer to the science class and their use in practice. Teachers' attitudes toward WCDD are part of the problem. The aims of this study were twofold: (a) to examine Taiwanese physics teachers' attitudes toward WCDD by considering cultural perspectives and describe how these attitudes changed as a result of a special workshop designed for this purpose, and (b) to report on how these attitudes should be taken into account in designing such workshops in the future. Nine experienced physics teachers participated in the WCDD workshop. The workshop was based on the WCDD model developed by Eshach (2010). Inductive analyses were performed on interviews with the teachers and their students, which were composed of 36 questions and developed specially for the purpose of this study, yielded the following categories: (1) In-school reasons for opposing WCDD—reasons belonging to school ways/tradition of teaching that may cause barriers to WCDD implementation; (2) External Factors—cultural reasons relating to Taiwanese views concerning education in general, which cause barriers to WCDD implementation; and (3) Cognitive aspect—refers to what teachers know about WCDD. The paper concludes with a discussion on what should be done in order to successfully bring WCDD to the Taiwanese physics class.

Contribution to Cultural Organization, Working Motivation and Job Satisfaction on the Performance of Primary School Teacher

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Murtedjo; Suharningsih

2016-01-01

The purposes of this study are: (1) describes the performance of the teacher, organizational culture, work motivation and job satisfaction; (2) determine whether there is a significant direct relationship between organizational culture, work motivation and job satisfaction on the performance of primary school teachers. Through the study of the…

The effect of leadership, organizational culture, and competency on teachers' performance in Ibu Kartini vocational high school Semarang

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Toha, Mohamad; Katoningsih, Sri

2018-03-01

The low performance of teachers in organization is influenced many factors. Organizational culture could be the key of organization success; hence many researches were done to identify the value and the attitude norm that gave big contribution for organization success. Competency is a part of employee they perform during work as kind of behavior. Competency depends on the aspects process of teachers' performance. The purpose of this research is to know the effect of leadership, organizational culture and competency on teachers' performance. The objects of this research are leadership, organizational culture, competency and teachers' performance in Ibu Kartini vocational high school. This research is quantitative. To collect the data, questionnaire was used. Then, the data were analyzed by using Path analysis in SPPS 16. The result of this research showed that leadership, organizational culture, competency and performance run well and had significant effect on teachers' performance.

Perceptions Concerning Visual Culture Dialogues of Visual Art Pre-Service Teachers

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Mamur, Nuray

2012-01-01

The visual art which is commented by the visual art teachers to help processing of the visual culture is important. In this study it is tried to describe the effect of visual culture based on the usual aesthetic experiences to be included in the learning process art education. The action research design, which is a qualitative study, is conducted…

Toward an Understanding of EFL Teacher Culture: An Ethnographic Study in China

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Zhang, Hong; Yuan, Rui; Wang, Qiang

2018-01-01

Informed by an ethnographic approach, this study aims to investigate the professional culture of a group of English as a foreign language (EFL) teachers in a high school in China. Relying on data gathered through extended field observation and in-depth interviews, this study seeks to uncover the distinctive characteristics of EFL teacher culture…

Teaching ethics: when respect for autonomy and cultural sensitivity collide.

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Minkoff, Howard

2014-04-01

Respect for autonomy is a key ethical principle. However, in some cultures other moral domains such as community (emphasizing the importance of family roles) and sanctity (emphasizing the sacred and the spiritual side of human nature) hold equal value. Thus, an American physician may sometimes perceive a conflict between the desire to practice ethically and the wish to be sensitive to the mores of other cultures. For example, a woman may appear to be making what the physician thinks is a bad clinical choice because her spouse is speaking on her behalf. That physician may find it difficult to reconcile the sense that the patient had not exercised freely her autonomy with the desire to be culturally sensitive. In this article, the means by which a physician can reconcile respect for other cultures with respect for autonomy is explored. The question of whether physicians must always defer to patients' requests solely because they are couched in the language of cultural sensitivity is also addressed. Copyright © 2014 Mosby, Inc. All rights reserved.

Multi-Structural Relationships among Organizational Culture, Job Autonomy, and CTE Teacher Turnover Intention

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Song, Ji Hoon; Martens, Jon; McCharen, Belinda; Ausburn, Lynna J.

2011-01-01

This study investigated structural relationships among the constructs of supportive learning culture, school innovative climate, task-related job autonomy, and teacher turnover intention in career and technical education. The study applied organizational concepts to a problem typically approached from the perspective of teacher characteristics and…

Teacher Perceptions of School Culture and Their Organizational Commitment and Well-Being in a Chinese School

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Zhu, Chang; Devos, Geert; Li, Yifei

2011-01-01

This study aims to analyze and validate the dimensions and specific features of a school culture in a Chinese context. A sample of 181 teachers from a Chinese primary and secondary school in Beijing participated in a survey that measures school organizational cultural characteristics and teacher organizational commitment and well-being as outcomes…

Development of culturally sensitive dialog tools in diabetes education

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Nana Folmann Hempler

2015-01-01

Full Text Available Person-centeredness is a goal in diabetes education, and cultural influences are important to consider in this regard. This report describes the use of a design-based research approach to develop culturally sensitive dialog tools to support person-centered dietary education targeting Pakistani immigrants in Denmark with type 2 diabetes. The approach appears to be a promising method to develop dialog tools for patient education that are culturally sensitive, thereby increasing their acceptability among ethnic minority groups. The process also emphasizes the importance of adequate training and competencies in the application of dialog tools and of alignment between researchers and health care professionals with regards to the educational philosophy underlying their use.

Teachers’ implicit beliefs about the students of the Roma and the Hungarian cultural group

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Dimitrijević Bojana M.

2017-01-01

Full Text Available Research has shown that the beliefs about cultural, ethnic or racial diversities among students are vital for the effective work of teachers. Hence, in this paper, we aim at determining: (1 in what ways the teachers perceive and interpret the school situation that includes the students from a minority cultural group (Roma and Hungarian, i.e. what kinds of beliefs they express in the given situation; (2 whether there are any differences in the way in which teachers, within the same stadium of development of intercultural sensitivity, perceive the given situation. The sample included class teachers whose score on the Intercultural Development Inventory pointed to intercultural sensitivity in accordance with the stadium of minimisation (seventeen teachers and polarisation (six teachers. The Critical Incident Technique (CI was applied in the study, in two parallel forms: with a Hungarian and a Roma student. Thematic analysis yielded seven topics, four of which occurred only in the CI with a Roma student: Disrespecting school as an institution, Abuse of minority status, Separation from the class and Typical children’s motives. The comparison of teachers’ statements depending on the CI version and the developmental phase indicate that the specificity of a cultural group in question affects the expressed beliefs about this group, regardless of teachers’ intercultural sensitivity.

Benefits of Cultural Immersion Activities in a Special Education Teacher Training Program.

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Minner, Sam; And Others

The Rural Special Education Project (RSEP) is a school-based, special education teacher preparation program located on the Navajo Reservation. The program, which is a partnership between Northern Arizona University and Kayenta Unified School District, immerses Anglo participants in Navajo culture and heightens their awareness of cross-cultural and…

A Study of Novice Science Teachers' Conceptualizations of Culturally Relevant Pedagogy

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Redman, Elizabeth Horst

This qualitative study examined new science teachers' conceptualization of culturally relevant pedagogy (CRP). The study followed six novice science teachers from their preservice teaching placements into their first jobs as instructors of record, observing in their classrooms and interviewing them about their use of CRP. The study sought to understand (1) how the participating teachers conceptualize CRP in science, and (2) what challenges the teachers faced in trying to implement CRP. Findings suggest that the teachers conceptualized CRP in ways that were consistent with Enyedy, Danish and Fields' (2011) interpretations of relevance: relevance of authentic purpose, relevance of content and/or context, and relevance of practices. The teachers, however, translated those interpretations of relevance into their conceptualizations and classroom practice in a variety of ways. While they encountered difficulties in conceptualizing and practicing CRP, they also made productive moves in their practice and evidenced positive elements in their conceptualizations of CRP. In order to address the challenges these teachers faced in implementing CRP, I suggest an approach to teacher preparation in CRP that builds upon the understandings and productive moves the teachers evidenced in this study.

Globalization and the cultural impact on distance education.

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McPhee, W; Nøhr, C

2000-09-01

With the delivery of distance (or flexible) learning in today's society, the changing roles of both the teacher and the learner need to be seriously considered. This is particularly relevant with the use of new technologies to deliver courses in locations with entirely different cultural and academic traditions. International education of this kind currently faces difficulties in facilitating cross-cultural learning. While problems of limited communications technologies, lack of teacher training, inadequate competence of university administration and general cultural differences may be known, global changes call for the development of new pedagogies with new communication technologies in ways, which are sensitive to issues of cultural diversity.

How Culture Matters in Educational Borrowing? Chinese Teachers' Dilemmas in a Global Era

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Liu, Sheng-nan; Feng, Da-ming

2015-01-01

Educational borrowing may cause numerous dilemmas that emerge from cross-cultural differences among teachers in the globalization. Through the case study on the flipped classroom introduced from the United States into Chinese middle schools, this article presents an examination of dilemmas that teachers encountered during educational borrowing in…

Investigating Preservice Teachers' Beliefs toward Cultural Diversity Employing an Inquiry through Literature Approach

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Rangseechatchawan, Dusadee

2012-01-01

This study investigated preservice teachers' beliefs toward cultural diversity by employing an inquiry through literature approach. The purpose of this study was to examine the impact of an inquiry through literature instructional format, such as book clubs, and whole class and individual inquiry, on preservice teachers' beliefs regarding cultural…

The Black Cultural Ethos and science teachers' practices: A case study exploring how four high school science teachers meet their African American students' needs in science

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Strachan, Samantha L.

The underachievement of African American students in science has been a persistent problem in science education. The achievement patterns of African American students indicate that researchers must take a closer look at the types of practices that are being used to meet these students' needs in science classrooms. Determining why science teachers decide to employ certain practices in their classrooms begins with a careful examination of teachers' beliefs as well as their instructional approaches. The purpose of this study was to explore four urban high school science teachers' beliefs about their African American students' learning needs and to investigate how these teachers go about addressing students' needs in science classrooms. This research study also explored the extent to which teachers' practices aligned with the nine dimensions of an established cultural instructional theory, namely the Black Cultural Ethos. Qualitative research methods were employed to gather data from the four teachers. Artifact data were collected from the teachers and they were interviewed and observed. Believing that their students had academic-related needs as well as needs tied to their learning preferences, the four science teachers employed a variety of instructional strategies to meet their students where they were in learning. Overall, the instructional strategies that the teachers employed to meet their students' needs aligned with five of the nine tenets of the Black Cultural Ethos theory.

Challenging Racism through Schools: Teacher Attitudes to Cultural Diversity and Multicultural Education in Sydney, Australia

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Forrest, James; Lean, Garth; Dunn, Kevin

2016-01-01

How school teachers act to challenge racism in schools is a vital concern in an immigrant society like Australia. A 10% response from a self-administered online survey of government (public) primary and secondary school teachers across Sydney, Australia's largest EthniCity, examines attitudes of classroom teachers towards cultural diversity, goals…

Sex education and sexuality, intuition and sensitivity: references to pedagogical practices of teachers in basic education.

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Vera Márcia Marques Santos

2014-04-01

Full Text Available This article is an excerpt from the systematization of doctoral research which established dialogues on continuing education, and pedagogical practices of teachers and teachers in Brazil and Portugal, where it presents speech applicant that "intuition and sensitivity" refer pedagogical practices of teachers / as regards the manifestations of sexuality in school premises. The speech that gave rise to the theory that motivated the research comes from the speech of teachers and teachers from different districts of a state in southern Brazil, from the spaces of initial training in pedagogy courses in the distance mode, where it had a student body made up of teachers that the time attending higher education. We opted for qualitative research, where one can see that the sensitivity and intuition does not replace the knowledge and training, but can be important elements for making pedagogical careful regarding the issues surrounding sexuality in the educational process.

Teacher collaboration and curriculum construction: Political, cultural, and structural contexts

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Esterle, Rochelle Eda Penn

This longitudinal case study is the story of one high school's efforts to implement curriculum reform and the profound effect of local circumstances on reform ideologies. What began as a study of inter- and intradisciplinary collaborative science curriculum integration became the study of a systemic failure to modify cultural practices. Poritical, economic, and structural measures initiated to facilitate reform ultimately represent inherent conflicts of interest which undermine the reform effort. This research exposes obstacles that are deeply embedded within the school's governance, the beliefs and knowledge of teachers, and the culture of schools. The study site is both a new entity and a new concept: a specialized math/science high school located on a state university campus; the school recruits underrepresented students to become acclimated to university coursework and culture. To date, the school has maintained an exceptional record of college and university placements. The school is governed by a partnership representing the university, the corporate sector, and 11 surrounding K-12 school districts. Free from the regularities of a traditional high school, the school appears to be ideally situated for innovation. The principle innovations at this school relate to its organizational structure--heterogeneous student groupings, cooperative group work, curriculum integration, block scheduling, and concurrent university coursework. For teachers, grade level teams replace departments as the dominant unit for professional, curricular, and social interactions. Within teacher teams, collaboration centers around ongoing student problems and policies, subordinating academic content and significant interdisciplinary connections. Without active discipline-based departments and curricular leadership, however, this research finds an absence of academic direction and accountability.

Learning to Teach Culturally and Linguistically Diverse Students through Cross-Cultural Experiences

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Savva, Maria

2017-01-01

Teacher participation in cross-cultural experiences is often associated with the broadening of perspectives and increased intercultural sensitivity. While these qualities provide an overarching and important framework for intercultural development, they remain highly abstract. What exactly do we mean when we refer to these qualities? And in what…

Spanish-speaking patients' satisfaction with clinical pharmacists' communication skills and demonstration of cultural sensitivity.

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Kim-Romo, Dawn N; Barner, Jamie C; Brown, Carolyn M; Rivera, José O; Garza, Aida A; Klein-Bradham, Kristina; Jokerst, Jason R; Janiga, Xan; Brown, Bob

2014-01-01

OBJECTIVE To assess Spanish-speaking patients' satisfaction with their clinical pharmacists' communication skills and demonstration of cultural sensitivity, while controlling for patients' sociodemographic, clinical, and communication factors, as well as pharmacist factors, and to identify clinical pharmacists' cultural factors that are important to Spanish-speaking patients. DESIGN Cross-sectional study. SETTING Central Texas during August 2011 to May 2012. PARTICIPANTS Spanish-speaking patients of federally qualified health centers (FQHCs). MAIN OUTCOME MEASURE(S) A Spanish-translated survey assessed Spanish-speaking patients' satisfaction with their clinical pharmacists' communication skills and demonstration of cultural sensitivity. RESULTS Spanish-speaking patients (N = 101) reported overall satisfaction with their clinical pharmacists' communication skills and cultural sensitivity. Patients also indicated that pharmacists' cultural rapport (e.g., ability to speak Spanish, respectfulness) was generally important to Spanish speakers. Multiple linear regression analyses showed that cultural rapport was significantly related to satisfaction with pharmacists' communication skills and demonstration of cultural sensitivity. CONCLUSION Overall, patients were satisfied with pharmacists' communication skills and cultural sensitivity. Patient satisfaction initiatives that include cultural rapport should be developed for pharmacists who provide care to Spanish-speaking patients with limited English proficiency.

What Teachers Say about Addressing Culture in Their EFL Teaching Practices: The Vietnamese Context

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Nguyen, Long; Harvey, Sharon; Grant, Lynn

2016-01-01

This paper examines Vietnamese EFL teachers' beliefs about the role of culture in language teaching. It also considers how they address culture in their teaching practices in a Vietnamese university. Ethnographic data collected from semi-structured interviews indicated that opportunities for culture to find its way into EFL classroom activities…

Influence of Culture and Language Sensitive Physics on Science Attitude Enhancement

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Morales, Marie Paz E.

2015-01-01

The study critically explored how culture and language sensitive curriculum materials in physics improve Pangasinan learners' attitude towards science. Their cultural dimensions, epistemological beliefs, and views on integration of culture and language in the teaching and learning process determined their cultural preference or profile. Design and…

Prospective English Language Teachers' Perceptions of the Target Language and Culture in Relation to Their Socioeconomic Status

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Arikan, Arda

2011-01-01

Prospective foreign language teachers need to have an accurate knowledge and a positive perception of the target language and target culture so that they can help their students gain further insight on culture by and large. Hence, by means of a questionnaire, prospective English language teachers' (n= 412) perceptions of the target language and…

Optimization of professional preparation of future teacher of physical culture in informatively-educational space

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Dragnev Y. V.

2012-06-01

Full Text Available It is marked that reformation of higher education is an objective necessity. It is marked that the educational system of Ukraine answers the new requirements of informative society not fully. It is certain that optimization of professional education of future teacher of physical culture must be characterized the choice of the most favourable variant of terms and teaching facilities. It is set that transitions within the limits of one informative space have an influence on professional development of future teacher during his studies. The followings terms of optimization of professional education of teacher are selected: system use of active and interactive methods; bringing in to the advanced study; the increase of role is informative of communication technologies in an educational process. The concordance of maintenance of curriculum of education of teachers of physical culture with the programs of education of the European countries and standardization is recommended them within the limits of Ukraine.

The Influence of School Culture and Organizational Health of Secondary School Teachers in Malaysia

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Abdul Ghani Kanesan Abdullah

2016-02-01

Full Text Available This study aims to determine the level of school culture practices by school principals in the national secondary schools in the state of Kedah, Malaysia. The six dimensions of school culture studied were teacher collaboration, unity of purpose, professional development, collegial support, learning partnership and collaborative leadership. The study also looks at the level of teachers’ job satisfaction as well as the relationship with the practice of a positive school culture by the national secondary school principals. The respondents consisted of 385 teachers employed in 22 national secondary schools in the state of Kedah. The data obtained was analysed using SPSS version 20.0. Descriptive analysis and Pearson Correlation Coefficient were used to analyse the strength of the relationship. The findings of this study revealed that there was a positive correlation between school culture and job satisfaction according to teachers’ perceptions. In addition, the school culture was statistically determined to be an important predictor variable of job satisfaction

The socio-behavioral development of children with symptoms of attachment disorder: An observational study of teacher sensitivity in special education.

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Spilt, Jantine L; Vervoort, Eleonora; Koenen, Anne-Katrien; Bosmans, Guy; Verschueren, Karine

2016-09-01

Children with Reactive Attachment Disorder (RAD) have serious socio-behavioral problems and often rely on socially abnormal, aggressive, and manipulative forms of communication. Little is known, however, about the influence of teachers on the socio-behavioral development of children with symptoms of RAD. This longitudinal study examined the influence of teacher sensitivity on the socio-behavioral development of children with symptoms of RAD across one school year. The sample included 85 Belgian children and 70 teachers from special education schools. In the previous school year, teachers rated Inhibited and Disinhibited RAD symptoms. In the next school year, teacher Sensitivity was observed in interactions with individual children in the first trimester. Teacher-rated Overt aggression, Relational aggression, and Prosocial behavior was assessed in the first, second, and third trimester. We found no effects of Sensitivity on Prosocial behavior. Also, no effects were found for children with Disinhibited RAD symptoms. For children with Inhibited RAD symptoms, increases in Overt and Relational aggression were observed when Sensitivity was low, whereas decreases were observed when Sensitivity was high. The results suggest that teacher sensitivity is associated with the socio-behavioral development of children with Inhibited RAD symptoms but not with the socio-behavioral development of children with Disinhibited RAD symptoms. Children with Reactive Attachment Disorder (RAD) exhibit socio-behavioral problems that hinder their school adjustment. These socio-behavioral problems appear relatively stable and it is not known what influence special education teachers might have on the development of these problems across a school year. This study suggests that teacher sensitivity is associated with changes in the socio-behavioral development of children with Inhibited RAD symptoms. Whereas high sensitivity was associated with improvements, low sensitivity appeared to exaggerate

Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan

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Huang, Ying-Syuan; Asghar, Anila

2018-03-01

This empirical study investigates secondary science teachers' perspectives on science education reform in Taiwan and reflects how these teachers have been negotiating constructivist and learner-centered pedagogical approaches in contemporary science education. It also explores the challenges that teachers encounter while shifting their pedagogical focus from traditional approaches to teaching science to an active engagement in students' learning. Multiple sources of qualitative data were obtained, including individual interviews with science teachers and teachers' reflective journals about Confucianism in relation to their educational philosophies. Thematic analysis and constant comparative method were used to analyze the data. The findings revealed that Confucian traditions play a significant role in shaping educational practices in Taiwan and profoundly influence teachers' epistemological beliefs and their actual classroom practice. Indeed, science teachers' perspectives on Confucian learning traditions played a key role in supporting or obstructing their pedagogical commitments to inquiry-based and learner-centered approaches. This study draws on the literature concerning teachers' professional struggles and identity construction during educational reform. Specifically, we explore the ways in which teachers respond to educational changes and negotiate their professional identities. We employed various theories of identity construction to understand teachers' struggles and challenges while wrestling with competing traditional and reform-based pedagogical approaches. Attending to these struggles and the ways in which they inform the development of a teacher's professional identity is vital for sustaining current and future educational reform in Taiwan as well as in other Eastern cultures. These findings have important implications for teachers' professional development programs in East Asian cultures.

The Exploration of Culturally Sensitive Nursing Care in Pediatric Setting: a Qualitative Study

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Leila Valizadeh

2017-02-01

Full Text Available Background: One of the essential aspects of the provision of care is cultural issues. Cultural sensitivity is the key for cultural care. The aim of this study was to explore culturally sensitive care in pediatric nursing care in Iran.Materials and Methods: This study was a conventional content analysis. Participants were consisted of 25 nurses and 9 parents selected through purposive sampling from three pediatric referral centers in Tabriz and Tehran, Iran. Data was collected using semi-structured interviews and field notes and were concurrently analyzed by using Graneheim and Lundman (2004 method. Data was transcribed verbatim, words, sentences, and phrases were considered meaning units, abstracted, labeled and compared for developing categories.Results: Culturally sensitive care of a sick child was consisted of three themes: ‘cultural exposure’, ‘intercultural communication’ and ‘the reconciliation of cultural conflict in families/care’. During the ‘cultural exposure’ nurses were informed of the cultural manifestations, strived to identify and understand patients/families with cultural diversities and respect their cultural beliefs. The nurse used the native language in ‘intercultural communication’ or a combination of verbal and nonverbal communication methods to reach a common understanding. Finally, a nurse in the conflict between the culture of child/family and care took actions for making decisions to develop a compliance between care and the family culture and amended parents’ harmful desires through negotiation and appropriate care.Conclusion: Understanding the concept of culturally sensitive care, can help with resolving the problems of cultural exchanges in Pediatric wards. Providing cultural facilities and interpreters to communicate with patients/family increase their satisfaction.

Influence of culture and language sensitive physics on science attitude enhancement

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Morales, Marie Paz E.

2015-12-01

The study critically explored how culture and language sensitive curriculum materials in physics improve Pangasinan learners' attitude towards science. Their cultural dimensions, epistemological beliefs, and views on integration of culture and language in the teaching and learning process determined their cultural preference or profile. Design and development of culture and language sensitive curriculum materials in physics were heavily influenced by these learners' cultural preference or profile. Pilot-study using interviews and focus group discussions with natives of Pangasinan and document analysis were conducted to identify the culture, practices, and traditions integrated in the lesson development. Comparison of experimental participants' pretest and posttest results on science attitude measure showed significant statistical difference. Appraisal of science attitude enhancement favored the experimental group over the control group. Qualitative data deduced from post implementation interviews, focus group discussions, and journal log entries showed the same trend in favor of the experimental participants. The study revealed that culture and language integration in the teaching and learning process of physics concepts enabled students to develop positive attitude to science, their culture, and native language.

DEVELOPING COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS ON THE BASIS OF ETHNIC AND CULTURAL VALUES INTRINSIC TO HIGHLANDERS OF THE UKRAINIAN CARPATHIANS

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Maria Stakhiv

2015-04-01

Full Text Available The article presents challenges and methods of teacher training activities aimed to develop communicative competence and prepare teachers for work in mountain area schools in the Ukrainian Carpathians. Research shows that specifics of social and cultural environment should be taken into account in the process of teaching native language and developing communicative competence of future teachers. Sociocultural approach defines language teaching strategies in the light of national culture, traditions of ethnic regions and the Ukrainian Carpathians in particular. Teacher training programs should include studies on material, cultural and spiritual values of highlanders. Such topics can be incorporated in the main native language course. Study and analysis of fiction pieces, especially those that reflect the socio-cultural peculiarities of linguistic community of the Ukrainian Carpathians can be of great value in achieving the goal. Small classes in mountain schools also place a demand upon educators to constantly upgrade approaches, forms and methods of teaching. The article offers an integral teacher training system aimed at developing communicative competence and preparing teachers to work in the mountain areas schools. A special place in this system is given to folk pedagogy, which accumulates the national and regional spiritual values. The author presents the components of communicative and socio-cultural competence of future teachers. The suggested algorithm for training primary school teachers insures reaching an appropriate level of socio-cultural, historical, linguistic and communicative competencies necessary for language teaching at primary schools in mountain regions of the Ukrainian Carpathians.

Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide

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Hassel, Emily Ayscue; Holly, Christen; Locke, Gillian

2014-01-01

To help all students reach their potential, district leaders must ensure that every student has consistent access to excellent teaching. Opportunity Culture compensation and career path structures help make that possible, and this guide shows how. "Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide" shows…

Reading Popular Culture Narratives of Disease with Pre-Service Teachers

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Staples, Jeanine M.

2013-01-01

Jeanine M. Staples is an associate professor in the Language, Culture, and Society Program of the Department of Curriculum and Instruction at Pennsylvania State University, State College, Pennsylvania. She teaches a mandatory course entitled LLED 480: Media Literacy in the Classroom. The course is designed for pre-service teachers in the…

Breaking the Culture of Silence in Checkmating HIV/AIDS as a Teacher-Researcher

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Esau, O.

2010-01-01

In my investigation I set out to break the HIV/AIDS culture of silence and emphasize the role of the teacher as a researcher and critical change agent in an HIV/AIDS challenged society. My work demonstrates how teachers could play such a role by encouraging learners' participation in sport. The sport, I focussed on in my action research project…

Exploring the Moral and Distributive Levers for Teacher Empowerment in the Finnish Policy Culture

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Paulsen, Jan Merok; Hjertø, Kjell Brynjulf; Tihveräinen, Saku Petteri

2016-01-01

Purpose: The purpose of this paper is to explore the relationship between school leadership practices and teacher empowerment in the Finnish policy culture. Specifically, moral leadership and distributed leadership enacted by school principals are tested in a simultaneous design as predictor to two distinct yet related aspects of teachers' sense…

Cultural Identity in Teaching across Borders: Mainland Chinese Pre-Service Teachers in Hong Kong

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Gu, Mingyue Michelle

2013-01-01

This study explores transformations in the cultural identities of a group of pre-service teachers from mainland China during their educational experiences in Hong Kong, and how these transformations subsequently impact their professional identity. Individual and focus group interviews were conducted with 16 cross-border pre-service teachers from a…

The Relationship of Workplace Culture With Nursing-Sensitive Organizational Factors.

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Hahtela, Nina; McCormack, Brendan; Paavilainen, Eija; Slater, Paul; Helminen, Mika; Suominen, Tarja

2015-01-01

The aim of this study is to explore the relations of workplace culture on nursing-sensitive organizational factors. The need for standardized and valid measures for nursing-sensitive organizational outcomes has already been recognized in the literature. A cross-sectional questionnaire survey of 21 inpatient acute care units in 9 organizations at the municipal primary healthcare level was conducted. Participants included licensed practical nurses, registered nurses, and nurse managers. Workplace culture, especially the overarching factor of stress, correlated with the use of supplemental nursing staff and patients' length of stay. It is essential to find and test workplace-sensitive indicators so that managers will have a wider range of methods to plan and evaluate nursing outcomes.

International Cultural Immersion: Assessing the Influence of a Group Intervention on Intercultural Sensitivity for Counselor Trainees

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Barden, Sejal M.; Shannonhouse, Laura; Mobley, Keith

2015-01-01

Scholars (e.g., Bemak & Chung, 2004) underscore the need for group workers to be culturally sensitive. One group training strategy, cultural immersion, is often employed to develop cultural sensitivity. However, no studies have utilized quasi-experimental methodologies to assess differences in cultural sensitivity between trainees that immerse…

Teacher Candidates' Perceptions of Debriefing Circles to Facilitate Self-Reflection during a Cultural Immersion Experience

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Addleman, Rebecca A.; Brazo, Carol J.; Dixon, Kristin; Cevallos, Tatiana; Wortman, Shary

2014-01-01

This study followed 9 teacher candidates through a 3-week cultural immersion experience in which they volunteered in educational settings where they were not members of the majority culture. This learning experience was designed to help candidates better understand their culturally, ethnically, and linguistically diverse future students. A…

Culturally Sensitive and Environment-Friendly Outcome Measures in

African Journals Online (AJOL)

Dr Olaleye

A systematic review of evidence on culturally sensitive and environment-friendly outcome measures in ..... which included manual grass cutting/hoeing, assuming the Islamic ... who opined that the starting point for any outcome measure is to ...

Student nurses' experiences of living and studying in a different culture to their own and the development of cultural sensitivity

DEFF Research Database (Denmark)

Ruddock, Heidi

With the increase of culturally diverse people residing in Denmark, it has become imperative to provide student nurses with knowledge and skills that will enable them to become culturally sensitive in order interact effectively with clients from culturally diverse backgrounds. The aim of this study...... was to explore whether student nurses develop cultural sensitivity as a consequence of living and studying in a culture that is different from their own. Seven Danish student nurses who had participated in student exchanges in Jamaica, Australia, Malta and Greenland took part in this study. A qualitative...

East-West cultural differences in context-sensitivity are evident in early childhood.

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Imada, Toshie; Carlson, Stephanie M; Itakura, Shoji

2013-03-01

Accumulating evidence suggests that North Americans tend to focus on central objects whereas East Asians tend to pay more attention to contextual information in a visual scene. Although it is generally believed that such culturally divergent attention tendencies develop through socialization, existing evidence largely depends on adult samples. Moreover, no past research has investigated the relation between context-sensitivity and other domains of cognitive development. The present study examined children in the United States and Japan (N = 175, age 4-9 years) to investigate the developmental pattern in context-sensitivity and its relation to executive function. The study found that context-sensitivity increased with age across cultures. Nevertheless, Japanese children showed significantly greater context-sensitivity than American children. Also, context-sensitivity fully mediated the cultural difference in a set-shifting executive function task, which might help explain past findings that East Asian children outperformed their American counterparts on executive function. © 2012 Blackwell Publishing Ltd.

The Role of Global Understanding within Multicultural Teacher Education for Culturally Isolated and Threatened Students.

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Gordon, June A.

The role of international and comparative education in teacher education must be informed by the needs of American students which include overcoming cultural parochialism due to racial and cultural isolation and inadequate schooling. The urgency of economic and cultural survival for certain groups such as African-American, Appalachian, and Latino…

Relationships between school support, school facilities, ICT culture and mathematics teachers' attitudes towards ICT in teaching and learning

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Ayub, Ahmad Fauzi Mohd; Bakar, Kamariah Abu; Ismail, Rohayati

2012-05-01

Information communication Technology (ICT) has been a major influence in the Malaysian Education System, especially in the teaching of mathematics. Since 2003, the Malaysian Ministry of Education has provided incentives to mathematics teacher to motivate them to use ICT using English as the medium of instruction, during the teaching and learning process. However, there are barriers that prevented mathematics teachers from using ICT in the classrooms. This study is to determine factors that influenced the attitudes of Malaysian Mathematic Teachers in integrating ICT in their teaching and learning. One hundred ninety one mathematics teachers were randomly selected for the purpose of this study. The three factors investigated were school support, school facilities and school culture which had been selected to be correlated with teachers' attitudes towards integrating ICT in the teaching and learning of mathematics. Findings showed that significant positive relationships existed between teachers' attitudes toward integrating ICT in the teaching and learning and school support, school facilities and ICT culture and This finding indicated that, in order to develop teachers' attitudes in using ICT during their teaching and learning process, they needed support from the school principals and also their colleagues. Apart from that, school facilities and also ICT culture were also found to be essential.

Themes in the Research on Preservice Teachers' Views of Cultural Diversity: Implications for Researching Millennial Preservice Teachers

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Castro, Antonio J.

2010-01-01

This article traces themes found in the research on preservice teachers' views of cultural diversity published in peer-reviewed journals from 1985 to 2007. The article seeks to draw insights that inform education researchers interested in interrogating and unpacking views about diversity expressed by today's millennial college students. Findings…

Creating Culturally Responsive Environments: Ethnic Minority Teachers' Constructs of Cultural Diversity in Hong Kong Secondary Schools

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Hue, Ming-tak; Kennedy, Kerry John

2014-01-01

One of the challenges facing Hong Kong schools is the growing cultural diversity of the student population that is a result of the growing number of ethnic minority students in the schools. This study uses semi-structured interviews with 12 American, Canadian, Indian, Nepalese and Pakistani teachers working in three secondary schools in the public…

How Culture Influences Teacher Self-Reflective Problem Solving Behavior and Self-Efficacy: Experiences of White Female Teachers Working through Relationship with Black Students in a Mid-Western American City

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Tolson, Bonnie Lynn

2013-01-01

Teachers make a difference. White female middle-class teachers represent 84 percent of Americas' teachers. How does culture influence the self-reflective problem-solving behaviors of urban teachers? Urban schools fail youth by opening the doors for a mass exodus. The problem solving behavior of urban teachers may contribute to the student exodus…

Sensitive and selective culture medium for detection of environmental Clostridium difficile isolates without requirement for anaerobic culture conditions.

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Cadnum, Jennifer L; Hurless, Kelly N; Deshpande, Abhishek; Nerandzic, Michelle M; Kundrapu, Sirisha; Donskey, Curtis J

2014-09-01

Effective and easy-to-use methods for detecting Clostridium difficile spore contamination would be useful for identifying environmental reservoirs and monitoring the effectiveness of room disinfection. Culture-based detection methods are sensitive for detecting C. difficile, but their utility is limited due to the requirement of anaerobic culture conditions and microbiological expertise. We developed a low-cost selective broth medium containing thioglycolic acid and l-cystine, termed C. difficile brucella broth with thioglycolic acid and l-cystine (CDBB-TC), for the detection of C. difficile from environmental specimens under aerobic culture conditions. The sensitivity and specificity of CDBB-TC (under aerobic culture conditions) were compared to those of CDBB (under anaerobic culture conditions) for the recovery of C. difficile from swabs collected from hospital room surfaces. CDBB-TC was significantly more sensitive than CDBB for recovering environmental C. difficile (36/41 [88%] versus 21/41 [51%], respectively; P = 0.006). C. difficile latex agglutination, an enzyme immunoassay for toxins A and B or glutamate dehydrogenase, and a PCR for toxin B genes were all effective as confirmatory tests. For 477 total environmental cultures, the specificity of CDBB-TC versus that of CDBB based upon false-positive yellow-color development of the medium without recovery of C. difficile was 100% (0 false-positive results) versus 96% (18 false-positive results), respectively. False-positive cultures for CDBB were attributable to the growth of anaerobic non-C. difficile organisms that did not grow in CDBB-TC. Our results suggest that CDBB-TC provides a sensitive and selective medium for the recovery of C. difficile organisms from environmental samples, without the need for anaerobic culture conditions. Copyright © 2014, American Society for Microbiology. All Rights Reserved.

Teachers' Knowledge and Views on the Use of Learners' Socio-Cultural Background in Teaching Natural Sciences in Grade 9 Township Classes

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Mavuru, Lydia; Ramnarain, Umesh

2017-01-01

This article explores teachers' knowledge and views on the role of learners' socio-cultural background when teaching Natural Sciences to Grade 9 learners at three South African township schools. Within a socio-cultural framework, the research investigated how teachers accommodate learners' cultural norms and values, religion and beliefs,…

Similarity of Mothers' and Preschool Teachers' Evaluations of Socialization Goals in a Cross-Cultural Perspective

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Döge, Paula; Keller, Heidi

2014-01-01

This study examines the similarity of socialization goals of a group of mothers with different cultural backgrounds and their children's respective preschool teachers in Germany. Additionally, the researchers were interested in the relationship between the degree of mother-teacher similarity and maternal satisfaction with child care. Questionnaire…

Comparison of communication skills between trained and untrained students using a culturally sensitive nurse-client communication guideline in Indonesia.

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Claramita, Mora; Tuah, Rodianson; Riskione, Patricia; Prabandari, Yayi Suryo; Effendy, Christantie

2016-01-01

A communication guideline that is sensitive to the local culture is influential in the process of nursing care. The Gadjah Mada nurse-client communication guideline, the "Ready-Greet-Invite-Discuss," was meant (1) to strengthen the relationship between the nurse and the client despite of socio-culturally hierarchical gap between health providers and clients in Indonesian context, (2) to provide attention to the unspoken concerns especially in the context of indirect communication which mostly using non-verbal signs and politeness etiquettes, and (3) to initiate dialog in the society which hold a more community-oriented decision making. Our aim is to compare the communication skills of nursing students who had and had not received a training using a culture-sensitive Gadjah Mada nurse-client communication guideline. This was a quasi experimental randomized control study to the fifth semester students of a nursing school at Yogyakarta, Indonesia. The intervention group was trained by the Gadjah Mada nurse-client communication guideline. Both intervention and the control group had learned general nurse-client communication guidelines. The training was 4h with role-plays, supportive information and feedback sessions. An objective-structured clinical examination (OSCE) was conducted 1week after the training, in seven stations, with seven simulated clients. Observers judged the communication skills of the students using a checklist of 5-point Likert scale, whereas simulated clients judged their satisfaction using 4-point Likert scale represented in colorful ribbons. There were significant mean differences in each domain of communication guideline observed between the trained and the control groups as judged by the teachers (p≤0.05) and simulated clients. Training using a culture-sensitive communication skills guideline could improve the communication skills of the nursing students and may increase satisfaction of the clients. Copyright © 2015 Elsevier Ltd. All rights

VALUE-MOTIVATIONAL COMPONENT OF METHODICAL CULTURE OF PRIMARY SCHOOL TEACHER: THE ESSENCE AND WAYS OF FORMATION

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Natalia Nikula

2017-03-01

Full Text Available One of the main conditions of formation of methodological culture of primary school teacher, a factor that encourages the assimilation of effective models of professional and methodical activity is value-motivational component. In order to clearly understand the content of the phenomenon appointed its author selected criteria: system values orientation and professional and personal motivation. The value orientation as a set of values focus on professional and methodological activities which manifest themselves in individual positive attitude of students to it is determined on the base of the analysis of scientific and pedagogical sources. The indicators of value orientations are: human values (truth, goodness, beauty, life and health; personal values of teachers (humanity, justice, diligence, responsibility; teacher professional values (commitment, independence, initiative, organization, value orientation on professional and methodical activities. The essence of professional and personal motivation as individual education teacher's personality, which includes professional and personal motives, interests, needs, formation of which is a clear reference and internal impetus for the formation of methodological culture. The indicators of this criterion are: professional and methodical motivation; methodically-focused orientation teacher; interest in the success in professional and methodical work of the teacher; the need for professional self-realization and self-affirmation; desire career advancement; focus on student mastery of methodological culture. The system measure of the formation of values and motivational component: discussions, exercises, training exercises, collective creative discussion, a role play, a workshop is analysed.

How culture matters in educational borrowing? Chinese teachers’ dilemmas in a global era

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Sheng-nan Liu

2015-12-01

Full Text Available Educational borrowing may cause numerous dilemmas that emerge from cross-cultural differences among teachers in the globalization. Through the case study on the flipped classroom introduced from the United States into Chinese middle schools, this article presents an examination of dilemmas that teachers encountered during educational borrowing in the global era. Based on the theoretical literature on cultural-historical activity theory, the study used interviews, field observations, and documents from six secondary schools in mainland China for one and a half years to understand comprehensively the dilemmas that teachers encountered when implementing the flipped classroom. The findings indicate that understandings of knowledge production, transmission, and the goal of education in mainland China differ from those in the west, which is the main reason for the teacher dilemmas. Because of the diversity in social culture, we suggest that teachers should be more culturally sensitive and improve compatibility in the process of educational borrowing.

Pre-Service Teacher Intercultural Sensitivity Assessment as a Basis for Addressing Multiculturalism

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Spinthourakis, J. A.; Karatzia-Stavlioti, E.; Roussakis, Y.

2009-01-01

The aim of the present study was to assess the cultural sensitivity of a sample of Greek University Elementary education students using an adjusted version of Chen and Starosta's Intercultural Sensitivity Scale, which is based on Bennett's Inventory on Intercultural Sensitivity. Results show that Greek student intercultural sensitivity is already…

The Impact of Iranian Teachers Cultural Values on Computer Technology Acceptance

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Sadeghi, Karim; Saribagloo, Javad Amani; Aghdam, Samad Hanifepour; Mahmoudi, Hojjat

2014-01-01

This study was conducted with the aim of testing the technology acceptance model and the impact of Hofstede cultural values (masculinity/femininity, uncertainty avoidance, individualism/collectivism, and power distance) on computer technology acceptance among teachers at Urmia city (Iran) using the structural equation modeling approach. From among…

Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT)

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Farrar, Cynthia Hamen

In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the goal is for students to have a scientific perspective that views science as a practice of a community rather than a body of knowledge. Given this recent shift, this study is interested in the gaps that may exist between an individual teacher's instructional goal and the goals of the AP Biology course. A Cultural-Historical Activity Theory (CHAT) methodology and perspective is used to analyze four teachers' knowledge, practice, and learning. Teachers have content knowledge for teaching, a form of knowledge that is unique for teaching called specialized content knowledge. This specialized content knowledge (SCK) defines their instructional goals, the student outcomes they ultimately aim to achieve with their students. The study employs a cultural-historical continuum of scientific acts and reasoning, which represents the development of the AP Biology goal over time, to study gaps in their instructional goal. The study also analyzes the contradictions within their teaching practice and how teachers address those contradictions to shift their instructional practice and learn. The findings suggest that teachers have different interpretations of the AP Biology goals of science practice, placing their instructional goal at different points along the continuum. Based on the location of their instructional goal, different micro-communities of teachers exist along the continuum, comprised of teachers with a shared goal, language, and culture of their AP Biology teaching. The in-depth study of one teacher's AP Biology teaching, using a CHAT perspective, provides a means for studying the mechanisms that connect SCK to classroom actions and ultimately to instructional practice. CHAT also reveals the nature and importance of contradictions or cognitive dissonance in teacher learning and the types of support teachers need to

Impact of Chinese Culture on Pre-service Science Teachers' Views of the Nature of Science

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Wan, Dongsheng; Zhang, Hongshia; Wei, Bing

2018-04-01

This study examines Chinese pre-service teachers' (N = 30) views on the nature of science (NOS) and how Chinese culture influences their views. Participants were from two teachers' universities in eastern China. As an exploratory and interpretive study, a scenario-based interview approach was adopted. The results indicated that the participants held unique views about the five key aspects of NOS. Many participants have alternative and contemporary views of NOS, but few possess classical views. In fact, teachers adopted features of the Confucian Doctrine of the Mean either consciously or unconsciously to account for their views of NOS. This research reflects that the Doctrine of the Mean affected Chinese teachers' views of NOS, making them rather deficient in their understandings of classical NOS. Based on empirical data, it is argued that science teacher training in China should focus on the content and objectives of classical NOS, rather than just teaching contemporary views of NOS. Taking Chinese culture into consideration, science teacher education in China cannot entirely import the strategies of teaching the classical views of NOS from the developed world, but should develop, design and contextualize local strategies that are suitable for the training of Chinese science teachers. Some issues for further investigation of learners' views of NOS in non-Western contexts are suggested as implications from this study.

Perceived usefulness and culture as predictors of teachers attitudes towards educational technology in South Africa

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Samantha Anne Hart

2015-11-01

Full Text Available The use of educational technology (ET worldwide is increasing rapidly, and South Africa is no exception. Grouped amongst the emerging economies of the world, South Africa's information and communication technology (ICT infrastructure is often mentioned as one of the key factors leading to the growth of the country. Integrating ICT into education has become a priority for the South African government. However, it is necessary to move beyond merely providing physical access to ICT's in order for integration to be successful. The integration of ET in schools is greatly influenced by teachers' attitudes towards the technology. The aim of this study was to investigate teachers' attitudes towards educational technology and the factors that are thought to influence teachers' attitudes, namely, perceived usefulness, perceived cultural relevance, perceived competence and access to ET. A convenience sample of 117 teachers in the Johannesburg area, from both public and private schools, across foundation, intermediate and senior phase, completed the Attitudes Towards Computer Scale. Teachers' attitudes were generally positive. The strongest predictor of teachers' attitudes was perceived usefulness followed by perceived cultural relevance. Thus, it is evident that when integrating ET into schools, attention must be paid to teachers perceptions of the utility of ET in order for integration to be successful. Having access to ET and the competence to use ET are not enough for the successful integration of ET in schools.

Cultural Competencies and Planning for Teaching Mathematics: Preservice Teachers Responding to Expectations, Opportunities, and Resources

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Wilson, Susanna; McChesney, Jane; Brown, Liz

2017-01-01

In this article, the authors report on a small-scale study set in a context of a firstyear mathematics education course for preservice primary teachers. Professional documentation from three different sources were analysed in relation to the national document "Tataiako: Cultural Competencies for Teachers of Maori Learners," which was…

Increased sensitivity to ET-1 in rat cerebral arteries following organ culture

DEFF Research Database (Denmark)

Hansen-Schwartz, J; Edvinsson, L

2000-01-01

Endothelin-1 (ET-1) is recognized as being involved in the pathophysiology of cerebrovascular diseases. Using organ culture as a model for possible pathological changes we studied changes in ET(A) and ETB receptor function using a sensitive in vitro method. We observed an up-regulation of the ET......(B) receptor and an amazingly increased sensitivity to ET-1 by 3 log units in pEC50; pEC50(fresh) was 8.7 +/- 0.1, and pEC50(cultured) was 11.7 +/- 0.3. pA2 for FR139317 in the fresh vessel was 7.0 +/- 0.2 whereas it could not be obtained for the cultured vessel, indicating a possible cross-talk between the ET......(A) and ET(B) receptors. The increased sensitivity to ET-1 could also take place during cerebrovascular disease such as stroke or haemorrhage rendering the vessels considerably more sensitive to ET-1....

Collective pedagogical teacher culture, teacher-student ethno-racial mismatch, and teacher job satisfaction.

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Stearns, Elizabeth; Banerjee, Neena; Mickelson, Roslyn; Moller, Stephanie

2014-05-01

Teacher job satisfaction is critical to schools' successful functioning. Using a representative sample of kindergarten teachers from the Early Childhood Longitudinal Study, we investigate the association among professional learning community and teacher collaboration, teacher ethno-racial group, teacher-student ethno-racial mismatch, and teacher job satisfaction. We find that White teachers are significantly less satisfied than African-American and Latino teachers, especially when they teach in majority non-White classrooms. However, the existence of a professional community moderates the negative influence of teacher-student ethno-racial mismatch on White teachers' job satisfaction. In effect, strong professional communities serve as a cushion to bolster teacher job satisfaction. Copyright © 2014 Elsevier Inc. All rights reserved.

Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide--Summary

Science.gov (United States)

Hassel, Emily Ayscue; Holly, Christen; Locke, Gillian

2014-01-01

To help all students reach their potential, district leaders must ensure that every student has consistent access to excellent teaching. Opportunity Culture compensation and career path structures help make that possible, and this guide shows how. "Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide" shows…

Pre-Service Teachers' Perceptions towards Multicultural Education & Teaching of Culturally & Linguistically Diverse Learners

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Taylor, Roben; Kumi-Yeboah, Alex; Ringlaben, Ravic P.

2016-01-01

The issue of diversity in U.S. K-12 schools requires significant training and experiences for preservice teachers to recognize the importance of students' socio-cultural, religious values, and the influence their cultural background have in their quest to succeed in their educational endeavors. This study provides significant information to…

ICT Usage of Pre-service Teachers: Cultural Comparison for Turkey and Bosnia and Herzegovina

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Demirli, Cihad

2013-01-01

The importance of ICTs has become the undisputed in the present century. Studies have been conducted to investigate the use of ICTs with the goal of increase in quality of teacher education for a long time. This study is a cross-cultural comparison in terms of pre-service teachers' level of ICT usage, ICT knowledge and attitudes. The study was…

Culturally Sensitive and Environment-Friendly Outcome Measures in

African Journals Online (AJOL)

Dr Olaleye

to review research studies on outcome measures that were developed for ... A systematic review of evidence on culturally sensitive and environment- ... Various databases including Google Scholar, PEDro and PubMed were accessed to search for relevant empirical ... utilization of disease-specific, patient-centered outcome.

Can a Successful ESL Teacher Hold Deficit Beliefs of Her Students' Home Languages and Cultures?

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Hertzog, Lisa

2011-01-01

In this article the author explores the seeming contradictions between the successful teaching practices of an English as a Second Language teacher and the deficit beliefs she expressed toward her students' home languages and cultures. This teacher believed her students were smart and capable, and she held herself accountable for her students…

Ethical Leadership and Teachers' Voice Behavior: The Mediating Roles of Ethical Culture and Psychological Safety

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Sagnak, Mesut

2017-01-01

The purpose of this study is to investigate the mediating effects of ethical culture and psychological safety on the relationship between ethical leadership and teachers' voice behavior. The sample consists of 342 teachers randomly selected from 25 primary and secondary schools. Four different instruments are used in this study. The scales have…

Korean Social Studies Preservice Teachers' Cross-Cultural Learning and Global Perspective Development: Crossing Borders between Korea and the United States

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Choi, Yoonjung; Choi, Minsik

2012-01-01

This study investigated the influence of cross-cultural learning experiences on Korean preservice social studies teachers' global perspectives development. Social studies preservice teachers in a large woman's university in Korea participated in a cross-cultural learning course, which focused on critical understanding of globalization and global…

An Exploration of English Language Teachers' Perceptions of Culture Teaching and Its Effects on Students' Motivation

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Yesil, Seyma; Demiröz, Hakan

2017-01-01

As the seamless connection between language and culture is commensurate with related research carried on language and culture; language is greatly affected and structured by cultural values, attitudes and beliefs. The goal of the present study is to investigate and analyse English language teachers' perceptions and opinions about the integration…

The Relationship Between Cultural Sensitivity and Assertiveness in Nursing Students from Turkey.

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Kılıç, Serap Parlar; Sevinç, Sibel

2017-07-01

As foreigners live in and visit Turkey for various reasons, it is essential to provide culturally appropriate health care. This study was conducted to determine the relationship between cultural sensitivity and assertiveness in university nursing students. This descriptive, cross-sectional study was conducted at two universities in the cities of Kilis and Elazığ, Turkey. The study sample consisted of 444 nursing students. Data collection tools included a questionnaire about participant sociodemographic characteristics, Chen and Starosta's Intercultural Sensitivity Scale, and the Rathus Assertiveness Scale. The mean age of participants was 21.09 years. Most students (71.6%) were female and 34.7% of the students stayed at the hostel. Of the students, 44.4%, 27.5%, and 28.2% attended were the second-, third-, and fourth-year students, respectively. Participants were asked about problems related to caring for patients who speak different languages. The mean score for the Intercultural Sensitivity Scale was 89.42 ± 13.55 and the total score for all students for the Assertiveness Scale was 112.64 ± 15.61. We identified a positive relationship between total scores for the Intercultural Sensitivity Scale and the Assertiveness Scale ( p assertiveness and year of nursing education and want to work overseas. Nursing students at both schools had a moderate level of cultural sensitivity and assertiveness. It has been determined that as assertiveness level of the students increased, intercultural sensitivity of them also increased. Consequently, it is concluded that training as assertive and self-confident individuals during the nursing education of students has a contribution to making patient-specific and culture-sensitive care.

Educating Bilingual/ESL Teachers in a Language/Culture Exchange Field School: A Collaborative Model in Teacher Education.

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Guadarrama, Irma N.

This paper describes a program that brings bilingual and English-as-a-Second-Language (ESL) teachers from the United States to a Mexican ESL school to teach in the Tetiz (Yucatan, Mexico) field school and in exchange, learn Mayan language and culture. The theoretical base for the project is drawn from the work of major theorists in second language…

Rethinking the Hermit Kingdom: US Social Studies Teachers' Cross-Cultural Professional Development in South Korea

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Choi, Yoonjung; Shin, Eui-Kyung

2016-01-01

This study explores the experiences of 34 US social studies teachers who participated in a cross-cultural professional development in South Korea, and the impact of the programme on the participant teachers' perceptions and practices of global education. Drawing upon a postcolonial lens, this mixed-method study takes a critical look at (a) how…

Research in the Work of New Zealand Teacher Educators: A Cultural-Historical Activity Theory Perspective

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Berg, David A. G.; Gunn, Alexandra C.; Hill, Mary F.; Haigh, Mavis

2016-01-01

In this article we use cultural-historical activity theory to explore the place of research in the work of New Zealand university-based teacher educators (TEs). We consider how aspirations for a research-informed initial teacher education are served by New Zealand universities' recruitment practices and TEs' actual work. We suggest that TEs value…

INTRODUCTION TOTHE RUSSIAN MUSIC CULTURE AS A WAY OF CHINESE MUSIC TEACHERS TRAINING

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N. G. Таgiltseva

2016-01-01

Full Text Available Article purpose – to open the ways of introduction of the Chinese students who are trained in Chinese pedagogical higher education institutions to musical culture of Russia.Methods. The paper is based on ideas of extrapolation of the Russian and Chinese teachers about interrelation of arts and types of art activity of children in the process of vocational performing cello training of future music teachers at pedagogical universities of China; the traditional methods and means of music education that proved the efficiency in pedagogics of professional music education in Russia. The research methods involve the analysis, generalization of literature, the analysis of a condition of modern process of professional pedagogical education of future music teachers at universities of China and Russia.Results: The methods and means of introduction of the Chinese students – future music teachers to cello musical culture of Russia are shown on the basis of interrelation of arts and different means of art activities, and mastering at cello fingering techniques. It is noted that such means and ways serve mutual enrichment of national cultures, and strengthening of international relations.Scientific novelty. The most effective methods of vocational training of music teachers are revealed: polyart education that is based on comparison of different types of art (music, poetry, dance, theater, the fine arts and search of their crossing for deeper penetration into plasticity of intonations of a piece of music; the method of a retrospective and prospect consisting in the comparative analysis of the classical, borrowed from an arsenal recognized masters and modern manners of performance and ways of training at fingering and playing the chosen musical instrument; the method of the Russian teacher, musician and composer D. B. Kabalevsky based on perception and reflection about music, expanding ideas of the range of bag, opportunities of interpretation of a piece of

On the importances of cultivating cross-cultural awareness of pre-service English teachers of primary schools

Institute of Scientific and Technical Information of China (English)

聂冬霞

2016-01-01

Cross-cultural communication becomes more important in English education in primary schools and one of the main tasks of English learning in primary schools is to improve students' cross-cultural awareness. For pre-service English teachers they should pay more attention on the importances of cultivating their cross-cultural awareness in English learning.

Interaction of Vietnamese teachers with a social constructivism-based primary science curriculum in a framework appropriate for a Confucian heritage culture

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Vu Thu Hang, N.; Bulte, A.M.W.; Pilot, A.

2017-01-01

This paper describes the perception of a social constructivist approach to teaching and learning among Vietnamese teachers in a Confucian heritage culture and the changes these teachers undergo through their interaction with a new science curriculum that was designed culturally appropriate. A

Preparing Teachers for Diversity: The Role of Initial Teacher Education. Annex 2 To the Final Report to DG Education, Youth, Sport and Culture of the European Commission. Case Study Summaries

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European Commission, 2017

2017-01-01

"Preparing Teachers for Diversity: The Role of Initial Teacher Education. Annex 2 To the Final Report to DG Education, Youth, Sport and Culture of the European Commission. Case Study Summaries" is designed as a companion document to the final report "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Final…

Relationship of Teachers' Readiness for Change with Their Participation in Decision Making and School Culture

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Inandi, Yusuf; Giliç, Fahrettin

2016-01-01

The aim of this research is to study the relationship between primary school teachers' level of participation in decision making, school culture and their level of readiness for change. The data in the study were collected from 597 primary school teachers (304 men and 293 women) in central districts of Mersin in 2014 spring semester. Participation…

Investigation of Mathematics Teachers Conceptualisation of the Spiritual, Moral, Social and Cultural Role of Mathematics

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Agashi, Pius P.; Enemali, I. A.

2015-01-01

The study sought to investigate mathematics teachers' conceptualization of the spiritual, moral social and cultural (SMSC) role of mathematics in Ankpa Education Zone of Kogi State. It used a purposive sample of all the 82 mathematics teachers in the zone comprising of 64 male and 18 female. The instrument used for the study was SMSC Role of…

Latina/o Pre-Service Teachers' Use of Language and Culture while Assisting Children in Mathematics

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Vomvoridi-Ivanovic, Eugenia

2009-01-01

Guided by symbolic interactionism and cultural historical activity theory this study investigated how four bilingual Latina/o pre-service teachers use language (Spanish and English) and culture, defined as social practices, as instructional resources in mathematics. The setting of the study was an after-school bilingual mathematics program, namely…

TEACH (Train to Enable/Achieve Culturally Sensitive Healthcare)

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Maulitz, Russell; Santarelli, Thomas; Barnieu, Joanne; Rosenzweig, Larry; Yi, Na Yi; Zachary, Wayne; OConnor, Bonnie

2010-01-01

Personnel from diverse ethnic and demographic backgrounds come together in both civilian and military healthcare systems, facing diagnoses that at one level are equalizers: coronary disease is coronary disease, breast cancer is breast cancer. Yet the expression of disease in individuals from different backgrounds, individual patient experience of disease as a particular illness, and interactions between patients and providers occurring in any given disease scenario, all vary enormously depending on the fortuity of the equation of "which patient happens to arrive in whose exam room." Previously, providers' absorption of lessons-learned depended on learning as an apprentice would when exposed over time to multiple populations. As a result, and because providers are often thrown into situations where communications falter through inadequate direct patient experience, diversity in medicine remains a training challenge. The questions then become: Can simulation and virtual training environments (VTEs) be deployed to short-track and standardize this sort of random-walk problem? Can we overcome the unevenness of training caused by some providers obtaining the valuable exposure to diverse populations, whereas others are left to "sink or swim"? This paper summarizes developing a computer-based VTE called TEACH (Training to Enable/Achieve Culturally Sensitive Healthcare). TEACH was developed to enhance healthcare providers' skills in delivering culturally sensitive care to African-American women with breast cancer. With an authoring system under development to ensure extensibility, TEACH allows users to role-play in clinical oncology settings with virtual characters who interact on the basis of different combinations of African American sub-cultural beliefs regarding breast cancer. The paper reports on the roll-out and evaluation of the degree to which these interactions allow providers to acquire, practice, and refine culturally appropriate communication skills and to

No problem! Avoidance of cultural diversity in teacher training | Le ...

African Journals Online (AJOL)

Research all over the world indicates that initial teacher training, as far as multicultural education is concerned, is grossly inadequate or, in many instances, non-existent. In many cases it is still regarded as a luxury which cannot be afforded in a time of scarcity of resources, or as a contentious politically sensitive area best ...

Teaching of Cultural Concepts in Botswana Junior Secondary Schools Design and Technology Curriculum

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Moalosi, Richie

2011-01-01

This research explored the extent to which cultural concepts stipulated in Botswana Design and Technology curriculum are taught by teachers at junior secondary schools, a topic on which there is little previous research. The pinnacle of good product innovation is when it is grounded on sensitive cultural analysis of the society's culture. However,…

Teachers’ knowledge, perceived teaching efficacy, and attitudes regarding students with ADHD: a cross-cultural comparison of teachers in South Korea and Germany

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Yumi Lee

2016-04-01

Full Text Available Background The purpose of this study was to investigate cross-cultural similarities and differences between Korean and German teachers in terms of knowledge, perceived teaching efficacy (PTE, and attitudes regarding students with attention deficit hyperactivity disorder (ADHD, as well as to evaluate how teachers’ experiences influence their attitudes through knowledge and perceived teaching efficacy, based on three components of attitudes within a culture as well as across cultures. Participants and procedure Participants were teachers from Korea (n = 639 and Germany (n = 317. Through disproportional stratified sampling, matched samples of 264 Korean and 264 German teachers were obtained. The Kos questionnaire was slightly modified for the two countries due to different cultural backgrounds, by conducting translation/back-translation, item review, and a pilot study. The survey instrument was distributed from September 2012 to December 2013. SPSS 22.0 and AMOS 22.0 were used to analyze the data. Results Korean teachers showed higher knowledge than German teachers. German teachers were found to have a greater PTE as well as more favorable attitudes compared to Korean teachers. Both Korean and German teachers’ experience led to their attitudes through knowledge and PTE. Also, the ways in which these variables have an influence on teachers’ attitudes differ between Korea and Germany. Conclusions This investigation proved the cross-cultural differences of all research variables (experience, knowledge, PTE, attitudes as well as the research model (knowledge and PTE as mediators based on attitude theory. This study can be a preliminary resource to develop an ADHD management manual based on theoretical and cultural perspectives in both countries, so that both Korean and German teachers can be prepared for students with ADHD in their daily classroom practice.

On the Issue of Individual Culture in Teachers in the Context of Approbation and Implementation of Professional Standard for Teachers on Municipal Level (From the Author’s Work Experience

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Mityashov P.V.,

2016-07-01

Full Text Available The author of the article refers to one of the most difficult for realization directions of the work of managers of different levels with teaching staff - the expansion of cultural horizons, formation of particular outlook and development of intelligence of the modern school teacher. From his point of view, this direction is a necessary condition for approbation and implementation of the professional standard "Teacher (educational activities in the field of preschool, primary general, basic general, secondary education (tutor, teacher" (hereinafter - Professional standard of the teacher and in general - requirement of life. Analyzing the overall situation in terms of readiness of the teacher to work in the context of the development of the federal state educational standard for general education (hereinafter referred to as FSES, approbation of professional standard, the author refers to the experience of educational management body of Novonikolaevsk municipal district of the Volgograd region offering concrete steps and measures for solution of the overall problem of general culture of teacher personality.

The Chinese Classroom Paradox: A Cross-Cultural Comparison of Teacher Controlling Behaviors

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Zhou, Ning; Lam, Shui-Fong; Chan, Kam Chi

2012-01-01

Chinese classrooms present an intriguing paradox to the claim of self-determination theory that autonomy facilitates learning. Chinese teachers appear to be controlling, but Chinese students do not have poor academic performance in international comparisons. The present study addressed this paradox by examining the cultural differences in…

A Culture of High Expectations: Teacher Leadership at Pritzker College Prep

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Aspen Institute, 2014

2014-01-01

Relying on teachers as culture leaders is a solution embraced by many high-performing charter schools. This profile focuses on the design of the Grade Level Lead roles at Pritzker College Prep, a member of the Noble Network of Schools in Chicago. The successes of this school and network are well-documented: Of non-selective public high schools in…

Alginate foam-based three-dimensional culture to investigate drug sensitivity in primary leukaemia cells.

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Karimpoor, Mahroo; Yebra-Fernandez, Eva; Parhizkar, Maryam; Orlu, Mine; Craig, Duncan; Khorashad, Jamshid S; Edirisinghe, Mohan

2018-04-01

The development of assays for evaluating the sensitivity of leukaemia cells to anti-cancer agents is becoming an important aspect of personalized medicine. Conventional cell cultures lack the three-dimensional (3D) structure of the bone marrow (BM), the extracellular matrix and stromal components which are crucial for the growth and survival of leukaemia stem cells. To accurately predict the sensitivity of the leukaemia cells in an in vitro assay a culturing system containing the essential components of BM is required. In this study, we developed a porous calcium alginate foam-based scaffold to be used for 3D culture. The new 3D culture was shown to be cell compatible as it supported the proliferation of both normal haematopoietic and leukaemia cells. Our cell differential assay for myeloid markers showed that the porous foam-based 3D culture enhanced myeloid differentiation in both leukaemia and normal haematopoietic cells compared to two-dimensional culture. The foam-based scaffold reduced the sensitivity of the leukaemia cells to the tested antileukaemia agents in K562 and HL60 leukaemia cell line model and also primary myeloid leukaemia cells. This observation supports the application of calcium alginate foams as scaffold components of the 3D cultures for investigation of sensitivity to antileukaemia agents in primary myeloid cells. © 2018 The Author(s).

Teachers' Inclusive Strategies to Accommodate 5th Grade Pupils' Crossing of Cultural Borders in Two Greek Multicultural Science Classrooms

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Piliouras, Panagiotis; Evangelou, Odysseas

2012-04-01

The demographic changes in Greek schools underline the need for reconsidering the way in which migrant pupils move from their everyday culture into the culture of school science (a process known as "cultural border crossing"). Migrant pupils might face difficulties when they attempt to transcend cultural borders and this may influence their progress in science as well as the construction of suitable academic identities as a means of promoting scientific literacy. In the research we present in this paper, adopting the socioculturally driven thesis that learning can be viewed and studied as a meaning-making, collaborative inquiry process, we implemented an action research program (school year 2008-2009) in cooperation with two teachers, in a primary school of Athens with 85% migrant pupils. We examined whether the two teachers, who became gradually acquainted with cross-cultural pedagogy during the project, act towards accommodating the crossing of cultural borders by implementing a variety of inclusive strategies in science teaching. Our findings reveal that both teachers utilized suitable cross-border strategies (strategies concerning the establishment of a collaborative inquiry learning environment, and strategies that were in accordance with a cross-border pedagogy) to help students cross smoothly from their "world" to the "world of science". A crucial key to the teachers' expertise was their previous participation in collaborative action research (school years 2004-2006), in which they analyzed their own discourse practices during science lessons in order to establish more collaborative inquiry environments.

Focus Groups in Qualitative Research: Culturally Sensitive Methodology for the Arabian Gulf?

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Thomas, Andrew

2008-01-01

This article explores whether focus groups can constitute a culturally sensitive method of data gathering for educational leadership, management and related areas in a Gulf-Arab cultural context. Reviewing the literature on focus groups and cross-cultural psychology for the Arab region, it identifies key notions related to societal values such as…

Culture-sensitive neural substrates of human cognition: a transcultural neuroimaging approach.

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Han, Shihui; Northoff, Georg

2008-08-01

Our brains and minds are shaped by our experiences, which mainly occur in the context of the culture in which we develop and live. Although psychologists have provided abundant evidence for diversity of human cognition and behaviour across cultures, the question of whether the neural correlates of human cognition are also culture-dependent is often not considered by neuroscientists. However, recent transcultural neuroimaging studies have demonstrated that one's cultural background can influence the neural activity that underlies both high- and low-level cognitive functions. The findings provide a novel approach by which to distinguish culture-sensitive from culture-invariant neural mechanisms of human cognition.

Appreciated but Constrained: Reflective Practice of Student Teachers in Learning Communities in a Confucian Heritage Culture

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Zhan, Ying; Wan, Zhi Hong

2016-01-01

This study aimed to understand the reflective practice of 23 Chinese student teachers in learning communities (LCs) during their practicum in a Confucian heritage culture. The reflective levels of the student teachers and the factors that mediated the effects of LCs on their reflective practice were explored using journals and post-journal…

Cultural Variations in Parents and Teachers Perceptions of Special Education Collaboration in USA and Egypt

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Fayed, Gamal A.

2011-01-01

Schools and classrooms require an active effort to create and welcome the diverse cultures of their students and families. Many students may question others as peers who come from other cultures and speak other language, wear different clothes, and different customs. The teachers of special education can help student overcome these attitudes by…

Teaching Strategies and Practices that Promote a Culturally Sensitive Nursing Education: A Delphi Study

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Dewald, Robin J.

2010-01-01

The purpose of this study was to explore teaching strategies that promote a culturally sensitive nursing education and culturally sensitive nursing. The diversity of Americans has increased. Thus, the nursing student population and patient population have both become more diverse. Nursing education programs, therefore, need to know the best…

They Have "Verve": Preservice Teachers' Perceptions about Culturally Relevant/Responsive Pedagogy

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Nash, Kindel

2018-01-01

Based on concerns about the permanence of racism in our society and its impact on opportunities for children's equitable education, this empirical study used narrative inquiry to explore four preservice teachers' developing dispositions as they studied and implemented culturally relevant/responsive pedagogy (CR/RP) in an early literacy education…

Information Environment is an Integral Element of Informational Space in the Process of Professional Development of Future Teacher of Physical Culture

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Yuri V. Dragnev

2012-04-01

Full Text Available The article examines information environment as an integral element of information space in the process of professional development of future teacher of physical culture, notes that the strategic objective of the system of higher education is training of competent future teacher of physical culture in the field of information technologies, when information competence and information culture are major components of professionalism in modern information-oriented society

Reliability of direct sensitivity determination of blood cultures

International Nuclear Information System (INIS)

Noman, F.; Ahmed, A.

2008-01-01

The aim of this study was to evaluate the error in interpreting antimicrobial sensitivity by direct method when compared to standard method and find out if specific antibiotic-organism combination had more discrepancies. All blood culture samples received at Microbiology Laboratory from 1st July 2006 to 31st August 2006 were ncluded in the study. All samples were inoculated in automated blood culture system BACTEC 9240 which contained enriched Soybean-Casein Digest broth with CO/sub 2/. Once positive, bottles were removed from system; gram staining of the positive broths was done. Susceptibility test was performed from positive broth, on MHA (Mueller-Hinton Agar), with antibiotics panel according to gram stain result. All positive broths were also sub-cultured on blood agar, chocolate agar and McConkey agar for only gram-negative rods. Next day, the zone sizes of all antibiotics were recorded using measuring scale and at the same time susceptibility test was repeated from isolated colonies from subcultures, with inoculums prepared of McFarland 0.5 standard 0.2 Staphylococcus aureus (ATCC 29213); E.coli (ATCC 25922) and Pseudomonas aeruginosa (ATCC 27853) were included as quality control strain. Zone sizes were interpreted as sensitive (S), resistant (R) and intermediate (I) according to CLSI recommendation. Two results were compared and recorded. Out of a total 1083 combinations, zone diameters by standard method were either equal or greater than direct zone diameter (never smaller). Most of the discrepancies were in b-lactam/b-lactamase combinations and aminoglycosides. While reporting these groups of antibiotics with direct sensitivity test, one should be cautious. These are the major antibiotic used for life-threatening infections. In case of being heavy/lighter standard inoculums or marginal zones, repeating with standard method should be preferred to minimize the chances of error. (author)

Teacher Beliefs and the Mediation of Curriculum Innovation in Scotland: A Socio-Cultural Perspective on Professional Development and Change

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Wallace, Carolyn S.; Priestley, Mark

2011-01-01

The purpose of this study was to investigate socio-cultural factors underpinning curriculum change by examining teacher beliefs in the context of professional development. Scottish teachers in the study were participating in policy implementation based on formative assessment. Teachers were selected who were positive about the formative assessment…

Color Blindness and Basket Making Are Not the Answers: Confronting the Dilemmas of Race, Culture, and Language Diversity in Teacher Education.

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Cochran-Smith, Marilyn

1995-01-01

Better strategies for teaching multicultural education and lessons about non-Anglo cultures are not what is needed in teacher education. Instead, generative ways are needed for teachers to explore their own assumptions and to construct pedagogy that takes into account the values and practices of cultures different from their own. (SLD)

Preparing culturally responsive teachers of science, technology, engineering, and math using the Geophysical Institute Framework for Professional Development in Alaska

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Berry Bertram, Kathryn

2011-12-01

The Geophysical Institute (GI) Framework for Professional Development was designed to prepare culturally responsive teachers of science, technology, engineering, and math (STEM). Professional development programs based on the framework are created for rural Alaskan teachers who instruct diverse classrooms that include indigenous students. This dissertation was written in response to the question, "Under what circumstances is the GI Framework for Professional Development effective in preparing culturally responsive teachers of science, technology, engineering, and math?" Research was conducted on two professional development programs based on the GI Framework: the Arctic Climate Modeling Program (ACMP) and the Science Teacher Education Program (STEP). Both programs were created by backward design to student learning goals aligned with Alaska standards and rooted in principles of indigenous ideology. Both were created with input from Alaska Native cultural knowledge bearers, Arctic scientists, education researchers, school administrators, and master teachers with extensive instructional experience. Both provide integrated instruction reflective of authentic Arctic research practices, and training in diverse methods shown to increase indigenous student STEM engagement. While based on the same framework, these programs were chosen for research because they offer distinctly different training venues for K-12 teachers. STEP offered two-week summer institutes on the UAF campus for more than 175 teachers from 33 Alaska school districts. By contrast, ACMP served 165 teachers from one rural Alaska school district along the Bering Strait. Due to challenges in making professional development opportunities accessible to all teachers in this geographically isolated district, ACMP offered a year-round mix of in-person, long-distance, online, and local training. Discussion centers on a comparison of the strategies used by each program to address GI Framework cornerstones, on

Pierre Bourdieu's Model of Cultural Reproduction: The Role of Teachers in Sustaining Traditional Power Systems

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Savage, Lawrence E.

2011-01-01

The purpose of this study was to determine whether or not teachers would predict differing educational outcomes for students based on cultural and social capital measures--drawn from the work of Pierre Bourdieu and the field of cultural reproduction theory. To this end, surveys were distributed within a large urban district within North Carolina.…

Professional Development of Preschool Teachers and Changing the Culture of the Institution of Early Education

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Vujicic, Lidija; Camber Tambolaš, Akvilina

2017-01-01

The culture of institutions of early education is a strong network of customs, rules, norms and behaviours that affect the daily life and work of all its individuals. Consequently, the professional development of preschool teachers is not only an individual process of professional advancement, but also a process that changes the culture of the…

Development of an Inventory for Health-Care Office Staff to Self-Assess Their Patient-Centered Cultural Sensitivity

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Carolyn M. Tucker

2016-02-01

Full Text Available Background: Patient-centered culturally sensitive health care (PC-CSHC is a best practice approach for improving health-care delivery to culturally diverse populations and reducing health disparities. Despite patients’ report that cultural sensitivity by health-care office staff is an important aspect of PC-CSHC, the majority of available research on PC-CSHC focuses exclusively on health-care providers. This may be due in part to the paucity of instruments available to assess the cultural sensitivity of health-care office staff. The objective of the present study is to determine the psychometric properties of the Tucker-Culturally Sensitive Health Care Office Staff Inventory-Self-Assessment Form (T-CSHCOSI-SAF. This instrument is designed to enable health-care office staff to self-assess their level of agreement that they display behaviors and attitudes that culturally diverse patients have identified as office staff cultural sensitivity indicators. Methods: A sample of 510 health-care office staff were recruited at 67 health-care sites across the United States. These health-care office staff anonymously completed the T-CSHCOSI-SAF and a demographic data questionnaire. Results and Level of Evidence: Confirmatory factor analyses of the T-CSHCOSI-SAF revealed that this inventory has 2 factors with high internal consistency reliability (Cronbach’s αs= .916 and .912. Conclusion and Implications: The T-CSHCOSI-SAF is a useful inventory for health-care office staff to assess their own level of patient-centered cultural sensitivity. Such self-assessment data can be used in the development and implementation of trainings to promote patient-centered cultural sensitivity of health-care office staff and to help draw the attention of these staff to displaying patient-centered cultural sensitivity.

ESL TEACHER CANDIDATES' PERCEPTIONS OF STRENGTHS AND INADEQUACIES OF INSTRUCTING CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS: POST CLINICAL EXPERIENCE.

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Wong, Chiu-Yin; Indiatsi, John; Wong, Gary K W

2016-01-01

The present case study examined English as a second language (ESL) teacher candidates' views on their preparedness on instructing culturally and linguistically diverse students. A survey was administrated to a group of ESL teacher candidates at the end of the training program. Results revealed that although the participants received training in culture and instructional strategies, lacking adequate knowledge in students' diverse cultures and languages was reported as a major challenge. Personality traits and knowing specific strategies are reported as their strengths. However, there is a mismatch between the data gathered from the self-ranking component and the open-ended questions. Implications and suggestions are discussed.

Preparing culturally and linguistically diverse preservice Early Childhood teachers for field experience

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Melinda Miller

2016-07-01

Full Text Available This article reports on an action research project focussed on preparing culturally and linguistically diverse (CALD preservice early childhood teachers for field experience. A series of targeted workshops delivered over one semester was designed to support the students to develop intercultural competence in relation to knowledge, attitude, skills and behaviours that contribute to success on field placement. Findings indicate that short-term initiatives targeted specifically to students’ identified needs and strengths can help to build intercultural competence for both students and teacher educators. For the participants, access to communication strategies, opportunities for rehearsal of teaching practice, and peer and academic support contributed to shifts in attitude, and the development of skills and new knowledge. New learnings for the teacher educators included challenging assumptions about CALD students’ sense of community and belonging in the university context.

Lessons in the Korean Language and Culture for Teachers of English as a Second Language.

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Kim, Chang Whan

This language text is designed to introduce the Korean language and culture to Peace Corps trainees and volunteers who will be teachers of English as a second language to Korean students. The disciplines of language training, cross-cultural training, and TESL are combined in a single volume into one integrated curriculum. The text contains 100…

Cultural Diversity and the Formation of Identity: Our Role as Music Teachers

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Fitzpatrick, Kate R.

2012-01-01

This article encourages music teachers to consider the complexity of their students' cultural identities and the role these identities play in the formation of students' self-concept. The musical heritage students bring to the classroom may provide a rich foundation of experience for teaching and learning music. Readers are challenged to consider…

Either/or Rules: Social Studies Teachers' Talk about Media and Popular Culture

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Mangram, Jefery A.

2008-01-01

This article examines how 15 secondary social studies teachers made meaning of media and popular culture, and how those perspectives informed their relationships with their students. Using data from a 3-year qualitative study in which multiple in-depth interviews were conducted, this article also analyzes the discourses that circulated in the…

Haloxyfop mode of action in liquid cultures of proso millet: An analysis of haloxyfop sensitivity changes during growth

International Nuclear Information System (INIS)

Irzyk, G.P.

1989-01-01

Haloxyfop is a grass-selective herbicide that inhibits acetyl-CoA carboxylase in species that are not tolerant to the herbicide. Liquid cultures of proso millet (Panicum miliaceum) cells treated with haloxyfop at different phases of growth exhibited different levels of sensitivity to the herbicide. Treatment of 1-d cultures with 1 μM haloxyfop completely inhibited growth within 48 h. In contrast, 1 mM haloxyfop was required to elicit a similar response in 4-, 7-, or 10-d cultures. Calculated IC 50 values indicated a 300-fold decrease in haloxyfop sensitivity during the period from 1 to 4 d. This period of growth coincided with the greatest increase in cell number during culture growth and suggested that dividing cells are most sensitive to haloxyfop. Uptake and metabolism of 14 C-haloxyfop in 1-d and 4-d cultures were compared. In both cultures, amounts of radiolabel uptake were similar. Almost all radioactivity extracted from 1- and 4-d cells was present as the parent compound. These results suggested that the sensitivity change was related to other factors. Acetyl-CoA carboxylase activity of proso millet cells, measured in vitro by the acetyl-CoA-dependent incorporation of 14 C-bicarbonate into an acid-stable product, was essentially constant during culture growth. Micromolar concentrations of haloxyfop significantly inhibited acetyl-CoA carboxylase activity from both sensitive and insensitive cultures. Thus, the change in the sensitivity of cultures to haloxyfop was not correlated with changes in acetyl-CoA carboxylase abundance, activity, or sensitivity to haloxyfop during culture growth. In vivo incorporation of 14 C-acetate into lipids was decreased by 1 μM haloxyfop in both 1-d and 4-d cultures at the earliest sampling times but the amount of inhibition was significantly greater in the sensitive cultures

Comparison of the sensitivity of typhi dot test with blood culture in typhoid

Energy Technology Data Exchange (ETDEWEB)

Rizvi, Q [Hamdard College of Medicine, Karachi (Pakistan). Dept. of Pharmacology

2006-10-15

To evaluate the sensitivity of Typhi Dot test in comparison to Blood Culture for the diagnosis of Typhoid Fever in our setup. Fifty patients who fulfilled the clinical criteria of having Typhoid Fever. The data of all the patients was documented, and they were submitted to the Typhi Dot and Blood Culture tests, apart from other routine investigations. Out of the total 50 patients, 47(94%) had their Blood Culture positive for Typhoid bacillus, while in 49 (98%) the Typhi Dot test was positive. Two patients which were found positive on Typhi dot test, gave negative results on Blood Culture. One patient with the signs and symptoms of Typhoid Fever was found neither positive on Typhi Dot test nor upon Blood Culture. There was no significant difference between the results of Blood Culture and Typhi Dot test in the diagnosis of Typhoid Fever. However, Typhi Dot has the advantages of being less expensive and quicker in giving results with excellent sensitivity. (author)

Comparison of the sensitivity of typhi dot test with blood culture in typhoid

International Nuclear Information System (INIS)

Rizvi, Q.

2006-01-01

To evaluate the sensitivity of Typhi Dot test in comparison to Blood Culture for the diagnosis of Typhoid Fever in our setup. Fifty patients who fulfilled the clinical criteria of having Typhoid Fever. The data of all the patients was documented, and they were submitted to the Typhi Dot and Blood Culture tests, apart from other routine investigations. Out of the total 50 patients, 47(94%) had their Blood Culture positive for Typhoid bacillus, while in 49 (98%) the Typhi Dot test was positive. Two patients which were found positive on Typhi dot test, gave negative results on Blood Culture. One patient with the signs and symptoms of Typhoid Fever was found neither positive on Typhi Dot test nor upon Blood Culture. There was no significant difference between the results of Blood Culture and Typhi Dot test in the diagnosis of Typhoid Fever. However, Typhi Dot has the advantages of being less expensive and quicker in giving results with excellent sensitivity. (author)

Can an International Field Experience Assist Health and Physical Education Pre-Service Teachers to Develop Cultural Competency?

Science.gov (United States)

Winslade, Matthew

2016-01-01

An emerging focus of teacher education courses within countries such as Australia centres on the development of cultural competency. An international practicum experience or student mobility programme embedded within pre-service teacher education programmes is one way to provide such an opportunity. In subject areas such as Health and Physical…

Circles of Culture and Cognition: A Sociocognitive Study of Collaboration within and among Academic Groups of Teachers in a Rural School District

Science.gov (United States)

Baker, Linda L.

2011-01-01

This ethnographic case study examined the roles of district and school macro-culture and teacher sub-group micro-culture in influencing the nature and extent of teachers' professional collaboration. Informed by the sociocognitive theory that learning is rooted in social relationships and develops through interpersonal discourse and activity, the…

Pushing boundaries-culture-sensitive care in oncology and palliative care: a qualitative study.

Science.gov (United States)

Schrank, Beate; Rumpold, Tamara; Amering, Michaela; Masel, Eva Katharina; Watzke, Herbert; Schur, Sophie

2017-06-01

In increasingly globalized societies, patient-centered cancer care requires culture-sensitive approaches in order to ensure patients well-being. While migrant patients' needs are frequently reported in the literature, staff members' perception of work with migrant patients, associated challenges, or individual work approaches are largely unknown. This study addresses this research gap through qualitative exploration of experiences of multicultural health care professionals in supportive oncology and palliative care, working with patients from different cultural backgrounds. This study aims to understand staff experience of the impact of culture on cancer care. This study was conducted at the Medical University of Vienna, including staff from different settings of oncology and palliative care, in different professional positions, and with a range of individual migration backgrounds. Semistructured interviews were conducted with 21 staff members working with patients from different cultural backgrounds. Interviews explored views on the impact of culture on care were audio-taped, transcribed, and analyzed using a rigorous method of thematic analysis, enhanced with grounded theory techniques. Interviews revealed 4 key topics: culture-specific differences, assumed reasons for differences, consequences of multicultural care, and tools for culture-sensitive care. Strategies to better deal with migrant patients and their families were suggested to improve work satisfaction amongst staff. This study identifies relevant staff challenges in work with migrant patients. Concrete suggestions for improvement include measures on an organizational level, team level, and personal tools. The suggested measures are applicable to improve work satisfaction and culture-sensitive care not only in cancer care but also in other areas of medicine. Copyright © 2016 John Wiley & Sons, Ltd.

A cultural historical activity theory perspective to understand preservice science teachers' reflections on and tensions during a microteaching experience

Science.gov (United States)

Sezen-Barrie, Asli; Tran, Minh-Dan; McDonald, Scott P.; Kelly, Gregory J.

2014-09-01

This study draws from cultural historical activity theory (CHAT) to analyze preservice teachers' reflections on a microteaching activity. Microteaching activities involved preservice educators teaching middle school students from local schools. The study was conducted with 23 preservice teachers enrolled in a large university's teacher education program. During this secondary science teaching methods course, every pair of preservice teachers engaged in 20 minute microteaching activity with 3-5 middle school students. The microteaching was videotaped, and the teachers subsequently provided voice-over reflections on a second audio track. Transcriptions of the microteaching events were analyzed through the formation of event maps showing the phases of activity and the organizational sequence of actions. Event maps were used to investigate the focus of preservice teachers' reflections. The results showed that while learning from their microteaching, preservice teachers focused primarily on the mediating artifacts and gave least attention to the larger teaching community surrounding these activities. Use of CHAT helped to identify challenges in different elements of the microteaching activity. The study contributes to how reflective practice can be enhanced through attention to the social and cultural dimensions of the teaching.

Comparative sensitivity of human and rat neural cultures to chemical-induced inhibition of neurite outgrowth

Energy Technology Data Exchange (ETDEWEB)

Harrill, Joshua A.; Freudenrich, Theresa M.; Robinette, Brian L.; Mundy, William R., E-mail: mundy.william@epa.gov

2011-11-15

There is a need for rapid, efficient and cost-effective alternatives to traditional in vivo developmental neurotoxicity testing. In vitro cell culture models can recapitulate many of the key cellular processes of nervous system development, including neurite outgrowth, and may be used as screening tools to identify potential developmental neurotoxicants. The present study compared primary rat cortical cultures and human embryonic stem cell-derived neural cultures in terms of: 1) reproducibility of high content image analysis based neurite outgrowth measurements, 2) dynamic range of neurite outgrowth measurements and 3) sensitivity to chemicals which have been shown to inhibit neurite outgrowth. There was a large increase in neurite outgrowth between 2 and 24 h in both rat and human cultures. Image analysis data collected across multiple cultures demonstrated that neurite outgrowth measurements in rat cortical cultures were more reproducible and had higher dynamic range as compared to human neural cultures. Human neural cultures were more sensitive than rat cortical cultures to chemicals previously shown to inhibit neurite outgrowth. Parallel analysis of morphological (neurite count, neurite length) and cytotoxicity (neurons per field) measurements were used to detect selective effects on neurite outgrowth. All chemicals which inhibited neurite outgrowth in rat cortical cultures did so at concentrations which did not concurrently affect the number of neurons per field, indicating selective effects on neurite outgrowth. In contrast, more than half the chemicals which inhibited neurite outgrowth in human neural cultures did so at concentrations which concurrently decreased the number of neurons per field, indicating that effects on neurite outgrowth were secondary to cytotoxicity. Overall, these data demonstrate that the culture models performed differently in terms of reproducibility, dynamic range and sensitivity to neurite outgrowth inhibitors. While human neural

Comparative sensitivity of human and rat neural cultures to chemical-induced inhibition of neurite outgrowth

International Nuclear Information System (INIS)

Harrill, Joshua A.; Freudenrich, Theresa M.; Robinette, Brian L.; Mundy, William R.

2011-01-01

There is a need for rapid, efficient and cost-effective alternatives to traditional in vivo developmental neurotoxicity testing. In vitro cell culture models can recapitulate many of the key cellular processes of nervous system development, including neurite outgrowth, and may be used as screening tools to identify potential developmental neurotoxicants. The present study compared primary rat cortical cultures and human embryonic stem cell-derived neural cultures in terms of: 1) reproducibility of high content image analysis based neurite outgrowth measurements, 2) dynamic range of neurite outgrowth measurements and 3) sensitivity to chemicals which have been shown to inhibit neurite outgrowth. There was a large increase in neurite outgrowth between 2 and 24 h in both rat and human cultures. Image analysis data collected across multiple cultures demonstrated that neurite outgrowth measurements in rat cortical cultures were more reproducible and had higher dynamic range as compared to human neural cultures. Human neural cultures were more sensitive than rat cortical cultures to chemicals previously shown to inhibit neurite outgrowth. Parallel analysis of morphological (neurite count, neurite length) and cytotoxicity (neurons per field) measurements were used to detect selective effects on neurite outgrowth. All chemicals which inhibited neurite outgrowth in rat cortical cultures did so at concentrations which did not concurrently affect the number of neurons per field, indicating selective effects on neurite outgrowth. In contrast, more than half the chemicals which inhibited neurite outgrowth in human neural cultures did so at concentrations which concurrently decreased the number of neurons per field, indicating that effects on neurite outgrowth were secondary to cytotoxicity. Overall, these data demonstrate that the culture models performed differently in terms of reproducibility, dynamic range and sensitivity to neurite outgrowth inhibitors. While human neural

Cross-cultural analysis of teacher confirmation, student motivation, classroom emotion and emotional interest in China, Korea and Japan

OpenAIRE

Shen, Tingting

2016-01-01

This study investigates the relationship between teacher confirmation and student motivation across three cultures: China, Korea, and Japan and studies how classroom emotion and emotional interest influence this relationship in three different countries. Students in China (n=718), Korea (n=362), and Japan (n=350) completed questionnaires assessing their perceived teacher confirmation, student motivation, classroom emotion and emotional interest. Results of these samples indicate that teacher ...

INFLUENCE OF TYPE OF ORGANIZATIONAL CULTURE IN INSTITUTE OF EDUCATION ON LEVEL OF PROFESSIONAL DEFORMATION OF TEACHERS

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Katsiaryna I. Sapeha

2015-01-01

Full Text Available The aim of presented article – identification of interrelation of certain type of organizational culture in institute of education (closed, accidental, open or synchronous and level of development of professional deformation of personality of teachers (authoritativeness, rigidity and noncriticality of self-perception.The basis for methodology of research is sociocultural-interdeterministic dialogical approach of V. A. Yanchuk. In the course of research psychodiagnostic techniques were applied: technique of diagnostics of professional deformation of personality of teacher (V. E. Orel, S. P. Andreyev and questionnaire of «Scale of organizational paradigms» of L. L. Konstantin.Results of research of six institutes of education (schools and gymnasiums showed that elements of deformation have higher level of manifestation in institutes with closed type of organizational culture, revealed in three institutes, and insignificant level in two institutes with open type of culture. In institutes with prevalence of synchronous and accidental types of organizational culture significantexceeding on the level of deformation didn’t find. The greatest development of deformation of teachers is observed on elements of authoritativeness and rigidity, the smallest – on noncriticality of self-perception.Scientific novelty of material is presented for the first time applied sociocultural-interdeterministic dialogical approach to research of professional deformation of personality, that psychological interdeterminant of deformation are allocated, one of structural components of model of ecocultural educational environment – open type of organizational culture in institute of education are described.Practical significance of results consists in detection of opportunities and criteria of formation in institute of formation of ecocultural dialogical environment and its structural component for purpose of timely prevention and overcoming of

THE CULTURE OF PEACE THROUGH THE PERSPECTIVE OF PE TEACHERS AT A STATE SCHOOL IN RIO GRANDE DO SUL.

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José Paulo Reichenbach

2016-09-01

Full Text Available In response to violence, authorities as well as the population itself seem to believe in repression as the only possibility. Given that, this work aims to understand how the physical education teacher sees the promotion of a culture of peace in school environment. We start from a theoretical framework that analyses, at first, the phenomenon of violence, the school violence and it’s variations. Then we enter the Culture of Peace Promotion theme from a train of thought that believes if the culture of violence is built cultural and socially, the Culture of Peace may as well be built from intentionally planned actions. We make use of qualitative research, using as instruments: interview, field observation and the analysis of the Projeto Político Pedagógico. We found that the teachers are knowing of the Culture of Peace, but objective and intentional actions towards that culture aren’t, yet, taken.

A Study on Creative Drama in the Content of In-service Training with the Culture Teachers: Qualitative Analysis of the Participants’ Views

OpenAIRE

Akkocaoğlu Çayır, Nihan; Akhun, Burcu; Özdemir Şimşek, Pınar

2016-01-01

The teachers giving lectures on such subjects as arts, physical education, mathematics, philosophy, English apart from the professional courses at the Vocational High Schools are defined as the culture teachers. This research was conducted with 102 culture teachers who had taken a drama course in the content of in-service training. Before and after the practical drama course of 30 hours which included the characteristics of creative drama and its use as a method, open-ended questions were ask...

Inclusive, Democratic Family-Professional Partnerships: (Re)Conceptualizing Culture and Language in Teacher Preparation

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Beneke, Margaret R.; Cheatham, Gregory A.

2016-01-01

Family-professional partnerships are vital to the provision of appropriate and effective special education services for young children. Despite the recognized need, teacher educators in early childhood and early childhood special education have faced challenges in preparing their students to partner with families from diverse cultural and…

Culturally-Inclusive Behavior of Filipino Teachers in International Schools in the Philippines: Perspectives of International Education in a Developing Country

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Bernardo, Maria Aurora Correa; Malakolunthu, Suseela

2013-01-01

The study explored the culturally inclusive behavior of Filipino teachers using information culled from interviews of six Filipino teachers in international schools on their perception of international education, and how it translates into their pedagogy. The findings of the study reveal inherent patterns of behavior the teachers manifest in…

Prostate Cancer Information Available in Health-Care Provider Offices: An Analysis of Content, Readability, and Cultural Sensitivity.

Science.gov (United States)

Choi, Seul Ki; Seel, Jessica S; Yelton, Brooks; Steck, Susan E; McCormick, Douglas P; Payne, Johnny; Minter, Anthony; Deutchki, Elizabeth K; Hébert, James R; Friedman, Daniela B

2018-07-01

Prostate cancer (PrCA) is the most common cancer affecting men in the United States, and African American men have the highest incidence among men in the United States. Little is known about the PrCA-related educational materials being provided to patients in health-care settings. Content, readability, and cultural sensitivity of materials available in providers' practices in South Carolina were examined. A total of 44 educational materials about PrCA and associated sexual dysfunction was collected from 16 general and specialty practices. The content of the materials was coded, and cultural sensitivity was assessed using the Cultural Sensitivity Assessment Tool. Flesch Reading Ease, Flesch-Kincaid Grade Level, and the Simple Measure of Gobbledygook were used to assess readability. Communication with health-care providers (52.3%), side effects of PrCA treatment (40.9%), sexual dysfunction and its treatment (38.6%), and treatment options (34.1%) were frequently presented. All materials had acceptable cultural sensitivity scores; however, 2.3% and 15.9% of materials demonstrated unacceptable cultural sensitivity regarding format and visual messages, respectively. Readability of the materials varied. More than half of the materials were written above a high-school reading level. PrCA-related materials available in health-care practices may not meet patients' needs regarding content, cultural sensitivity, and readability. A wide range of educational materials that address various aspects of PrCA, including treatment options and side effects, should be presented in plain language and be culturally sensitive.

Preparing Teachers for Diversity: The Role of Initial Teacher Education. Annex 1 to the Final Report to DG Education, Youth, Sport and Culture of the European Commission

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European Commission, 2017

2017-01-01

This document, "Annex 1 to the Final Report to DG Education, Youth, Sport and Culture of the European Commission" is intended as a companion piece to European Commission report "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Final Report". It contains country fiches which are overviews of available…

Greek Immigrants in Australia: Implications for Culturally Sensitive Practice.

Science.gov (United States)

Georgiades, Savvas Daniel

2015-10-01

This exploratory research examined adjustment challenges, resiliencies, attitudes, emotional health, economic stability, criminal involvement, victimization and service experiences, and some cultural propensities of Greek Immigrants (GIs) in Australia using a convenient multi-generational sample (n = 123; response rate = .5). Data were collected via surveys, telephone, and personal-interviews in four major Australian cities. Among other things, the study revealed that Greek identity and cultural customs are often significant to first generation GIs. Adjustment challenges upon entry include primarily language, housing, and transportation difficulties, nostalgia for relatives and the motherland, unfamiliarity with socio-cultural systems, unemployment, money challenges, and lack of friendships. Christian faith, the extended family, family values and traditions, cultural pride for ancient Greek achievements, and a hard 'work ethic' are notable resiliencies that support GIs in their struggles and solidify their pursuit for happiness and success. Financial concerns, aging, and nostalgia for relatives and the motherland were the primary causes of socio-emotional instability. Attitudinal differences in the respondents based on age, gender, and socio-economic status, cross-cultural comparisons, and recommendations for culturally-sensitive practice with GIs are analyzed and methodological limitations illuminated. Future research needs in the field are also highlighted.

Translation, Cultural Adaptation and Validation of the Questionnaire on Teacher Interaction in Danish High Schools

DEFF Research Database (Denmark)

Lund, Lea; Cozart, Stacey Marie; Lyneborg Lund, Rolf

2018-01-01

The model for Interpersonal Teacher Behaviour (MITB), mapping the various teachers’ interpersonal behaviours, has been applied for research in countries all over the world. The Questionnaire on Teacher Interaction (QTI) has been developed in order to measure the students’ perceptions regarding th...... to translation and cultural adaption showed the importance of the dialogical process with informants to make sure the questions are sound and understood in correlation to the MITB model....... the psychometric properties of the Danish translation of the QTI in its 64-item version. The article is descriptive and stress the importance of the awareness of the cultural differences when translating and incorporating a questionnaire from one country’s educational setting to another. Results on the approach...... the interaction with their teachers. The QTI has been shown to be a valid and reliable instrument in all the different language versions in which it was adapted. The QTI with the 64-item version has not yet received a validation in Denmark. The present study tested the translation process – after the translation...

Teachers' Perceptions of Culturally Responsive Pedagogy and the Impact on Leadership Preparation: Lessons for Future Reform Efforts

Science.gov (United States)

Mette, Ian M.; Nieuwenhuizen, Lisa; Hvidston, David J.

2016-01-01

The purpose of this study was to investigate the impact of one school's teacher-driven professional development effort to address culturally responsive teaching practices in a large district in a Midwestern state. During the 2011-2012 school year, a team of teachers and principals began a three-year long effort to provide job-embedded professional…

Sensitivity Analysis of an Agent-Based Model of Culture's Consequences for Trade

NARCIS (Netherlands)

Burgers, S.L.G.E.; Jonker, C.M.; Hofstede, G.J.; Verwaart, D.

2010-01-01

This paper describes the analysis of an agent-based model’s sensitivity to changes in parameters that describe the agents’ cultural background, relational parameters, and parameters of the decision functions. As agent-based models may be very sensitive to small changes in parameter values, it is of

Integrating Explicit Learning about the Culture of Science into the Pre-Service Teacher Curriculum through Readings and Reflections

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Egger, A. E.

2014-12-01

Teachers provide foundational science experiences that spark interest in some students to pursue science and serve as an endpoint for others. For both groups, getting a glimpse into the culture of science is important to their futures as citizens, but this glimpse is not something all teachers are equipped to offer. Explicit instruction in the culture of science is generally not part of college-level science courses; to reach future teachers, it should be incorporated into the curriculum for pre-service teachers. I have incorporated readings from Visionlearning's peer-reviewed, freely available, web-based Process of Science series (http://www.visionlearning.com/en/library/Process-of-Science/49) into my class for pre-service middle-level and secondary science teachers. The readings describe the development of the culture and process of science using deeply embedded examples of scientists and their work. Students reflected on each reading by describing what they learned and something they will use in their future teaching. Responses were graded for thoughtfulness and completeness and later compiled. In general, students with more science courses had a better initial understanding of the culture of science and found the readings engaging stories that explained in more depth what they already knew. However, all students reported learning some fundamental aspects of the culture and nature of science. Most commonly, they learned scientific language, often words with both colloquial and scientific definitions: theory, hypothesis, law, uncertainty, error, confidence. Other learning gains were reported in defining the difference between scientific controversy and social controversy over science, interactions between historical events and the scientific enterprise, how much scientists work in groups and interact at meetings, and the role that funding plays in guiding research. On their own, students struggled to describe explicit ways to incorporate these concepts into their

Culture-bound syndrome and a culturally sensitive approach: from a viewpoint of medical anthropology.

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Shimoji, A; Miyakawa, T

2000-08-01

Some aspects of the culture-bound syndrome are presented for discussion. From the psychiatric and medical anthropological viewpoints, kamidaari is described as an initiatory illness for seeing a shaman, and focus on clinical realities developing between different therapeutic subcultures in the same culture and the complementary practices of two epistemological ones, namely, the shamanistic and modern psychiatric system in the shamanistic climate. It is suggested that the culture-bound syndrome that reflects cultural influences on disease patterns and renders them difficult to place in a universal classificatory system should be seen as a vernacular bricolage or as tactics used by people within the web of their own local culture of origin. Therapists who treat patients in a cross-epistemological milieu should be aware of the subcultural-epistemological issues that may affect the clinical process. It should be recognized that, depending on the nature of a particular psychiatric crisis, the clinical encounter is straddling the boundaries of multiple clinical realities. At every stage in the clinical field, there is an intersection, consonance, or interruption of rejoinders in the open dialog by all those engaged in the clinical time. Aspects of climatic, culturally sensitive psychotherapy will be described, and the concept of the culture-bound syndrome will be reconsidered. Our approach could be seen as 'situation- and fudo-bound'.

Glimmers for Cultural Relevance: The Pedagogical Knowledge of an Indigenous Cabécar Teacher

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Marielos Vargas Morales

2017-07-01

Full Text Available Indigenous education is becoming a priority to be dealt with in Higher Education. Therefore, efforts are oriented towards newly nourishing inclusive proposals for education; for them to take cultural diversity on and generate quality learning processes while also promoting the vindication of the right towards a culturally-relevant education for indigenous populations. Hence, the article sets forth an analysis of the pedagogical practice by an indigenous cabécar teacher, which unveils elements and cultural aspects that constitute valuable input to be considered in teacher education proposals. This research took place in the educative community of Sharabata, which is part of the High Chirripó Cábecar Indigenous Territory, which in turn is located in the province of Cartago in the Central American country of Costa Rica. The current research was conducted as a case study. Obtained results now create curricular content that responds to socio-cultural, linguistic and natural needs and characteristics of the cabécar culture. The present research recovers oral communication and the value of words, of learning by imitation, cosmovision as cultural heritage and the importance of recognizing mother languages in originary populations. It is forewarned that, though handled under the discourse of cultural displacement, practical and ritualistic practices still persist, all of which must be acknowledged and valued in school by young people in order for culture as ancestral heritage to be prolonged. It is given the mentioned situations where education must be made present; as a fight towards respect, inclusion and the strengthening of originary cultures. In that sense and in order to achieve cultural relevance, the process of the construction of knowledge with children must be inserted in its historical, social and cultural context, for which knowledge, experience and the practice of cabécar cosmovision is transcendental. As part of cultural relevance

A Study of Culturally Responsive Teaching Practices of Adult ESOL and EAP Teachers

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Rhodes, Christy M.

2013-01-01

The purpose of this study was to examine how frequently adult education English for Speakers of Other Languages (ESOL) and English for Academic Purposes (EAP) teachers in Florida used specific culturally responsive teaching practices and how important they believed those practices were to their teaching. Using Ginsberg and Wlodkowski's…

Pedagogical Culture of Future Teachers of Musical Art: A Methodological Investigation

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Inna Pashchenko

2018-03-01

Full Text Available The article deals with modern scholars’ approaches to the definition of the term “pedagogical culture of future teachers of musical art”. The authors give their own definition of future teacher’s pedagogical culture. It is defined as a subjectively conditioned system of values, culture-pedagogical knowledge, norms of behavior, which are practically implemented in the process of the development of a human being. These factors contribute to the realization of students’ abilities, development of moral and philosophical personal qualities by means of implementing certain pedagogical conditions of training in higher educational establishments of Ukraine. They also determine the choice of the correct strategy of specialists-educators’ cultural-pedagogical identity in their future professional activity. The criteria and levels as well as the stages of experimental work on the implementation of these methods have been identified and described. The experimental stages of the implementation of methods of formation of future teachers’ pedagogical culture by means of spiritual music have been identified and described. There are three stages: adaptive, cognitive-corrective, and acmeological. The results of experimental work, that demonstrate positive effects of the implementation of methods of formation of future teachers’ pedagogical culture by means of spiritual music in the educational process of pedagogical universities, have been also presented in the article.

Hermeneutic phenomenological multiple case study of the cultural references of elementary teachers and the place of fundamentalist Southern Baptist religion in teaching science

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Thomas, Susan Elizabeth Shelton

It has been said, "The two greatest forces in human history are science and religion" (Schachter-Shalomi & Smith, 1999, p. 220). It is those forces and their influence on science teaching that motivated the focus of this study to explore the cultural referents of elementary teachers and the place of fundamentalist Southern Baptist religious beliefs in teaching elementary science. Through a hermeneutic phenomenological framework, multiple case study method was used to interpret the individual consciousness and classroom lived experiences of three elementary teachers. The particularities surrounding elementary science instruction by devout Southern Baptist teachers was explored through several data sources, which included: personal interactions with the teachers, classroom observations, journaling, and interviews (Stake, 1995; Yin, 2003). Insights gained from this study indicate that the religious component of the culture of elementary teachers affects science teaching and learning. In Alabama, Southern Baptist beliefs influence both the public and private lives of educators. Replicated themes revealed the following themes: (a) a lack of concern for occasionally mentioning God in class due to the conservatively religious nature of Southern culture, (b) the teachers' beliefs affected classroom instruction and student interaction, (c) a commitment to science teaching in the context of the elementary classrooms, and (d) the teachers' as mediators. In addition, the theoretical framework provided an awareness of how the lives of the three educators could yield replicated themes. Indications are for a better understanding of how religion, as part of culture, influences science classroom instruction, including teacher education programs and aspects of science teaching and learning.

Intercultural Sensitivity, Gender, and Nationality of Third Culture Kids Attending an International High School

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Morales, Antonio

2017-01-01

Due to the globalization and interconnectedness of people from different cultures, intercultural competence is a prerequisite to communicating effectively across different cultures. The Intercultural Sensitivity Inventory (ICSI) measures a person's ability to modify behavior in culturally appropriate ways when coming into contact with diverse…

Focus Groups Investigating Mental Health Attitudes and Beliefs of Parents and Teachers in South Lebanon: Are They Culturally Determined?

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Doumit, Myrna A A; Farhood, Laila F; Hamady, Carmen

2018-05-01

The wars that Lebanon had endured led to a devastating number of deaths, injuries, and displacements. Such tragedies have detrimentally affected its civilians psychologically. To identify knowledge, attitudes, and practices of teachers and parents concerning child/adolescent mental health. Using purposeful sampling, five focus groups were conducted with teachers and parents of students from elementary, middle, and secondary levels in two private hub schools in South Lebanon. A total of 27 teachers and 18 parents participated separately in focus groups. Three themes emerged: (a) Mental health care is a priority for overall health, (b) Mental illness is a cultural taboo, and (c) There is a need for better education and cultural understanding about mental health. This is the first study in Lebanon directly targeted at parents' and teachers' mental health concerns. Such findings will add to transcultural nursing knowledge about the importance of mental health care.

A.D.E.L.A.N.T.E. Alliance for Developing and Enhancing Latino Awareness and Needs in Teacher Education.

Science.gov (United States)

Montoya, Alicia L.

ADELANTE (Spanish for Forward), Alliance for Developing and Enhancing Latino Awareness and Needs in Teacher Education, is a program designed to enhance the cultural sensitivity and teaching skills of experienced teachers. Developed cooperatively by Harrison-Morton Middle School, Kutztown University, and the community-based organization, Casa…

Postcolonial Construction of Self: Two Immigrant Secondary Science Teachers from Nigeria and Kenya Explore the Role of Cultural and Indigenous Beliefs in their Teaching

Science.gov (United States)

Kitonga, Ndindi

The purpose of this study is to understand how two African immigrant teachers to the United States experience cultural conflicts and whether/how their cultural and indigenous beliefs are brought forward into science classrooms. While there is a wealth of research conducted on the experiences of various immigrant groups, there is a dearth of literature on beliefs and the meaning making processes among immigrant science teachers. These exclusions have potentially made an impact on the curriculum, culture and processes of science. Including the beliefs of immigrant science teachers will provide a richer and more diverse understanding of how issues of identity and immigration influence beliefs and ways in which these beliefs manifest within the science classroom. In this study I use a co-participatory life history method to explore interconnections between culture, immigrant experiences and teacher identity. My co-participant and I offer our stories as units of analyses for this work. Evident from our stories is the ongoing tension between Western mainstream United States culture and our African cultures. This study reveals that my co-participant and I experienced transformative consciousness of hybridized identities and ideologies.

English Language Teacher Education Research Colloquium Who Should Be Teachers of English?

OpenAIRE

Yıldıran, Güzver

2015-01-01

The problems related to native versus non-native teachers of English are discussed. The possible lack of knowledge of the cultural background of the language to be taught by non-native teachers is juxtaposed against the transmission of values related to cultural superiority by native English speaking teachers.

Finnish Teachers’ Ethical Sensitivity

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Elina Kuusisto

2012-01-01

Full Text Available The study examined the ethical sensitivity of Finnish teachers (=864 using a 28-item Ethical Sensitivity Scale Questionnaire (ESSQ. The psychometric qualities of this instrument were analyzed, as were the differences in self-reported ethical sensitivity between practicing and student teachers and teachers of different subjects. The results showed that the psychometric qualities of the ESSQ were satisfactory and enabled the use of an explorative factor analysis. All Finnish teachers rated their level of ethical sensitivity as high, which indicates that they had internalized the ethical professionalism of teaching. However, practicing teachers’ assessments were higher than student teachers’. Moreover, science as a subject was associated with lower self-ratings of ethical sensitivity.

Defining a framework for medical teachers' competencies to teach ethnic and cultural diversity: Results of a European Delphi study.

Science.gov (United States)

Hordijk, Rowan; Hendrickx, Kristin; Lanting, Katja; MacFarlane, Anne; Muntinga, Maaike; Suurmond, Jeanine

2018-02-28

Medical students need to be trained in delivering diversity-responsive health care but unknown is what competencies teachers need. The aim of this study was to devise a framework of competencies for diversity teaching. An open-ended questionnaire about essential diversity teaching competencies was sent to a panel. This resulted in a list of 74 teaching competencies, which was sent in a second round to the panel for rating. The final framework of competencies was approved by the panel. Thirty-four experts participated. The final framework consisted of 10 competencies that were seen as essential for all medical teachers: (1) ability to critically reflect on own values and beliefs; (2) ability to communicate about individuals in a nondiscriminatory, nonstereotyping way; (3) empathy for patients regardless of ethnicity, race or nationality; (4) awareness of intersectionality; (5) awareness of own ethnic and cultural background; (6) knowledge of ethnic and social determinants of physical and mental health of migrants; (7) ability to reflect with students on the social or cultural context of the patient relevant to the medical encounter; (8) awareness that teachers are role models in the way they talk about patients from different ethnic, cultural and social backgrounds; (9) empathy for students of diverse ethnic, cultural and social background; (10) ability to engage, motivate and let all students participate. This framework of teaching competencies can be used in faculty development programs to adequately train all medical teachers.

Teaching International Business as an Opportunity to Develop Cultural Sensitivity

Science.gov (United States)

Frank, Ellen J.

2017-01-01

Business program graduates are expected to perform with cultural sensitivity in international and intercultural professional environments. In order to support student development of the necessary mindset, a variety of assignments and activities have been integrated into the undergraduate International Business (IB) course. This article describes…

Angel Island, Teacher's Guide, Part III: The Data Book--Land, Life, and Culture.

Science.gov (United States)

Swanson, Richard L.

This guide is intended to assist teachers in the exploration of an island outdoor study area with particular attention to the interrelationships of the island's ecology and history. The guide is divided into two sections, one dealing with the natural history of the island, and the second with the human cultural history. Approaches to the…

Culturally Sensitive Risk Behavior Prevention Programs for African American Adolescents: A Systematic Analysis

Science.gov (United States)

Metzger, Isha; Cooper, Shauna M.; Zarrett, Nicole; Flory, Kate

2013-01-01

The current review conducted a systematic assessment of culturally sensitive risk prevention programs for African American adolescents. Prevention programs meeting the inclusion and exclusion criteria were evaluated across several domains: (1) theoretical orientation and foundation; (2) methodological rigor; (3) level of cultural integration; (4)…

Cultural considerations when designing entrepreneurial pedagogies

DEFF Research Database (Denmark)

Alexander, Ian Keith; Hjortsø, Carsten Nico Portefée

2013-01-01

principles (teacher dominance/control and reflective learning styles) are at odds with the learner-centred and participative methodologies used in entrepreneurship teaching. Furthermore, cultural variables such as individualism-collectivism, uncertainty avoidance and power distance played a role in a role......We assume that cultural variables influence the effectiveness of entrepreneurship pedagogy and as such there is need for cultural sensitivity in the design and implementation of entrepreneurship teaching progammes. With this in mind, we set out to examine whether the approaches and methods used...... teach entrepreneurship are culturally-based. We systematically searched the extant literature for evidence to verify our assumption. The search was conducted in two phases. In phase one we searched 79 articles to identify the major approaches and methods used in entrepreneurship. Experiential, learner...

Emotion Regulation, Harsh Parenting, and Teacher Sensitivity among Socioeconomically Disadvantaged Toddlers in Child Care

Science.gov (United States)

Mortensen, Jennifer A.; Barnett, Melissa A.

2018-01-01

Research Findings: This study examined the transactional nature of harsh parenting and emotion regulation across toddlerhood, including the moderating role of teacher sensitivity in child care. Secondary data analyses were conducted with a subsample of families from the Early Head Start Research and Evaluation Project who participated in…

Associations among teacher-student interpersonal relationships and students’ intrinsic and extrinsic motivation and academic achievement: A cross cultural study

OpenAIRE

Chan, Dawn

2016-01-01

This cross-cultural study explored associations among teacher-student relationship, students’ intrinsic and extrinsic motivation, and students’ academic achievement in grade 5 and 6 students from Vancouver, Canada (n = 102) and Hong Kong, China (n = 207). Hong Kong students perceived their teachers to be more dissatisfied, strict, admonishing, and uncertain, while Vancouver students perceived their teachers to be more helpful and friendly. Students’ levels of intrinsic and extrinsic motivatio...

Interculturality and Teacher Education. A Study from Pre-Service Teachers' Perspective

Science.gov (United States)

Hinojosa Pareja, Eva F.; López López, M. Carmen

2018-01-01

Due to the multicultural nature of society and the failure of some of the educational models adopted to respond to cultural diversity, there is a need to pay greater attention to teachers' training. This study examines Teacher Education students' beliefs about cultural diversity and their relationship with pre-service teacher training as key…

Visualizing Culturally Relevant Science Pedagogy Through Photonarratives of Black Middle School Teachers

Science.gov (United States)

Goldston, M. Jenice; Nichols, Sharon

2009-04-01

This study situated in a Southern resegregated Black middle school involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and (2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices? The research methodologically drew upon memory-work, Black feminism, critical theory, visual methodology, and narrative inquiry as “portraiture.” Issues of positionality and identity proved to be central to this work, as three luminaries portray Black teachers’ insights about supports and barriers to teaching and learning science. The community referents identified were associated with church and its oral traditions, inequities of the market place in meeting their basic human needs, and community spaces.

How Organisational Culture Influences Teachers' Support of Openly Gay, Lesbian and Bisexual Students

Science.gov (United States)

Murphy, Meghan

2015-01-01

In this paper, I analyse the relationship between US high schools' organisational cultures and student perceptions of responses to anti-gay language in their school. Using data from 67 interviews with young people who identified as gay, lesbian or bisexual, I compare teachers' responses to anti-gay language in schools that do and schools that do…

An Investigation of Non-Thesis Master's Program Geography Teacher Candidates' Attitudes towards Teaching Profession regarding Several Socio-Cultural Features

Science.gov (United States)

Sezer, Adem; Kara, Hasan; Pinar, Adnan

2011-01-01

The purpose of this study is to examine the attitudes of non-thesis master's degree program: geography teacher candidates towards teaching profession regarding several socio-cultural features. The study was conducted in different universities with 218 geography teacher candidates enrolled in the geography education non-thesis master's degree…

L'Identite Culturelle D'Etudiants de la Formation a L'Enseignement: Sentiments et Referents Identitaires (The Cultural Identity of Students in Teacher Education: Identificatory Feelings and Referents).

Science.gov (United States)

Theberge, Mariette

1998-01-01

Explores feelings and referents contained in cultural-identity definitions of student teachers at the University of Montreal. Reveals that developing a sense of belonging to a cultural identity requires that individuals experience opportunities to identify with the cultural group. Notes importance of this research for teacher education in…

[On the Way to Culture-Sensitive Patient Information Materials: Results of a Focus Group Study].

Science.gov (United States)

Ries, Zivile; Frank, Fabian; Bermejo, Isaac; Kalaitsidou, Chariklia; Zill, Jördis; Dirmaier, Jörg; Härter, Martin; Bengel, Jürgen; Hölzel, Lars

2018-06-01

This study was part of a double-blind randomised controlled trial aimed to evaluate the effects of culture-sensitive patient information materials (PIM) compared with standard translated material. The study aimed to obtain the data for the development of culture sensitive PIM about unipolar depression for the 4 largest migrant groups in Germany (Turkish, Polish, Russian and Italian migration background). A qualitative study using 4 manual-based focus groups (FG), one for each migrant group, with 29 participants (9 with a Turkish (TüG), 8 with a Polish (PoG), 5 with a Russian (RuG) and 7 with an Italian (ItG) migration background) was conducted. The discussions were recorded, transcribed and analyzed using qualitative content analysis. 7 categories were identified. For the (1.) development of a good culture-sensitive PIM an easy language, a clear structure, an assessable extent of information and the avoidance of stereotypes were highlighted cross-culturally in all four FG. RuG and PoG had the largest (2.) lack of information about the German health care system. Concerning the (3.) illness perception RuG named problems with recognizing and understanding depression. PoG, RuG and TüG thematized (4.) feared consequences of the illness and of professional helpseeking. ItG, PoG, RuG had fears concerning (5.) psychotropic drugs as a result from insufficient knowledge about medication. For (6.) doctor-patient relationship cultural specifics were identified in RuG and TüG and for (7.) migration or culture specific reasons for depression in RuG, ItG and TüG. Although the identified categories were relevant for all or for the majority of migrant groups, for most categories specific cultural aspects were discovered. These findings show the importance of a culture sensitive adaptation of PIM. © Georg Thieme Verlag KG Stuttgart · New York.

Construction and Validation of a Questionnaire to Study Future Teachers' Beliefs about Cultural Diversity

Science.gov (United States)

López López, M. Carmen; Hinojosa Pareja, Eva F.

2016-01-01

The article presents the construction and validation process of a questionnaire designed to study student teachers' beliefs about cultural diversity. The study, beyond highlighting the complexity involved in the study of beliefs, emphasises their relevance in implementing inclusive educational processes that guarantee the right to a good education…

Where the Difference Lies: Teachers' Perceptions toward Cultural Content of ELT Books in Three Circles of World Englishes

Science.gov (United States)

Monfared, Abbas; Mozaheb, Mohammad Amin; Shahiditabar, Mostafa

2016-01-01

Drawing on the literature on culture and intercultural communication, current discussions surrounding English as an international language (EIL), and cultural appropriation of ELT books in local communities, this article reports the findings of a qualitative and qualitative research study with English language teachers from Inner (40 American, 36…

Investigation of Teachers' Self-Efficacy Beliefs, Locus of Control and Intercultural Sensitivities from the Perspective of Individual Differences

Science.gov (United States)

Akca, Figen; Ulutas, Emrah; Yabanci, Cemile

2018-01-01

The purpose of this study is to examine the correlation between Teachers' Self-efficacy beliefs, locus of control and intercultural sensitivities and to analyze these variables based on various demographic variables. The data of the study were collected through teachers' locus of control scale developed by Sadowski, Taylor, Woodward, Peacher,…

Preparing Culturally Responsive Teachers: Effective Practices in Teacher Education

Science.gov (United States)

Ellerbrock, Cheryl R.; Cruz, Bárbara C.; Vásquez, Anete; Howes, Elaine V.

2016-01-01

Despite the growing diversity in our nation's schools, many teacher educators avoid discussions on diversity issues for myriad reasons. As a result, numerous preservice teachers lack quality learning opportunities to become well versed on issues of diversity in meaningful ways that can translate to P-12 practice. This article elaborates on…

Cross Cultural Marketing Teachers' Profile

Science.gov (United States)

Vila, Natalia; Boluda, Ines Kuster

2008-01-01

Purpose: Marketing has attracted increased interested over the past 15 years in both academic and commercial circles and there has been a market rise in the number of students. At the university level, the characteristics of the teacher play an essential role in student/teacher interaction and influence academic results and future professional…

Improving Medical Decision Making and Health Promotion through Culture-Sensitive Health Communication : an Agenda for Science and Practice

OpenAIRE

Betsch, Cornelia; Böhm, Robert; Airhihenbuwa, Collins O.; Butler, Robb; Chapman, Gretchen B.; Haase, Niels; Herrmann, Benedikt; Igarashi, Tasuku; Kitayama, Shinobu; Korn, Lars; Nurm, Ülla-Karin; Rohrmann, Bernd; Rothman, Alexander J.; Shavitt, Sharon; Updegraff, John A.

2016-01-01

This review introduces the concept of culture-sensitive health communication. The basic premise is that congruency between the recipient's cultural characteristics and the respective message will increase the communication's effectiveness. Culture-sensitive health communication is therefore defined as the deliberate and evidence-informed adaptation of health communication to the recipients' cultural background in order to increase knowledge and improve preparation for medical decision making ...

Does a Culturally Sensitive Smoking Prevention Program Reduce Smoking Intentions among Aboriginal Children? A Pilot Study

Science.gov (United States)

McKennitt, Daniel W.; Currie, Cheryl L.

2012-01-01

The aim of the study was to determine if a culturally sensitive smoking prevention program would have short-term impacts on smoking intentions among Aboriginal children. Two schools with high Aboriginal enrollment were selected for the study. A grade 4 classroom in one school was randomly assigned to receive the culturally sensitive smoking…

Integration of ethnic minorities during group-work for vocational teachers-in-training in health studies.

Science.gov (United States)

Goth, Ursula Småland; Bergsli, Oddhild; Johanesen, Else Marie

2017-01-28

To determine how to enhance integration of minority students in health education, and thereby improve intercultural communication skills and cultural sensitivity in a sample of health teacher students in Norway. After a group-work intervention and for a period of six months afterwards we followed an "action research" approach and observed 47 health teachers-in-training in their first year at the Oslo and Akershus University College during classroom interactions. Data were qualitative and comprised student self-reports and survey results along with observations from three teachers, the authors of the study. Data were analyzed using a constant comparative approach with opinion categorization and an open coding procedure, with separate analyses performed on observations from minority students, majority students, and teachers. Both ethnic majority and minority students experienced an increase in intercultural knowledge and problem-solving ability after the experience of an early intervention in their first academic year of tertiary education. Students reacted favorably to the intervention and noted in class assessments both the challenges and rewards of overcoming cultural barriers. Teacher observation notes confirmed that early intervention led to an increase in interaction and cross-cultural engagement between minority and majority students compared to previous years' classes without the intervention. Early classroom intervention to promote intercultural engagement can prevent clique formation along majority/minority lines. The method used here, tailored group assignments in ethnically diverse working groups at the very beginning of students' tertiary academic career, can be an effective approach to cultivating attitudes and skills fostering intercultural awareness and sensitivity.

Analyzing the Relationship of Organizational Trust and Organizational Culture with Knowledge Sharing Behavior in Teachers of Second Intermediate Period

Science.gov (United States)

Shahhosseini, Sakineh; Nadi, Mohammad Ali

2015-01-01

The present paper aims to study the relationship of organizational trust, organizational culture with knowledge sharing behavior among teachers of Second Intermediate Period in the City of Isfahan. Research method was correlation and statistical population included all teachers of Second Intermediate Period of Isfahan in academic year 2013-2014 (N…

Beyond Rational Choice: How Teacher Engagement with Technology Is Mediated by Culture and Emotions

Science.gov (United States)

Perrotta, Carlo

2017-01-01

This paper focuses on the relationship between rational beliefs, culture and agency in formal school settings. This relationship is analysed in the context of the adoption of technological innovations. Interviews and focus groups with 39 secondary teachers from England and other European countries were carried out. The analysis highlights a number…

Validation of the Technology Acceptance Measure for Pre-Service Teachers (TAMPST) on a Malaysian Sample: A Cross-Cultural Study

Science.gov (United States)

Teo, Timothy

2010-01-01

Purpose: The purpose of this paper is to assess the cross-cultural validity of the technology acceptance measure for pre-service teachers (TAMPST) on a Malaysian sample. Design/methodology/approach: A total of 193 pre-service teachers from a Malaysian university completed a survey questionnaire measuring their responses to five constructs in the…

Assessing the cultural in culturally sensitive printed patient-education materials for Chinese Americans with type 2 diabetes.

Science.gov (United States)

Ho, Evelyn Y; Tran, Henrietta; Chesla, Catherine A

2015-01-01

Type 2 diabetes affects Chinese Americans at an alarming rate. To address this health disparity, research in the area of cultural sensitivity and health literacy provides useful guidelines for creating culturally appropriate health education. In this article, we use discourse analysis to examine a group of locally available, Chinese- and English-language diabetes print documents from a surface level and deep structure level of culture. First, we compared these documents to research findings about printed health information to determine whether and how these documents apply current best practices for health literacy and culturally appropriate health communication. Second, we examined how diabetes as a disease and diabetes management is being constructed. The printed materials addressed surface level culture through the use of Chinese language, pictures, foods, and exercises. From a deeper cultural level, the materials constructed diabetes management as a matter of measurement and control that contrasted with previous research suggesting an alternative construction of balance. A nuanced assessment of both surface and deeper levels of culture is essential for creating health education materials that are more culturally appropriate and can lead to increased health literacy and improved health outcomes.

Increasing Early Childhood Preservice Teachers' Intercultural Sensitivity through the ABCs

Science.gov (United States)

Monroe, Lisa; Ruan, Jiening

2018-01-01

While the early childhood student population has become increasingly diverse in the U.S., its teaching force remains primarily European American. The diverse student population demands that early childhood educators possess intercultural sensitivity in order to teach their culturally diverse learners effectively. This study examined the…

Photodamage of the cells in culture sensitized with bilirubin

Science.gov (United States)

Kozlenkova, O. A.; Plavskaya, L. G.; Mikulich, A. V.; Leusenko, I. A.; Tretyakova, A. I.; Plavskii, V. Yu

2016-08-01

It has been shown that exposure to radiation of LED sources of light with an emission band maximum at about 465 and 520 nm having substantially identical damaging effects on animal cells in culture, that are in a logarithmic growth phase and preincubated with pigment. Photobiological effect is caused by photodynamic processes involving singlet oxygen generated by triplet excited sensitizer. Mono-exponential type dependence of cell survival on the energy dose indicates that it is bilirubin that acts as a sensitizer but not its photoproducts. The inclusion of bilirubin in the cells, where it is primarily localized in the mitochondria cells, it is accompanied by multiple amplification photochemical stability compared to pigment molecules bound with albumin

Learning about Teachers through Film.

Science.gov (United States)

Raimo, Angela; Devlin-Scherer, Roberta; Zinicola, Debra

2002-01-01

Analysis of films featuring teachers reveals a variety of roles portrayed: teacher as culture guardian, iconoclast/subverter, alien culture-bearer, change agent, learner, compassionate mentor, student advocate, maverick, and incompetent. Examination of these portrayals can prompt critical thinking about teacher responses to different social and…

A fast and highly sensitive blood culture PCR method for clinical detection of Salmonella enterica serovar Typhi

Directory of Open Access Journals (Sweden)

Zhou Liqing

2010-04-01

Full Text Available Abstract Background Salmonella Typhi causes an estimated 21 million new cases of typhoid fever and 216,000 deaths every year. Blood culture is currently the gold standard for diagnosis of typhoid fever, but it is time-consuming and takes several days for isolation and identification of causative organisms. It is then too late to initiate proper antibiotic therapy. Serological tests have very low sensitivity and specificity, and no practical value in endemic areas. As early diagnosis of the disease and prompt treatment are essential for optimal management, especially in children, a rapid sensitive detection method for typhoid fever is urgently needed. Although PCR is sensitive and rapid, initial research indicated similar sensitivity to blood culture and lower specificity. We developed a fast and highly sensitive blood culture PCR method for detection of Salmonella Typhi, allowing same-day initiation of treatment after accurate diagnosis of typhoid. Methods An ox bile tryptone soy broth was optimized for blood culture, which allows the complete lysis of blood cells to release intracellular bacteria without inhibiting the growth of Salmonella Typhi. Using the optimised broth Salmonella Typhi bacteria in artificial blood samples were enriched in blood culture and then detected by a PCR targeting the fliC-d gene of Salmonella Typhi. Results Tests demonstrated that 2.4% ox bile in blood culture not only lyzes blood cells completely within 1.5 hours so that the intracellular bacteria could be released, but also has no inhibiting effect on the growth of Salmonella Typhi. Three hour enrichment of Salmonella Typhi in tryptone soya broth containing 2.4% ox bile could increase the bacterial number from 0.75 CFU per millilitre of blood which is similar to clinical typhoid samples to the level which regular PCR can detect. The whole blood culture PCR assay takes less than 8 hours to complete rather than several days for conventional blood culture

In response to David Greenwood's `Place mobility and faculty life: mindfulness through change' through the lens of science teacher education programs

Science.gov (United States)

Nyaema, Mary K.

2017-06-01

In writing this review, I draw on the experience of David Greenwood (Cult Stud Sci Educ 10:5-16, 2015) whose ethnographic study sheds light on his growth as a faculty member who has taught in various settings that are quite different from the culture that he grew up with. I extend his thoughts on ecological mindfulness to encompass a culturally aware method of teaching based on place sensitized more to the needs of science teacher preparation programs. The methods used in writing the review included literature searches for articles that incorporate ecological mindfulness and culturally responsive teaching in science teacher preparation programs and reflected ideas voiced in Greenwood's article. Although he seems that he is primarily addressing other faculty members, his experiences can be used as lifelong lessons for preservice teachers entering a primarily homogeneous workforce expected to teach an increasingly diverse student population. His humor, use of Haiku, poetry and mindfulness as a way of becoming one with a culture that he is not accustomed has many lessons that prove useful in training more culturally responsive teachers. In light of an increasingly diverse US student population versus a stagnantly homogeneous teaching workforce, his reflective practice will prove useful to teachers who are expected to teach students with cultures different from their own.

Group cognitive-behavioral therapy for depression in Spanish: culture-sensitive manualized treatment in practice.

Science.gov (United States)

Aguilera, Adrian; Garza, Monica J; Muñoz, Ricardo F

2010-08-01

The authors applied cognitive-behavioral therapy (CBT) for depression using the Healthy Management of Reality treatment manual. This 16-week group treatment comprised four 4-week modules: thoughts (cognitive restructuring), activities (behavioral activation), people (interpersonal skills training), and health (addresses physical health and depression). They illustrated the use of the culture-sensitive treatment manuals by way of the member characteristics and clinical process of a Spanish-language CBT group for depression. They highlighted the challenges and satisfactions of working with a Spanish-speaking population in the public sector, and focused on how culture and socioeconomic status influence patients, and how to adapt treatment to these factors. Last, they demonstrated how technological advances integrate with culture-sensitive, evidence-based treatments to better serve this population and reduce disparities.

Organizational Culture and Instructional Innovations in Higher Education: Perceptions and Reactions of Teachers and Students

Science.gov (United States)

Zhu, Chang; Engels, Nadine

2014-01-01

This study examines teachers' and students' perceptions of the organizational culture of their universities and their views about and reactions to instructional innovations with regard to student-centred learning, collaborative learning and use of innovative educational technologies. Six Chinese universities were involved and in total 1051…

Response to Marie Paz Morales' ``Influence of culture and language sensitive physics on science attitude achievement''

Science.gov (United States)

Cole, Mikel Walker

2015-12-01

This response to Marie Paz Morales' "Influence of culture and language sensitive physics on science attitude achievement" explores the ideas of culturally responsive pedagogy and critical literacy to examine some implications for culturally responsive science instruction implicit in the original manuscript.

Highly Sensitive Bacteriophage-Based Detection of Brucella abortus in Mixed Culture and Spiked Blood.

Science.gov (United States)

Sergueev, Kirill V; Filippov, Andrey A; Nikolich, Mikeljon P

2017-06-10

For decades, bacteriophages (phages) have been used for Brucella species identification in the diagnosis and epidemiology of brucellosis. Traditional Brucella phage typing is a multi-day procedure including the isolation of a pure culture, a step that can take up to three weeks. In this study, we focused on the use of brucellaphages for sensitive detection of the pathogen in clinical and other complex samples, and developed an indirect method of Brucella detection using real-time quantitative PCR monitoring of brucellaphage DNA amplification via replication on live Brucella cells. This assay allowed the detection of single bacteria (down to 1 colony-forming unit per milliliter) within 72 h without DNA extraction and purification steps. The technique was equally efficient with Brucella abortus pure culture and with mixed cultures of B . abortus and α-proteobacterial near neighbors that can be misidentified as Brucella spp., Ochrobactrum anthropi and Afipia felis . The addition of a simple short sample preparation step enabled the indirect phage-based detection of B . abortus in spiked blood, with the same high sensitivity. This indirect phage-based detection assay enables the rapid and sensitive detection of live B . abortus in mixed cultures and in blood samples, and can potentially be applied for detection in other clinical samples and other complex sample types.

Highly Sensitive Bacteriophage-Based Detection of Brucella abortus in Mixed Culture and Spiked Blood

Science.gov (United States)

Sergueev, Kirill V.; Filippov, Andrey A.; Nikolich, Mikeljon P.

2017-01-01

For decades, bacteriophages (phages) have been used for Brucella species identification in the diagnosis and epidemiology of brucellosis. Traditional Brucella phage typing is a multi-day procedure including the isolation of a pure culture, a step that can take up to three weeks. In this study, we focused on the use of brucellaphages for sensitive detection of the pathogen in clinical and other complex samples, and developed an indirect method of Brucella detection using real-time quantitative PCR monitoring of brucellaphage DNA amplification via replication on live Brucella cells. This assay allowed the detection of single bacteria (down to 1 colony-forming unit per milliliter) within 72 h without DNA extraction and purification steps. The technique was equally efficient with Brucella abortus pure culture and with mixed cultures of B. abortus and α-proteobacterial near neighbors that can be misidentified as Brucella spp., Ochrobactrum anthropi and Afipia felis. The addition of a simple short sample preparation step enabled the indirect phage-based detection of B. abortus in spiked blood, with the same high sensitivity. This indirect phage-based detection assay enables the rapid and sensitive detection of live B. abortus in mixed cultures and in blood samples, and can potentially be applied for detection in other clinical samples and other complex sample types. PMID:28604602

Practitioners' Perspectives on Cultural Sensitivity in Latina/o Teen Pregnancy Prevention

Science.gov (United States)

Wilkinson-Lee, Ada M.; Russell, Stephen T.; Lee, Faye C. H.

2006-01-01

This study examined practitioners' understandings of cultural sensitivity in the context of pregnancy prevention programs for Latina teens. Fifty-eight practitioners from teen pregnancy prevention programs in California were interviewed in a guided conversation format. Three themes emerged in our analysis. First, practitioners' definitions of…

"The fish becomes aware of the water in which it swims": revealing the power of culture in shaping teaching identity

Science.gov (United States)

Rahmawati, Yuli; Taylor, Peter Charles

2017-08-01

"The fish becomes aware of the water in which it swims" is a metaphor that represents Yuli's revelatory journey about the hidden power of culture in her personal identity and professional teaching practice. While engaging in a critical auto/ethnographic inquiry into her lived experience as a science teacher in Indonesian and Australian schools, she came to understand the powerful role of culture in shaping her teaching identity. Yuli realised that she is a product of cultural hybridity resulting from interactions of very different cultures—Javanese, Bimanese, Indonesian and Australian. Traditionally, Javanese and Indonesian cultures do not permit direct criticism of others. This influenced strongly the way she had learned to interact with students and caused her to be very sensitive to others. During this inquiry she learned the value of engaging students in open discourse and overt caring, and came to realise that teachers bringing their own cultures to the classroom can be both a source of power and a problem. In this journey, Yuli came to understand the hegemonic power of culture in her teaching identity, and envisioned how to empower herself as a good teacher educator of pre-service science teachers.

Group Cognitive-Behavioral Therapy for Depression in Spanish: Culture-Sensitive Manualized Treatment in Practice

Science.gov (United States)

Aguilera, Adrian; Garza, Monica J.; Muñoz, Ricardo F.

2014-01-01

The authors applied cognitive-behavioral therapy (CBT) for depression using the Healthy Management of Reality treatment manual. This 16-week group treatment comprised four 4-week modules: thoughts (cognitive restructuring), activities (behavioral activation), people (interpersonal skills training), and health (addresses physical health and depression). They illustrated the use of the culture-sensitive treatment manuals by way of the member characteristics and clinical process of a Spanish-language CBT group for depression. They highlighted the challenges and satisfactions of working with a Spanish-speaking population in the public sector, and focused on how culture and socioeconomic status influence patients, and how to adapt treatment to these factors. Last, they demonstrated how technological advances integrate with culture-sensitive, evidence-based treatments to better serve this population and reduce disparities. PMID:20549680

Developing a Culturally Sensitive Lifestyle Behavior Change Program for Older Latinas.

Science.gov (United States)

Schwingel, Andiara; Linares, Deborah E; Gálvez, Patricia; Adamson, Brynn; Aguayo, Liliana; Bobitt, Julie; Castañeda, Yvette; Sebastião, Emerson; Marquez, David X

2015-12-01

Despite the burgeoning U.S. Latino population and their increased risk of chronic disease, little emphasis had been placed on developing culturally sensitive lifestyle interventions in this area. This article examines older Latinas' sociocultural context relative to health with the goal of developing a culturally sensitive health behavior intervention. Photo-elicitation indicated two emerging themes that influenced lifestyle choices: family caregiving and religion. Researchers partnered with a faith-based organization to develop and implement a 6-month lifestyle intervention for Latinas ages 50 and older: Abuelas en Acción (AEA). At completion, interviews were conducted to understand women's experiences and the influence AEA had on their lifestyles and health. Findings suggest that religious content empowered and deeply affected women; however, the intergenerational content presented significant challenges for instruction, retention, and implementation. We discuss findings in relation to the health intervention literature and provide suggestions for future interventions drawing on religion, family, and health behavior change. © The Author(s) 2015.

Teacher Performance Assessment in Teacher Education: An Example in Malaysia

Science.gov (United States)

Gallant, Andrea; Mayer, Diane

2012-01-01

As part of a cross-cultural collaboration, a teacher performance assessment (TPA) was implemented during 2009 in three Malaysian institutes of teacher education. This paper reports on the TPA for graduating primary teachers in Malaysia. The investigation focused on the pre-service teachers' perceptions about whether the TPA provided them with an…

Response to Marie Paz Morales' "Influence of Culture and Language Sensitive Physics on Science Attitude Achievement"

Science.gov (United States)

Cole, Mikel Walker

2015-01-01

This response to Marie Paz Morales' "Influence of culture and language sensitive physics on science attitude achievement" explores the ideas of culturally responsive pedagogy and critical literacy to examine some implications for culturally responsive science instruction implicit in the original manuscript. [For "Influence of…

Teacher self-efficacy in cross-cultural perspective

NARCIS (Netherlands)

Vieluf, S.; Kuenther, M.; van de Vijver, F.J.R.

2013-01-01

In the present study, teacher self-efficacy was examined in a cross-national setting. The cross-national generalizability of the scale and the meaning of cross-national variation in mean scores were investigated. Using data from TALIS involving 73,100 teachers in 23 countries, teacher self-efficacy

Culturally Responsive Active Citizenship Education for Newcomer Students: A Cross-State Case Study of Two Teachers in Arizona and New York

Science.gov (United States)

Ramirez, Pablo; Jaffee, Ashley Taylor

2016-01-01

This paper examines how two social studies teachers in New York and Arizona engage newcomer youth in active citizenship education. Using a framework of culturally responsive active citizenship education, this article sheds light on how two teachers, in two different social, political, and educational contexts, enact critical citizenship practices…

Improving Medical Decision Making and Health Promotion through Culture-Sensitive Health Communication: An Agenda for Science and Practice.

Science.gov (United States)

Betsch, Cornelia; Böhm, Robert; Airhihenbuwa, Collins O; Butler, Robb; Chapman, Gretchen B; Haase, Niels; Herrmann, Benedikt; Igarashi, Tasuku; Kitayama, Shinobu; Korn, Lars; Nurm, Ülla-Karin; Rohrmann, Bernd; Rothman, Alexander J; Shavitt, Sharon; Updegraff, John A; Uskul, Ayse K

2016-10-01

This review introduces the concept of culture-sensitive health communication. The basic premise is that congruency between the recipient's cultural characteristics and the respective message will increase the communication's effectiveness. Culture-sensitive health communication is therefore defined as the deliberate and evidence-informed adaptation of health communication to the recipients' cultural background in order to increase knowledge and improve preparation for medical decision making and to enhance the persuasiveness of messages in health promotion. To achieve effective health communication in varying cultural contexts, an empirically and theoretically based understanding of culture will be indispensable. We therefore define culture, discuss which evolutionary and structural factors contribute to the development of cultural diversity, and examine how differences are conceptualized as scientific constructs in current models of cultural differences. In addition, we will explicate the implications of cultural differences for psychological theorizing, because common constructs of health behavior theories and decision making, such as attitudes or risk perception, are subject to cultural variation. In terms of communication, we will review both communication strategies and channels that are used to disseminate health messages, and we will discuss the implications of cultural differences for their effectiveness. Finally, we propose an agenda both for science and for practice to advance and apply the evidence base for culture-sensitive health communication. This calls for more interdisciplinary research between science and practice but also between scientific disciplines and between basic and applied research. © The Author(s) 2015.

Highly Sensitive Bacteriophage-Based Detection of Brucella abortus in Mixed Culture and Spiked Blood

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Kirill V. Sergueev

2017-06-01

Full Text Available For decades, bacteriophages (phages have been used for Brucella species identification in the diagnosis and epidemiology of brucellosis. Traditional Brucella phage typing is a multi-day procedure including the isolation of a pure culture, a step that can take up to three weeks. In this study, we focused on the use of brucellaphages for sensitive detection of the pathogen in clinical and other complex samples, and developed an indirect method of Brucella detection using real-time quantitative PCR monitoring of brucellaphage DNA amplification via replication on live Brucella cells. This assay allowed the detection of single bacteria (down to 1 colony-forming unit per milliliter within 72 h without DNA extraction and purification steps. The technique was equally efficient with Brucella abortus pure culture and with mixed cultures of B. abortus and α-proteobacterial near neighbors that can be misidentified as Brucella spp., Ochrobactrum anthropi and Afipia felis. The addition of a simple short sample preparation step enabled the indirect phage-based detection of B. abortus in spiked blood, with the same high sensitivity. This indirect phage-based detection assay enables the rapid and sensitive detection of live B. abortus in mixed cultures and in blood samples, and can potentially be applied for detection in other clinical samples and other complex sample types.

The Influence of the Internet Surfing on the Reading Culture of Secondary School Teachers: A Case Study of Newspaper Readership in Kigumo Sub County, Kenya

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Margaret Njoki Ngugi; Hellen k. Mberia

2014-01-01

Reading in the 21st century networked society is no longer confined to the print reading. The scope of the reading has extended to the Internet sources that changed the traditional reading culture of the readers. The present study was conducted to identify the impact of the Internet surfing on the reading culture of secondary school teachers in Kigumo Sub County. The objectives of the study were to find out the influence of the internet on the reading culture of secondary school teachers in K...

Equity Sensitivity in Illinois Public School Teachers

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Grossi, Robert G.

2013-01-01

Research supports the importance of teacher quality on effective student learning. School districts recognize this fact and focus extensively on hiring quality teachers and improving teaching skills through professional development programs. Amazingly, despite common sense and a vast amount of research that reflects that employee performance is a…

The Hands-On Guide to School Improvement: Transform Culture, Empower Teachers, and Raise Student Achievement

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Randle-Robins, Evelyn

2016-01-01

This no-nonsense handbook from a working principal helps school leaders bring transformational change to struggling or underperforming schools. Based on the wisdom and experience gained during the author's years as a teacher and principal in Chicago public schools, the book shows you how to become a visionary leader and build a culture of respect…

The conditions of school learning, youth cultures and the use of ICTs in entering high school: the problem of transmission among young people and teachers

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Alejandro Villa

2015-12-01

Full Text Available Abstract In the present paper that comprises the problems of the relation between young cultures and learning are studied, as well as the transmission problems between young people and teachers, in the first year of Middle School. It is a qualitative research which studied deeply some cases. The research makes a comparison among young students and teachers. We use two techniques of research: the semi structured interview and the discussion group. The general objectives are explore and describe the meanings that the incorporation of mass media of communication gets for the for young identities, as well as the consumption and production of young cultures and the impact which introduces their meanings into the generational transmition process between teachers and young people. From our results, we propose three discussion axes: the massification which involves for young people the consumption of young cultures in the first year of Middle School, does not allow visualize, and it could cover up interpersonal violence relations and inequality among themselves as well as their positions of cultural producers; it does exist for young people a marked dissociation in the classroom: on one side, there are the interactions between the group members and consumption/production of young cultures, and, on the other side, the school culture, and the learning process; the problem of attention/inattention of young people in the learning process in the class, is linked to the transmission process, which is produced between teachers and students in the entry into the Middle School. Keywords: Pedagogy. Youth Cultures. Middle School.

A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

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Underwood, Janice Bell

Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

Who Should Be Teachers of English?

OpenAIRE

Yıldıran, Güzver

2018-01-01

The problems related to native versus non-native teachers of English are discussed. The possible lack of knowledge of the cultural background of the language to be taught by non-native teachers is juxtaposed against the transmission of values related to cultural superiority by native English speaking teachers.

Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools

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Banerjee, Neena; Stearns, Elizabeth; Moller, Stephanie; Mickelson, Roslyn Arlin

2017-01-01

Studies have not conclusively established whether teacher job satisfaction improves student achievement or whether the advantages to students from having satisfied teachers vary with the broader school culture. In this article, we investigate two research questions: (1) Is there a relationship between teacher job satisfaction and students' math…

Motivating Teachers towards Expertise Development: A Mixed-Methods Study of the Relationships between School Culture, Internal Factors, and State of Flow

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Mayeaux, Amanda Shuford

2013-01-01

The purpose of this sequential mixed-methods research was to discover the impact school culture, internal factors, and the state of flow has upon motivating a teacher to develop teaching expertise. This research was designed to find answers concerning why and how individual teachers can nurture their existing internal factors to increase their…

Implementation of the national tuberculosis guidelines on culture and drug sensitivity testing in Guatemala, 2013.

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Samayoa-Peláez, Maritza; Ayala, Nancy; Yadon, Zaida E; Heldal, Einar

2016-01-01

Objective To assess whether the National Tuberculosis Program (NTP) guidelines for culture and drug sensitivity testing (DST) in Guatemala were successfully implemented, particularly in cases of smear-negative pulmonary tuberculosis (TB) or previously treated TB, by documenting notification rates by department (geographic area), disease type and category, and culture and DST results. Methods This was a cross-sectional, operational research study that merged and linked all patients registered by the NTP and the National Reference Laboratory in 2013, eliminating duplicates. The proportions with culture (for new smear negative pulmonary cases) and culture combined with DST (for previously treated patients) were estimated and analyzed by department. Data were analyzed using EpiData Analysis version 2.2. Results There were 3 074 patients registered with TB (all forms), for a case notification rate of 20/100 000 population. Of these, 2 842 had new TB, of which 2 167 (76%) were smear-positive pulmonary TB (PTB), 385 (14%) were smear-negative PTB, and 290 (10%) were extrapulmonary TB. There were 232 (8%) previously treated cases. Case notification rates (all forms) varied by department from 2-68 per 100 000 population, with the highest rates seen in the southwest and northeast part of Guatemala. Of new TB patients, 136 had a culture performed and 55 had DST of which the results were 33 fully sensitive, 9 monoresistant, 3 polyresistant, and 10 multidrug resistant TB (MDR-TB). Only 21 (5%) of new smear-negative PTB patients had cultures. Of 232 previously treated patients, 54 (23%) had a culture and 47 (20%) had DST, of which 29 were fully sensitive, 7 monoresistant, 2 polyresistant, and 9 MDR-TB. Of 22 departments (including the capital), culture and DST was performed in new smear-negative PTB in 7 departments (32%) and in previously treated TB in 13 departments (59%). Conclusions Despite national guidelines, only 5% of smear-negative PTB cases had a culture and only 20% of

Implementation of the national tuberculosis guidelines on culture and drug sensitivity testing in Guatemala, 2013

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Maritza Samayoa-Peláez

Full Text Available ABSTRACT Objective To assess whether the National Tuberculosis Program (NTP guidelines for culture and drug sensitivity testing (DST in Guatemala were successfully implemented, particularly in cases of smear-negative pulmonary tuberculosis (TB or previously treated TB, by documenting notification rates by department (geographic area, disease type and category, and culture and DST results. Methods This was a cross-sectional, operational research study that merged and linked all patients registered by the NTP and the National Reference Laboratory in 2013, eliminating duplicates. The proportions with culture (for new smear negative pulmonary cases and culture combined with DST (for previously treated patients were estimated and analyzed by department. Data were analyzed using EpiData Analysis version 2.2. Results There were 3 074 patients registered with TB (all forms, for a case notification rate of 20/100 000 population. Of these, 2 842 had new TB, of which 2 167 (76% were smear-positive pulmonary TB (PTB, 385 (14% were smear-negative PTB, and 290 (10% were extrapulmonary TB. There were 232 (8% previously treated cases. Case notification rates (all forms varied by department from 2–68 per 100 000 population, with the highest rates seen in the southwest and northeast part of Guatemala. Of new TB patients, 136 had a culture performed and 55 had DST of which the results were 33 fully sensitive, 9 monoresistant, 3 polyresistant, and 10 multidrug resistant TB (MDR-TB. Only 21 (5% of new smear-negative PTB patients had cultures. Of 232 previously treated patients, 54 (23% had a culture and 47 (20% had DST, of which 29 were fully sensitive, 7 monoresistant, 2 polyresistant, and 9 MDR-TB. Of 22 departments (including the capital, culture and DST was performed in new smear-negative PTB in 7 departments (32% and in previously treated TB in 13 departments (59%. Conclusions Despite national guidelines, only 5% of smear-negative PTB cases had a culture and

Mexican parents' and teachers' literacy perspectives and practices: construction of cultural capital.

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Reese, Leslie; Arauz, Rebeca Mejía; Bazán, Antonio Ray

2012-01-01

This article examines the relationships among the literacy practices engaged in by first-grade children and parents at home and the ways in which these practices are communicated, shaped, and fostered by teachers and administrators in two different sociocultural environments in urban Mexico. The differences observed between the home literacy experiences of children in a working class and a middle class community included transgenerational communication of assumptions regarding literacy and schooling, as well as attitudes associated with the parents' own school experiences. Class-based expectations on the part of teachers not only shaped interactions with parents, but were also reflected in the way the national curriculum was delivered, with a greater emphasis on rote skills and traditional reading instruction in the working class community. The authors argue that the school plays a role in the co-production of cultural capital in the home through its shaping of some of the literacy practices that children and families undertake.

We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers' Inquiry-Based and Culturally-Relevant Science Teaching Practices

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Roehrig, Gillian H.; Dubosarsky, Mia; Mason, Annie; Carlson, Stephan; Murphy, Barbara

2011-10-01

Despite many scholars' recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the `culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers' classroom practices, surveys and interviews, we explore changes in teachers' attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers' attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.

Building a Connected Classroom: Teachers' Narratives about Managing the Cultural Diversity of Ethnic Minority Students in Hong Kong Secondary Schools

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Hue, Ming-Tak; Kennedy, Kerry John

2013-01-01

Many Hong Kong schools are concerned about their growing numbers of ethnic minority students. When these students are enrolled in Hong Kong secondary schools, how their cultural diversity is catered for becomes critical. This article examines how teachers narrate the cultural diversity of ethnic minority students, who come from Pakistan, India,…

Non-native Chinese Foreign Language (CFL) Teachers: Identity and Discourse

DEFF Research Database (Denmark)

Zhang, Chun

2014-01-01

Abstract Native Chinese foreign language (CFL) teacher identity is an emerging subject of research interest in the teacher education. Yet, limited study has been done on the construction of Non-native CFL teachers in their home culture. Guided by a concept of teacher identity-in-discourse, the pa......Abstract Native Chinese foreign language (CFL) teacher identity is an emerging subject of research interest in the teacher education. Yet, limited study has been done on the construction of Non-native CFL teachers in their home culture. Guided by a concept of teacher identity...... teachers face tensions and challenges in constructing their identities as CFL teachers, and the tensions and challenges that arose from Danish teaching culture could influence the Non-native CFL teachers' contributions to CFL teaching in their home cultures. The findings further show that in order to cope...

Theory and practice in teacher education

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Knudsen, Lars Emmerik Damgaard

Abstract for NERA 2013, Iceland Theory and Practice – Knowledge Forms, Culture Analysis and Embodiment Lars Emmerik Damgaard Knudsen ‘Teacher Education Network’ Compared to other Nordic teacher education programs the Danish teacher education is as designated to the teacher profession but not nece......Abstract for NERA 2013, Iceland Theory and Practice – Knowledge Forms, Culture Analysis and Embodiment Lars Emmerik Damgaard Knudsen ‘Teacher Education Network’ Compared to other Nordic teacher education programs the Danish teacher education is as designated to the teacher profession...... and videotaped in the last placement period and in the students’ phase of writing the bachelor thesis. The analysis demonstrates that the intended and practiced knowledge forms are cultural structured and bodily anchored in the self-images of the placement and teaching sites which points to a significant...... there are still significant contradictions between placement and teaching sites in the understandings of the means and ends of the teacher education program and in the relations between theory and practice. 3. The process of becoming academic and professional formation is in an interpellation process headed...

A survey of the effect of organizational culture on organizational commitment based on Allen and Meyer model (Case study: High school teachers of Bandpey region)

OpenAIRE

Ali Asghar Firuzjaeyan; Mojtaba Firuzjaeyan; Behdad Sadeghi

2015-01-01

The present study aimed to investigate the effect of organizational culture on organizational commitment of teachers. in this study Organizational commitment is based on Allen and Meyer: affective, continuance and normative commitment. The studied organizational culture is based on Denison four-dimension theory. Adaptability, Mission, Involvement and Consistency. Due to a few empirical studies in this region, the data were collected among 156 teachers of Bandpay region. The data were collecte...

Incorporating Cultural Sensitivity into Interactive Entertainment-Education for Diabetes Self-Management Designed for Hispanic Audiences.

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Kline, Kimberly N; Montealegre, Jane R; Rustveld, Luis O; Glover, Talar L; Chauca, Glori; Reed, Brian C; Jibaja-Weiss, Maria L

2016-06-01

Diabetes self-management education can improve outcomes in adults with Type 2 diabetes mellitus (T2DM). However, Hispanics, a group that carries a large burden of disease, may not participate in diabetes education programs. Audience engagement with entertainment-education has been associated with improved health education outcomes and may engage and empower Hispanic users to active self-care. Successful use of entertainment-education relies on the use of characters and situations with whom the viewers can feel some sense of involvement and for Hispanic audiences is encouraged when storylines and characters are culturally sensitive. In this study, we used a mixed methods approach that included descriptive statistics of closed-ended and content analysis of open-ended questions to measure the cultural sensitivity of the telenovela portion of a novel technology-based application called Sugar, Heart, and Life (SHL). Specifically, we analyzed the responses of 123 male and female patients diagnosed with uncontrolled T2DM to determine viewer involvement with characters and situations in the telenovela, viewer perceived self-efficacy in following recommendations, as well as viewer satisfaction with the program. Our findings indicate that the SHL application achieved its goal of creating a user-friendly program that depicted realistic, culturally sensitive characters and storylines that resonated with Hispanic audiences and ultimately fostered perceived self-efficacy related to following recommendations given about healthy lifestyle changes for diabetes self-management. These findings suggest that the SHL application is a culturally sensitive health education intervention for use by Hispanic male and female individuals that may empower them in self-management of T2DM.

Mediating Effect of School Nurses' Self Efficacy between Multicultural Attitude and Cultural Sensitivity in Korean Elementary Schools

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Min Hyun Suk, PhD, RN

2015-09-01

Conclusions: Given the meaningful influence of positive multicultural attitude on cultural sensitivity and significant mediator effect of self efficacy as a school nurse between the two variables, the strategies to cultivate a positive multicultural attitude and enhance school nurses' self efficacy in their unique role should be considered in a training program. School nurses' health care services will benefit from the improvement of cultural sensitivity toward young children from multicultural families.

THE ROLE OF FOREIGN LANGUAGE TEACHERS IN DEVELOPING STUDENTS’ INTERCULTURAL COMMUNICATION SKILLS

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Andrea Hamburg

2014-03-01

Full Text Available By now it is well-known that the role of modern education is to equip students with several types of competences necessary for their future personal and professional life. One of these competences, namely communication skills, has a component whose development is, according to the author’s opinion, mainly in charge of foreign language teachers. It is their role to create the shift from the ethnocentric level of students’ attitude towards cultural issues to the ethnorelativistic stage that is to make their students aware of and accept cultural differences and to help them acquire skills necessary for intercultural encounters. The two main topics present study is focusing on are: to what extent it is necessary to intervene in this respect and which are the ways teachers can develop intercultural sensitivity and competence.The results of a questionnaire applied to more than 200 students of the University of Oradea, Romania – studying Economics, Medicine and Law – confirmed the author’s hypothesis that in spite of the extended international relations and travel opportunities Romanian students are not really aware of cultural diversity and its overwhelming impact upon people’s behaviour, reactions and way of thinking. To change this situation, teachers, especially foreign language teachers may resort to techniques and methods like simulation games on cultural differences (Barnga, Ecotonos, BaFá BaFá, Randömia Balloon Factory etc. that intercultural communication trainers use successfully in their seminars to make participants aware of cultural diversity and help them manage real life situations involving international encounters and/or appeal to the opportunities offered by information and communication technologies and the internet, through youtube and different socialization platforms.

Bridging Culture On-Line: Strategies for Teaching Cultural Sensitivity.

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Wendler, M. Cecilia; Struthers, Roxanne

2002-01-01

An online cross-cultural health course for nurses sought to provide access to cultural experiences by culturally congruent use of a minority visiting scholar and required participation in cultural enrichment activities. Course and faculty evaluations were designed to be appropriate for the asynchronous environment. (Contains 25 references.) (SK)

Digital Storytelling: A Tool for Identifying and Developing Cultural Competence with Preservice Teachers in an Introduction to Middle Level Education Course

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Ruppert, Nancy; Adcock, Lee T.; Crave, Jared

2017-01-01

Using five themes associated with a diversity intensive undergraduate course, preservice teachers in an upper level introduction to middle grade course described their knowledge of cultural competence using digital storytelling as the tool. Findings suggest digital storytelling provides a tool to explore and describe how cultural competence is…

A call to improve practice concerning cultural sensitivity in advance directives: a review of the literature.

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Zager, B Sue; Yancy, Margaret

2011-12-01

The Patient Self Determination Act of 1990 mandates healthcare providers (HCP) to speak with patients about end-of-life preferences and advance directives (AD). HCP work with patients of varying cultures, and standard ADs do not address cultural differences. In order to understand various cultural beliefs, cultural sensitivity is important especially when discussing advance care planning (ACP). Individuals from differing ethnic backgrounds are likely to turn to their traditional norms of practice when ill or treatment choices must be made. An AD that addresses varying cultural values and beliefs was sought. A comprehensive review of the literature was conducted. Articles selected for review included qualitative and quantitative studies. The evidence was evaluated and synthesized for information related to cultural sensitivity and ADs. Three common themes emerged related to ACP discussions and culture. Healthcare provider awareness, communication, and education concerning cultural differences and ACP assisted in meeting the needs for end-of-life planning in the current era of increased globalization. Education for HCP on cultural differences and how to lead discussions promoted ACP. ADs are an essential part of health care and promote patient-centered care. (HCP) should be able to recognize differing cultural values and beliefs in order to initiate conversations about end of life. Initiating conversations about ACP can be facilitated by using open-ended questions that respect the values and beliefs of various cultures. Copyright ©2011 Sigma Theta Tau International.

Effective Teachers

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Beverly A. King Miller

2015-09-01

Full Text Available This article focuses on the educational strategies that can be used to support female students of African descent in their persistence in science, technology, engineering, and mathematics (STEM education and careers. STEM careers have historically been White male and White female dominated, which has yielded an underrepresentation of those of African descent. Drawing from a grounded qualitative case study, the data used for this article share the responses of Afro-Caribbean females in STEM who have immigrated to the United States from the country of Panama. As Latinas, they are representative of the changing face in the American educational system—bilingual, multicultural, and of African descent. The strategies offered reflect their own teaching practices, their former teachers, or experiences with their children’s teachers. What emerged were descriptions of four strategies and behaviors of effective teachers that align with Ladson-Billings’s culturally relevant pedagogy and Gay’s culturally responsive teaching. Included in the findings are the high standards and expectations embodied by effective teachers that serve to positively inspire their students. Culturally responsive teachers create an atmosphere of learning that supports academic success, conveying their belief in their students’ ability based upon their own reflectivity. As the U.S. educational system continues to become multilingual and multicultural, there is need for strategies for the successful inclusion and progression of students in STEM educational pathways and careers. This will occur as teachers challenge themselves to be the agents of change in the lives of their students.

The Effects of the Japan Bridge Project on Third Graders' Cultural Sensitivity

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Meyer, Lindsay; Sherman, Lilian; MaKinster, James

2006-01-01

This study examines the effects of the Japan BRIDGE Project, a global education program, on its third grade participants. Characterization of lessons and analysis of student interviews were used to investigate the nature of the curriculum and whether or not student participants were more culturally sensitive due to participation. Results indicate…

Inservice Teacher Training: Experiencing German Culture Down Under

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Jansen, Louise; Stracke, Elke

2005-01-01

In collaboration with the Australian Capital Territory (ACT) Department of Education and Training, the Australian National University has been offering a professional development program for language teachers (called LIFT, or Language Inservice for Teachers) for more than ten years. As the program is specially tailored to meet teachers' current…

Urban Teacher Academy Project Toolkit: A Guide to Developing High School Teaching Career Academies.

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Berrigan, Anne; Schwartz, Shirley

There is an urgent need not only to attract more people into the teaching profession but also to build a more diverse, highly qualified, and culturally sensitive teaching force that can meet the needs of a rapidly changing school-age population. This Toolkit takes best practices from high school teacher academies around the United States and…

Bioimpedance monitoring of 3D cell culturing-Complementary electrode configurations for enhanced spatial sensitivity

DEFF Research Database (Denmark)

Canali, Chiara; Heiskanen, Arto; Muhammad, Haseena Bashir

2015-01-01

A bioimpedance platform is presented as a promising tool for non-invasive real-time monitoring of the entire process of three-dimensional (3D) cell culturing in a hydrogel scaffold. In this study, the dynamics involved in the whole process of 3D cell culturing, starting from polymerisation...... spectroscopic (EIS) characterisation were used to determine the configurations' sensitivity field localisation. The 2T setup gives insight into the interfacial phenomena at both electrode surfaces and covers the central part of the 3D cell culture volume, while the four 3T modes provide focus on the dynamics...... the tested biomimetic environment, paving the way to further developments in bioimpedance tracking of 3D cell cultures and tissue engineering....

Elementary science education: Dilemmas facing preservice teachers

Science.gov (United States)

Sullivan, Sherry Elaine

Prospective teachers are involved in a process of induction into a culture of teaching that has rules, or codes of conduct for engaging in teaching practice. This same culture of teaching exists within a larger culture of schooling that also has values and norms for behaviors, that over time have become institutionalized. Teacher educators are faced with the challenging task of preparing preservice teachers to resolve dilemmas that arise from conflicts between the pressure to adopt traditional teaching practices of schooling, or to adopt inquiry-based teaching practices from their university methods classes. One task for researchers in teacher education is to define with greater precision what factors within the culture of schooling hinder or facilitate implementation of inquiry-based methods of science teaching in schools. That task is the focus of this study. A qualitative study was undertaken using a naturalistic research paradigm introduced by Lincoln and Guba in 1985. Participant observation, interviews, discourse analysis of videotapes of lessons from the methods classroom and written artifacts produced by prospective teachers during the semester formed the basis of a grounded theory based on inductive analysis and emergent design. Unstructured interviews were used to negotiate outcomes with participants. Brief case reports of key participants were also written. This study identified three factors that facilitated or hindered the prospective teachers in this research success in implementing inquiry-based science teaching in their field placement classrooms: (a) the culture of teaching/teacher role-socialization, (b) the culture of schooling and its resistance to change, and (c) the culture of teacher education, especially in regards to grades and academic standing. Some recommendations for overcoming these persistent obstacles to best practice in elementary science teaching include: (a) preparing prospective teachers to understand and cope with change

Who Are the Future Teachers in Turkey? Characteristics of Entering Student Teachers

Science.gov (United States)

Aksu, Meral; Demir, Cennet Engin; Daloglu, Aysegul; Yildirim, Soner; Kiraz, Ercan

2010-01-01

This exploratory study examines the background characteristics, socio-cultural values and pedagogical beliefs that entering student teachers bring with them into the faculties of education and explores their possible implications for teacher education in the Turkish context. The study comprised 18,226 first-year student teachers from 51 faculties…

Sensitivity of PCR IS6110 in relation to culture and staining in Pott′s disease

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Manoj Kumar

2013-01-01

Full Text Available Background: Rapid diagnosis is essential to decrease the morbidity and mortality of Pott′s disease. The bacteriological methods are time-consuming or insensitive. Polymerase chain reaction (PCR provides a rapid diagnostic tool and hope for early diagnosis of this disease. The aim of this study was to compare and assess of a rapid and effective method among diagnostic battery (Ziehl-Neelsen (ZN microscopy, BACTEC culture and PCR of Pott′s disease. Materials and Methods: Sixty-five specimens from clinico-radiological suspected cases of Pott′s disease were included in this study. They were processed for ZN microscopy, BACTEC culture, and PCR IS6110. The tests tool′s efficiency, positive agreement Kc (Kappa coefficient, and significance level (P value were calculated for correlation between PCR and performed tests. Results: The PCR sensitivity reached to 96% and 46.3% among positive and negative specimens on ZN microscopy. Further, 94% and 36.4% sensitivity were found among positive and negative specimens by BACTEC culture. The total 38 (58.5% specimens were detected either ZN microscopy or by BACTEC culture. Thus, the overall sensitivity and specificity of PCR were 95% and 74.1%. The kappa coefficient and P value, calculated for PCR against BACTEC culture and combined results of performed bacteriological tests were (Kc=0.60, (P<0.001 and (Kc=0.70, (P<0.001, respectively. Above statistical relations showed a fair agreement with significant differences. Conclusion: The PCR IS6110 may be useful in rapid detection of clinico-radiological suspected cases of Pott′s disease and those that are negative with bacteriological methods.

Culture and drug sensitivity testing among patients with pulmonary tuberculosis in Mexico: national data for 2009-2013.

Science.gov (United States)

Orejel, Ivonne; Castellanos, Martin; Marín, Diana; Mendoza, Alberto; Harries, Anthony D

2016-01-01

This study documented the number and results of mycobacterial culture and drug sensitivity testing (CDST) in Mexico from 2009-2013 and assessed whether states with a higher risk of multidrug-resistant tuberculosis (MDR-TB) performed more CDST and had more cultures showing MDR-TB. Data for this longitudinal, descriptive, operational research study came from the electronic records of 31 state public health laboratories in Mexico. The total number of CDSTs was 6 470, increasing from 2 143 in the first 2 years to 4 327 in the latter 3 years. There was a significant increase in the proportion of cultures showing sensitivity to all drugs, from 53.1% to 60.9% in 2011-2013 (P tuberculosis were Mexico, particularly in high-risk MDR-TB states where a higher proportion of cultures showed MDR-TB. Scale up and wider coverage of CDST should continue.

Challenges of International Career for Teachers

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Bünyamin Çelik

2017-12-01

Full Text Available People for different reasons need to travel abroad. They even travel to another country to work. However, people might experience culture schock due to new values and opinions they encounter in the new culture. It is not always easy to adapt a new environment for some people. Teachers, similarly might have the same problems once they enter in a new culture. Although teachers work abroad to develop their teaching experiences, different cultural values and a new education system they are exposed to in the new country might cause them some social problems. This paper focuses on what kind of problems those teachers who would like to work abroad encounter.

The Position of a Teacher as a Factor of Forming Students' Socio-Cultural Identities (On the Example of the Russian Civil Identity)

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Shakurova, Marina V.

2015-01-01

The article presents experience of structuring and description of teachers' position in the process of forming socio-cultural identity of the person, detailed in regard to the process of formation of one of the subtypes of socio-cultural identity--Russian civil identity. We identified and described real subjective, nominally subjective and…

The Centrality of Aboriginal Cultural Workshops and Experiential Learning in a Pre-Service Teacher Education Course: A Regional Victorian University Case Study

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Weuffen, Sara L.; Cahir, Fred; Pickford, Aunty Marjorie

2017-01-01

This paper discusses a cross-cultural pedagogical approach, couched in a theory-practice nexus, used at a Victorian regional university to guide non-Indigenous pre-service teachers' (PSTs) engagement with Aboriginal and Torres Strait Islander perspectives and cultures. We have drawn on qualitative and statistical data, and current issues in…

Teachers as Partners in the Prevention of Childhood Obesity

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Mozhdeh B Bruss

2010-01-01

Full Text Available This paper presents a community-school-higher education partnership approach to the prevention of childhood obesity. Public elementary school personnel, primarily teachers, participated in the design and delivery of a curriculum targeting primary caregivers of 8-9-year-old children. Theoretical framework and methodological approaches guided the development of a cognitive behavioral lifestyle intervention targeting childhood obesity prevention in the Commonwealth of the Northern Mariana Islands (CNMI, a U.S. commonwealth. This project demonstrated that in populations with health disparity, teachers can be a valuable and accessible resource for identifying key health issues of concern to communities and a vital partner in the development of parent and child interventions. Teachers also benefited by gaining knowledge and skills to facilitate student and parent learning and impact on personal and familial health. Successful community-school-higher education partnerships require consideration of local culture and community needs and resources. Moreover, within any community-school–higher education partnership it is essential that a time sensitive and culturally appropriate feedback loop be designed to ensure that programs are responsive to the needs and resources of all stakeholders, and that leaders and policymakers are highly engaged so they can make informed policy decisions.

Pengembangan Pembelajaran Kemahiran Berbicara Bahasa Arab Menggunakan Pendekatan Cross Cultural Understanding

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Cahya Edi Setyawan

2017-12-01

Full Text Available Language and culture are the two components that can not be separated from human communication. As a tool to communicate with one and another, many discussion about the theory between language and culture. The relationship between the language and culture of linguists is the most common concern for those who have included language instruction for foreign language, understanding the language where different cultural complexities are needed in this study were a concern of the Arabic language. Moreover, many scholars emphasize the learning model of Arabic-speaking skills on the basis of theory through cultural understanding. The main aspect you should be interested in learning the Arabic language such as cross cultural knowledge, cross cultural awareness, cross-cultural sensitivity, cross cultural. The theory of Odes developing the intentional skill of speaking Arabic, devolution of educational materials, the development of professional teacher, the development of approaches and the development of the method, and the development of learning assessment. Each component had elements of mutual cultural understanding.

Global software development: Commitment, trust, and cultural sensitivity in strategic partnerships

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Søderberg, Anne-marie; Krishna, S; Bjørn, Pernille

2013-01-01

as through conscious relationship management with the clients. Three major themes describe important aspects of the strategic partnerships: 1) senior management commitment and employee identification with the projects, 2) mutual trust and transparency, and 3) cross-cultural understanding and sensitivity....... The article draws attention to the important collaborative work done by people who are able to span boundaries in the complex organizational set-up of global IT development projects....

Presenting "recious Knowledge": Using Film to Model Culturally Sustaining Pedagogy and Youth Civic Activism for Social Studies Teachers

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Parkhouse, Hillary

2015-01-01

In this article, I examine the potential for developing preservice social studies teachers' understanding of transformational resistance, Latin@ civil rights movements, and culturally sustaining pedagogy through a project using the film Precious Knowledge. This documentary depicts high school students in a Mexican American Studies (MAS) program…

Intercultural communication between patients and health care providers: an exploration of intercultural communication effectiveness, cultural sensitivity, stress, and anxiety.

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Ulrey, K L; Amason, P

2001-01-01

Cultural diversity is becoming increasingly more important in the workplace. This is particularly true in health care organizations facing demographic shifts in the patients served and their families. This study serves to aid the development of intercultural communication training programs for health care providers by examining how cultural sensitivity and effective intercultural communication, besides helping patients, personally benefit health care providers by reducing their stress. Effective intercultural communication and cultural sensitivity were found to be related. Health care providers' levels of intercultural anxiety also were found to correlate with effective intercultural communication.

A Comparative Analysis of General Culture Courses within the Scope of Knowledge Categories in Undergraduate Teacher Education Programs "Turkey and the USA"

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Hayirsever, Fahriye; Kalayci, Nurdan

2017-01-01

In this study, general culture and general education courses within the scope of knowledge categories in undergraduate teacher education programs in Turkey and the USA are comparatively analyzed. The study is a comparative education study and uses a descriptive model. In the study, the general culture - general education courses taught in the…

Safety culture relationships with hospital nursing sensitive metrics.

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Brown, Diane Storer; Wolosin, Robert

2013-01-01

Public demand for safer care has catapulted the healthcare industry's efforts to understand relationships between patient safety and hospital performance. This study explored linkages between staff perceptions of safety culture (SC) and ongoing measures of hospital nursing unit-based structures, care processes, and adverse patient outcomes. Relationships between nursing-sensitive measures of hospital performance and SC were explored at the unit-level from 9 California hospitals and 37 nursing units. SC perceptions were measured 6 months prior to collection of nursing metrics and relationships between the two sets of data were explored using correlational and regression analyses. Significant relationships were found with reported falls and process measures for fall prevention. Multiple associations were identified with SC and the structure of care delivery: skill mix, staff turnover, and workload intensity demonstrated significant relationships with SC, explaining 22-45% of the variance. SC was an important factor to understand in the quest to advance safe patient care. These findings have affordability and care quality implications for hospital leadership. When senior leaders prioritized a safety culture, patient outcomes may have improved with less staff turnover and more productivity. A business case could be made for investing in patient safety systems to provide reliably safe care. © 2013 National Association for Healthcare Quality.

A Culture of Thinking Like a Teacher: The Role of Critical Reflection in Teacher Preparation

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Lowenstein, Karen L.; Brill, Andra

2010-01-01

As teacher educators for an alternative urban teacher preparation program, we believe that because we cannot teach novice teachers everything they need to know in one year, our principal responsibility is to teach our novices to think like teachers. Central to this process is supporting novices to engage in critical reflection. Critical reflection…

Building Collaborative Structures for Teachers' Autonomy and Self-Efficacy: The Mediating Role of Participative Management and Learning Culture

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Lu, Jiafang; Jiang, Xinhui; Yu, Huen; Li, Dongyu

2015-01-01

This study focused on the collaborative structure-building behavior of school principals and examined how such behavior affects teacher empowerment. More important, it tested the mediating effects of participative management and learning culture. By collecting nested data from 104 schools in Hong Kong and adopting multilevel structural equation…

Modern education of future teacher of physical culture in the conditions of informatization of educational space

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Dragnev Y.V.

2012-03-01

Full Text Available The informatization of the educational space is determined by the organizational, scientific-technical, educational processes, which update the creation of the unified information and educational space for the comprehensive use of information technologies in educational process of a future teacher of physical culture at the higher school. Stated that the integration and expansion of the educational space of the orients the higher school not only in the preparation of the literate student on the issues of information culture, but also to help the younger generation in the mastery of basic social abilities and skills in conditions of informatization of the educational space.

Cultural Brokers and Student Teachers: A Partnership We Need for Teacher Education in Urban Schools

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Lane, Paula J.

2017-01-01

Paula Lane, who has supervised student teachers at a university in the suburban wine country of northern California for the past 12 years, describes a field experience with a group of new student teachers in an urban school. Like the majority of teacher candidates in education programs, the pre-service teacher education students were White and…

Deaf Culture. NETAC Teacher Tipsheet

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Siple, Linda; Greer, Leslie; Holcomb, Barbara Ray

2004-01-01

It often comes as a surprise to people that many deaf people refer to themselves as being members of Deaf culture. The American Deaf culture is a unique linguistic minority that uses American Sign Language (ASL) as its primary mode of communication. This tipsheet provides a description of Deaf culture and suggestions for effective communication.

The sensitivity and specificity of potassium hydroxide smear and fungal culture relative to clinical assessment in the evaluation of tinea pedis: a pooled analysis.

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Levitt, Jacob Oren; Levitt, Barrie H; Akhavan, Arash; Yanofsky, Howard

2010-01-01

Background. There are relatively few studies published examining the sensitivity and specificity of potassium hydroxide (KOH) smear and fungal culture examination of tinea pedis. Objective. To evaluate the sensitivity and specificity of KOH smear and fungal culture for diagnosing tinea pedis. Methods. A pooled analysis of data from five similarly conducted bioequivalence trials for antifungal drugs was performed. Data from 460 patients enrolled in the vehicle arms of these studies with clinical diagnosis of tinea pedis supported by positive fungal culture were analyzed 6 weeks after initiation of the study to determine the sensitivity and specificity of KOH smear and fungal culture. Results. Using clinical assessment as the gold standard, the sensitivities for KOH smear and culture were 73.3% (95% CI: 66.3 to 79.5%) and 41.7% (34.6 to 49.1%), respectively. The respective specificities for culture and KOH smear were 77.7% (72.2 to 82.5%) and 42.5% (36.6 to 48.6%). Conclusion. KOH smear and fungal culture are complementary diagnostic tests for tinea pedis, with the former being the more sensitive test of the two, and the latter being more specific.

The Sensitivity and Specificity of Potassium Hydroxide Smear and Fungal Culture Relative to Clinical Assessment in the Evaluation of Tinea Pedis: A Pooled Analysis

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Jacob Oren Levitt

2010-01-01

Full Text Available Background. There are relatively few studies published examining the sensitivity and specificity of potassium hydroxide (KOH smear and fungal culture examination of tinea pedis. Objective. To evaluate the sensitivity and specificity of KOH smear and fungal culture for diagnosing tinea pedis. Methods. A pooled analysis of data from five similarly conducted bioequivalence trials for antifungal drugs was performed. Data from 460 patients enrolled in the vehicle arms of these studies with clinical diagnosis of tinea pedis supported by positive fungal culture were analyzed 6 weeks after initiation of the study to determine the sensitivity and specificity of KOH smear and fungal culture. Results. Using clinical assessment as the gold standard, the sensitivities for KOH smear and culture were 73.3% (95% CI: 66.3 to 79.5% and 41.7% (34.6 to 49.1%, respectively. The respective specificities for culture and KOH smear were 77.7% (72.2 to 82.5% and 42.5% (36.6 to 48.6%. Conclusion. KOH smear and fungal culture are complementary diagnostic tests for tinea pedis, with the former being the more sensitive test of the two, and the latter being more specific.

Examining the Cultural Leadership Behaviors of Schoo l Principal s within the Context of Symmetric and Asymmetric School Culture

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Betül BALKAR

2015-08-01

Full Text Available The aim of this study is to determine the opinions of teachers on contributions of school principals’ cultural leadership behaviors to forming symmetric and asymmetric culture. The participants of the study consisted of 27 secondary school teachers working in Gaziantep province. Data of the study were collected through semi - structured interviews and analyzed through content analysis. Contributions of each cultural leader ship behavior to symmetric and asymmetric culture types were determined by taking relations between cultural leadership behaviors and symmetric and asymmetric cultures into consideration in the process of content analysis. According to the findings of the study ; supporting development of teachers and reflecting developments and innovations on schools are among the cultural leadership behaviors contributing to forming asymmetric culture at schools. Interpreting tasks and missions of school and ensuring neces sary environment for keeping social values alive at schools are among the cultural leadership behaviors contributing to forming symmetric culture at schools. Based on the results of the study, it is suggested that school principals should follow developmen ts in educational issues and transfer these developments into school practices. They should place more importance on supporting innovative behaviors of teachers in order to create asymmetric culture at schools.

"It's Important for Them to Know Who They Are": Teachers' Efforts to Sustain Students' Cultural Competence in an Age of High-Stakes Testing

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Zoch, Melody

2017-01-01

This article examines how four urban elementary teachers designed their literacy instruction in ways that sought to sustain students' cultural competence--maintaining their language and cultural practices while also gaining access to more dominant ones--amid expectations to prepare students for high-stakes testing. A large part of their teaching…

Drug and radiation sensitivity measurements of successful primary monolayer culturing of human tumor cells using cell-adhesive matrix and supplemented medium

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Baker, F.L.; Spitzer, G.; Ajani, J.A.

1986-01-01

The limitations of the agar suspension culture method for primary culturing of human tumor cells prompted development of a monolayer system optimized for cell adhesion and growth. This method grew 83% of fresh human tumor cell biopsy specimens, cultured and not contaminated, from a heterogeneous group of 396 tumors including lung cancer (93 of 114, 82%); melanoma (54 of 72, 75%); sarcoma (46 of 59, 78%); breast cancer (35 of 39, 90%); ovarian cancer (16 of 21, 76%); and a miscellaneous group consisting of gastrointestinal, genitourinary, mesothelioma, and unknown primaries (78 of 91, 86%). Cell growth was characterized morphologically with Papanicolaoustained coverslip cultures and cytogenetically with Giemsastained metaphase spreads. Morphological features such as nuclear pleomorphism, chromatin condensation, basophilic cytoplasm, and melanin pigmentation were routinely seen. Aneuploid metaphases were seen in 90% of evaluable cultures, with 15 of 28 showing 70% or more aneuploid metaphases. Colony-forming efficiency ranged between 0.01 and 1% of viable tumor cells, with a median efficiency of 0.2%. This culture system uses a low inoculum of 25,000 viable cells per well which permitted chemosensitivity testing of nine drugs at four doses in duplicate from 2.2 X 10(6) viable tumor cells and radiation sensitivity testing at five doses in quadruplicate from 0.6 X 10(6) cells. Cultures were analyzed for survival by computerized image analysis of crystal violet-stained cells. Drug sensitivity studies showed variability in sensitivity and in survival curve shape with exponential cell killing for cisplatin, Adriamycin, and etoposide, and shouldered survival curves for 5-fluorouracil frequently seen. Radiation sensitivity studies also showed variability in both sensitivity and survival curve shape. Many cultures showed exponential cell killing, although others had shouldered survival curves

Globalisation and Transnational Teachers: South African Teacher Migration to the UK

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Sadhana Manik

2006-06-01

Full Text Available The globalisation of the world markets has paved the way for the movement of people with scarce skills such as teachers across national boundaries with relative ease. This paper focuses on the migration of teachers from South Africa to the UK using a qualitative, ethnographic approach. It argues that there are socio-cultural complexities in the transnational migration of SA teachers. It begins by identifying the reasons for teachers exiting the SA teaching fraternity to work in schools in London in the UK. Teachers’ experiences in the UK schools are then explored. The study revealed that teachers leaving SA had multiple reasons for going abroad. The migration of teachers from SA to the UK was influenced by the declining economic status of teaching as a profession in SA, and global labour market conditions. The majority of the migrant teachers who were interviewed had an existing social network in the UK, either friends or relatives. However, the gravity of teaching in a foreign country without next of kin took its toll and teachers spoke at length of the loneliness of being apart from immediate family. An overwhelming majority of migrant teachers experienced a culture shock in UK classrooms, especially discipline problems. Migrant teachers felt powerless, as UK policies tend to protect children, even if they misbehaved in the classroom. The paper concludes by highlighting the commodification of teachers; those who are able to trade their skills in a global market in return for socio-economic and career gains. The arrival of this breed of teacher is also facilitated by what D. Harvey terms the “time-space compression” of global society.

Qualities of an effective teacher: what do medical teachers think?

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Singh, Simerjit; Pai, Dinker R; Sinha, Nirmal K; Kaur, Avneet; Soe, Htoo Htoo Kyaw; Barua, Ankur

2013-09-17

Effective teaching in medicine is essential to produce good quality doctors. A number of studies have attempted to identify the characteristics of an effective teacher. However, most of literature regarding an effective medical teacher includes student ratings or expert opinions. Furthermore, interdisciplinary studies for the same are even fewer. We did a cross-sectional study of the characteristics of effective teachers from their own perspective across medicine and dentistry disciplines. A questionnaire comprising of 24 statements relating to perceived qualities of effective teachers was prepared and used. The study population included the faculty of medicine and dentistry at the institution. Respondents were asked to mark their response to each statement based on a 5-point Likert scale ranging from strongly disagree to strongly agree. These statements were grouped these into four main subgroups, viz. Class room behaviour/instructional delivery, interaction with students, personal qualities and professional development, and analysed with respect to discipline, cultural background, gender and teaching experience using SPSS v 13.0. For bivariate analysis, t-test and one way ANOVA were used. Multiple linear regression for multivariate analysis was used to control confounding variables. The top three desirable qualities of an effective teacher in our study were knowledge of subject, enthusiasm and communication skills. Faculty with longer teaching experienced ranked classroom behaviour/instructional delivery higher than their less experienced counterparts. There was no difference of perspectives based on cultural background, gender or discipline (medicine and dentistry). This study found that the faculty perspectives were similar, regardless of the discipline, gender and cultural background. Furthermore, on review of literature similar findings are seen in studies done in allied medical and non-medical fields. These findings support common teacher training programs

Initial teacher education and continuing professional development for science teachers

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Dolin, Jens; Evans, Robert Harry

2011-01-01

Research into ways of improving the initial education and continuing professional development of science teachers is closely related to both common and unique strands. The field is complex since science teachers teach at different educational levels, are often educated in different science subjects......, and belong to various cultures, both educationally and socially. Section 1 presents a review of the research literature across these dimensions and looks at the knowledge, skills and competences needed for teaching science, specific issues within science teacher education, and strategies for educating...... and developing science teachers....

Temperament trait of sensory processing sensitivity moderates cultural differences in neural response.

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Aron, Arthur; Ketay, Sarah; Hedden, Trey; Aron, Elaine N; Rose Markus, Hazel; Gabrieli, John D E

2010-06-01

This study focused on a possible temperament-by-culture interaction. Specifically, it explored whether a basic temperament/personality trait (sensory processing sensitivity; SPS), perhaps having a genetic component, might moderate a previously established cultural difference in neural responses when making context-dependent vs context-independent judgments of simple visual stimuli. SPS has been hypothesized to underlie what has been called inhibitedness or reactivity in infants, introversion in adults, and reactivity or responsivness in diverse animal species. Some biologists view the trait as one of two innate strategies-observing carefully before acting vs being first to act. Thus the central characteristic of SPS is hypothesized to be a deep processing of information. Here, 10 European-Americans and 10 East Asians underwent functional magnetic resonance imaging while performing simple visuospatial tasks emphasizing judgments that were either context independent (typically easier for Americans) or context dependent (typically easier for Asians). As reported elsewhere, each group exhibited greater activation for the culturally non-preferred task in frontal and parietal regions associated with greater effort in attention and working memory. However, further analyses, reported here for the first time, provided preliminary support for moderation by SPS. Consistent with the careful-processing theory, high-SPS individuals showed little cultural difference; low-SPS, strong culture differences.

Blood culture gram stain, acridine orange stain and direct sensitivity-based antimicrobial therapy of bloodstream infection in patients with trauma.

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Behera, B; Mathur, P; Gupta, B

2010-01-01

The purpose of this study was to ascertain if the simple practice of Gram stain, acridine orange stain and direct sensitivity determination of positive blood culture bottles could be used to guide early and appropriate treatment in trauma patients with clinical suspicion of sepsis. The study also aimed to evaluate the error in interpreting antimicrobial sensitivity by direct method when compared to standard method and find out if specific antibiotic-organism combination had more discrepancies. Findings from consecutive episodes of blood stream infection at an Apex Trauma centre over a 12-month period are summarized. A total of 509 consecutive positive blood cultures were subjected to Gram staining. AO staining was done in BacT/ALERT-positive Gram-stain negative blood cultures. Direct sensitivity was performed from 369 blood culture broths, showing single type of growth in Gram and acridine orange staining. Results of direct sensitivity were compared to conventional sensitivity for errors. No 'very major' discrepancy was found in this study. About 5.2 and 1.8% minor error rates were noted in gram-positive and gram-negative bacteria, respectively, while comparing the two methods. Most of the discrepancies in gram-negative bacteria were noted in beta lactam - beta lactamase inhibitor combinations. Direct sensitivity testing was not reliable for reporting of methicillin and vancomycin resistance in Staphylococci. Gram stain result together with direct sensitivity testing is required for optimizing initial antimicrobial therapy in trauma patients with clinical suspicion of sepsis. Gram staining and AO staining proved particularly helpful in the early detection of candidaemia.

Cross-Cultural Adjustment of Native-Speaking English Teachers (NETs) in Hong Kong: A Factor in Attrition and Retention

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Chu, Chau Kan; Morrison, Keith

2011-01-01

This paper argues that, despite government support in financial and contractual matters, ongoing problems of retention of Native-speaking English Teachers (NETs) in Hong Kong stem, in part, from problems of cross-cultural adjustment. The paper reports a small-scale qualitative investigation into the experiences of NETS in Hong Kong and finds…

Essential education in communication skills and cultural sensitivities for global public health in an evolving veterinary world.

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Kurtz, S M; Adams, C L

2009-08-01

In the practise of veterinary medicine and global public health, communication skill is as critical as clinical reasoning and an extensive knowledge base. Effective communication skills and cross-cultural sensitivity are essential across the board for interdisciplinary, international, and local veterinary medicine. This paper offers an evidence-based, three-part framework for developing and sustaining curricula that enhance communication skills and cross-cultural sensitivity so that students are better prepared to practise veterinary medicine in an evolving world. These curricula may well also serve as a conduit for encouraging more veterinary graduates to choose global public health as a career path.

Moral values in teacher education

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Veugelers, W.; Peterson, P.; Baker, E.; McGaw, B.

2010-01-01

Moral values are interwoven in all aspects of teaching: in the curriculum, in the school culture, and as moral examples in teachers' behavior. Working with values is an essential part of teaching. Educating students to become teachers requires the teachers to learn how values are embedded in

Exploring Culturally Sustaining Writing Pedagogy in Urban Classrooms

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Woodard, Rebecca; Vaughan, Andrea; Machado, Emily

2017-01-01

We examine how culturally sustaining pedagogy that fosters linguistic and cultural pluralism might be taken up in writing instruction. Using data collected through semistructured interviews with nine urban elementary and middle school writing teachers, we document teachers' conceptualizations and enactments of culturally sustaining writing…

Listening to the Third Voices of Pangasinan Students: Designing and Enacting Culturally Sensitive Curriculum

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Wilder, Phillip

2015-01-01

This response builds upon Marie Paz Morales' "Influence of culture and language sensitive physics on science attitude achievement" by exploring how an expanded understanding of the ubiquitous nature of adolescent literacy practices and identities challenge traditional notions of "in school" and "out of school"…

A Cultural Safari: Dispelling Myths and Creating Connections.

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Davis, Bonnie M.

1994-01-01

Discusses the ways that one teacher undertook a "cultural safari" in an attempt to learn extensively about African culture and society. Narrates this teacher's experiences in Senegal, her research about Africa, and its impact on her teaching. Argues that such activities "connect" students and teachers to the world community.…

DIAGNOSIS OF CULTURE POSITIVE URINARY TRACT INFECTIONS AND THEIR ANTIMICROBIAL SENSITIVITY PROFILE IN TERTIARY CARE CENTRE

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Prince Sreekumar Pius

2016-12-01

Full Text Available BACKGROUND Urinary tract infection is very common all over the world and in India more than 10 million cases are reported per year. It is one of the common infections diagnosed in the outpatients as well as the hospitalised patients. Empirical treatment of community acquired urinary tract infections are determined by the antibiotic sensitivity in a population. This study was conducted to determine the antimicrobial sensitivity amongst the uropathogens to help establish local guidelines on treatment of urinary tract infection. MATERIALS AND METHODS In this study, we collected 1306 samples from patients in whom we suspected to have urinary tract infection based on clinical signs and symptoms (e.g. with fever (greater than 38°C without another explanation or from a patient who had at least one urinary symptom (dysuria, urgency, frequency, or suprapubic pain or tenderness in our hospital during January 2016-June 2016. RESULTS Urine cultures were positive for 18% of the patients. Among these cultures, Klebsiella pneumonia (41%, Escherichia coli (35% and Pseudomonas aeruginosa (7% were the common organisms found. Highest antimicrobial sensitivity amongst these pathogens was found with cefoperazone/sulbactam and amikacin. CONCLUSION Cefoperazone/sulbactam and amikacin were the highly sensitive systemic antibiotics while ciprofloxacin and norfloxacin were the sensitive oral antibiotics in our locality.

Culture-specific views of child maltreatment and parenting styles in a Pacific-Island community.

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Collier, A F; McClure, F H; Collier, J; Otto, C; Polloi, A

1999-03-01

Providing culturally sensitive definitions of child abuse is difficult as perceptions of what constitutes abuse can vary around the world. This study was undertaken to assess how teachers in the Republic of Palau perceived the severity of potentially abusive incidents and what types of recommendations, if any, they would have for situations judged as severely abusive. Attitudes about child rearing practices were also evaluated. Teachers (n = 141 ) were given: (1) a questionnaire consisting of 25 vignettes describing parent/child interactions that were potentially abusive and asked to rate the severity of abuse and recommended interventions for each vignette; and (2) a 40-item parenting styles questionnaires to evaluate attitudes about child-rearing practices. Teachers identified and recommended interventions for more severe forms of abuse at rates similar to other international samples. For less severe parental misconduct, teachers were reluctant to involve nonfamily and outside agencies. Sexual abuse was rated as the most serious type of abuse and when identified, intervention was highly recommended. Some traditional Palauan parenting practices that might be considered maltreatment by other cultures were not considered abusive. For parenting styles, older individuals were more likely to use guilt induction and less likely to use methods of acceptance. Aggressive parenting styles were negatively correlated with all forms of abuse, suggesting that teachers who used aggressive disciplinary styles were less likely to perceive abusive situations as harmful. These results indicate that cultural values and practices play important roles in shaping the definition and interpretation of child maltreatment.

Yeast Autolysis in Sparkling Wine Aging: Use of Killer and Sensitive Saccharomyces cerevisiae Strains in Co-Culture.

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Lombardi, Silvia Jane; De Leonardis, Antonella; Lustrato, Giuseppe; Testa, Bruno; Iorizzo, Massimo

2015-01-01

Sparkling wines produced by traditional method owe their characteristics to secondary fermentation and maturation that occur during a slow ageing in bottles. Yeast autolysis plays an important role during the sparkling wine aging. Using a combination of killer and sensitive yeasts is possible to accelerate yeast autolysis and reduce maturing time. killer and sensitive Saccharomyces cerevisiae strains, separately and in co-cultures, were inoculated in base wine and bottled on pilot-plant scale. Commercial Saccaromyces bayanus strain was also investigated. Protein free amino acid and polysaccharides contents and sensory analysis were determined on the wine samples at 3, 6 and 9 months of aging. Yeast autolysis that occurs during the production of sparkling wines, obtained with co-cultures of killer and sensitive strains, has influenced free amino acids, total protein and polysaccharides content after 3 months aging time: sparkling wines, produced without the use of these yeasts, have reached the same results only after 9 months aging time. These results demonstrate that killer and sensitive yeasts in co-culture can accelerate the onset of autolysis in enological conditions, and has a positive effect on the quality of the aroma and flavor of sparkling wine. This paper offers an interesting biotechnological method to reduce production time of sparkling wine with economical benefits for the producers. We revised all patents relating to sparkling wine considering only those of interest for our study.

Teachers and parents as a source of stereotype formation

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Đerić Ivana

2008-01-01

Full Text Available Teachers and parents play an important role in developing and maintaining stereotype beliefs in children and youth, and therefore this paper discusses their role and importance for the development and manifestations of stereotypes in children. Authors' intention is to introduce the readers to the developmental prerequisites of stereotype formation in children and youth, to point out to the ways in which adults exert influence on children's understanding of stereotypes and to discover how stereotypes mediate in the interaction between teachers and parents. Studies imply that the development of stereotype beliefs in children is conditioned by developmental changes on the cognitive level and that the first indications of stereotypes occur in the third, that is, fourth year of life. The first sources of stereotype formation are parents, who, as a model for socialization, promote the social and cultural norms and express certain behavioral patterns which are then "imprinted" in the repertoire of child's behavior. Teachers present an important source of stereotypes, whether we are talking about their roles in carrying over the pattern of the dominant culture or we are dealing with the stereotypical perception of the pupils of different categories (such as, for example, ethnic background, gender. This paper also points out to the categories of pupils that are more sensitive to stereotypes in educational context.

Culture and Youth Psychopathology: Testing the Syndromal Sensitivity Model in Thai and American Adolescents

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Weisz, John R.; Weiss, Bahr; Suwanlert, Somsong; Chaiyasit, Wanchai

2006-01-01

Current widespread use of the same youth assessment measures and scales across different nations assumes that youth psychopathology syndromes do not differ meaningfully across nations. By contrast, the authors' syndromal sensitivity model posits 3 processes through which cultural differences can lead to cross-national differences in…

A cultural turn? Vocational teacher education in Denmark

DEFF Research Database (Denmark)

Duch, Henriette

actors in the field. The actors had different interests, which is also visible in documents. The analysis reveals three main discussions. The first is the loss of ‘situated learning’ or vocational teacher training in vocational colleges. The second is theory of science as a symbol of academization......As part of my Ph.D.-project the field of educational policy is analysed with a focus on the decision process on a change of vocational teacher education (Bourdieu, 1996; Duch and Rasmussen, XX). The process is seen in the light of the Bologna process. Originally, the education of Danish vocational...... teachers was a specialized and non-classified course, now it is classifies as a higher education at level six in the Danish Qualification Framework. The analysis is based on qualitative interviews with representatives of for example vocational teachers and of leaders at vocational colleges – different...

Sensitivity assessment of direct method for diagnosis of Trichomonas vaginalis in comparison with Dorset Culture media

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ebrahim badparva

2010-04-01

Full Text Available Trichomonas vaginalis is a flagellate protozoan that lives in the genital tract and causes trichomoniasis in women. About 200 million people all over the world are infected with T. vaginalis. There are various methods with different sensitivity and specificity for detection of this parasite, that one of them is direct smear of vaginal secretions which is simpler, rapid and cheaper than other diagnostic methods. Materials and Methods: Demographic data was gathered by a questionnaire which contained different variables. Vaginal secretions samples were taken by spicolum and two swaps that maintained in glucose solution in separate tubes from 160 women referred to health centers of Khorramabad. One of the vaginal samples was examined by direct smear in saline solution and the other was cultured in Dorse medium. Results: Of 160 women suspected of trichomoniasis, 11.8% and 18.75% were positive by direct smear and culture respectively. The sensitivity of the direct method was 63.3%. Our findings indicated that 30% of the infected women belonged to the 31 – 35 age group, which had the most relative frequency of positive cases. Most of the patients (43% were illiterate or had elementary educational level. Conclussion: The sensivity of direct method is 63% in compare to culture ( as a Gold standard , which is ralatively low . Although the efficacy of this test could be imporved by shortening the elapsed time between sampling and examination , use of skilled microscopists , and different samples , but we recommend that more sensitive methods such as culture and PCR should be used .

Preparing Pre-Service Teachers for Multicultural Classrooms

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Premier, Jessica Aimee; Miller, Jenny

2010-01-01

Cultural diversity is evident throughout schools in Victoria, Australia. Many students are new arrivals from war-torn countries including Sudan, Afghanistan and Iraq. To what extent do teacher training courses in Victoria prepare pre-service teachers to cater for the needs of culturally and linguistically diverse (CALD) students? This paper…

Intercultural Sensitivity Levels of Turkish Pre-Service Foreign Language Teachers: Examples from Education Faculties of Two Universities in Turkey

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Yetis, Veda Aslim; Kurt, Çigdem

2016-01-01

The aim of this study is to determine whether intercultural sensitivity levels vary among foreign language teacher candidates in terms of variables such as target language, year of study (grade), and gender in both intra and inters programs. Research sample consists of 1,049 Turkish freshmen, sophomore, junior, and senior foreign language teacher…

Te Kotahitanga: Culturally Responsive Professional Development for Teachers

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Bishop, Russell; Berryman, Mere

2010-01-01

Te Kotahitanga is a research and professional development project that aims to support teachers to raise the achievement of New Zealand's indigenous Maori students in public/mainstream classrooms. An Effective Teaching Profile, developed from the voices of Maori students, their families, principals and some of their teachers, provides direction…

Socio-Cultural Factors of Teachers' Conceptions of Knowledge: Epistemic Beliefs of Arab Teachers

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Mohamed, Mohamed Taha

2014-01-01

This research investigates aspects of epistemic beliefs of pre-service and in-service teachers in the United Arab Emirates, and how these beliefs might be related to factors such as teachers' gender, location (where they live), and the subject they teach (humanities vs. science). A standardized Arabic version of the Epistemic Belief Inventory was…

Radiation sensitivity of poliovirus, a model for norovirus, inoculated in oyster (Crassostrea gigas) and culture broth under different conditions

Energy Technology Data Exchange (ETDEWEB)

Jung, Pil-Mun [Advanced Radiation Technology Institute, Korea Atomic Energy Research Institute, Jeongeup 580-185 (Korea, Republic of); Park, Jae Seok [Korea Food and Drug Administration, Seoul 122-704 (Korea, Republic of); Park, Jin-Gyu; Park, Jae-Nam; Han, In-Jun; Song, Beom-Seok; Choi, Jong-il; Kim, Jae-Hun; Byun, Myung-Woo [Advanced Radiation Technology Institute, Korea Atomic Energy Research Institute, Jeongeup 580-185 (Korea, Republic of); Baek, Min [Atomic Energy Policy Division, Ministry of Education, Science and Technology, Gwacheon 427-715 (Korea, Republic of); Chung, Young-Jin [Department of Food and Nutrition, Chungnam National University, Daejeon 305-764 (Korea, Republic of); Lee, Ju-Woon [Advanced Radiation Technology Institute, Korea Atomic Energy Research Institute, Jeongeup 580-185 (Korea, Republic of)], E-mail: sjwlee@kaeri.re.kr

2009-07-15

Poliovirus is a recognized surrogate for norovirus, pathogen in water and food, due to the structural and genetic similarity. Although radiation sensitivity of poliovirus in water or media had been reported, there has been no research in food model such as shellfish. In this study, oyster (Crassostrea gigas) was incubated in artificial seawater contaminated with poliovirus, and thus radiation sensitivity of poliovirus was determined in inoculated oyster. The effects of ionizing radiation on the sensitivity of poliovirus were also evaluated under different conditions such as pH (4-7) and salt concentration (1-15%) in culture broth, and temperature during irradiation. The D{sub 10} value of poliovirus in PBS buffer, virus culture broth and oyster was determined to 0.46, 2.84 and 2.94 kGy, respectively. The initial plaque forming unit (PFU) of poliovirus in culture broth was slightly decreased as the decrease of pH and the increase of salt concentration, but radiation sensitivity was not affected by pH and salt contents. However, radiation resistance of poliovirus was increased at frozen state. These results provide the basic information for the inactivation of pathogenic virus in foods by using irradiation.

Radiation sensitivity of poliovirus, a model for norovirus, inoculated in oyster (Crassostrea gigas) and culture broth under different conditions

International Nuclear Information System (INIS)

Jung, Pil-Mun; Park, Jae Seok; Park, Jin-Gyu; Park, Jae-Nam; Han, In-Jun; Song, Beom-Seok; Choi, Jong-il; Kim, Jae-Hun; Byun, Myung-Woo; Baek, Min; Chung, Young-Jin; Lee, Ju-Woon

2009-01-01

Poliovirus is a recognized surrogate for norovirus, pathogen in water and food, due to the structural and genetic similarity. Although radiation sensitivity of poliovirus in water or media had been reported, there has been no research in food model such as shellfish. In this study, oyster (Crassostrea gigas) was incubated in artificial seawater contaminated with poliovirus, and thus radiation sensitivity of poliovirus was determined in inoculated oyster. The effects of ionizing radiation on the sensitivity of poliovirus were also evaluated under different conditions such as pH (4-7) and salt concentration (1-15%) in culture broth, and temperature during irradiation. The D 10 value of poliovirus in PBS buffer, virus culture broth and oyster was determined to 0.46, 2.84 and 2.94 kGy, respectively. The initial plaque forming unit (PFU) of poliovirus in culture broth was slightly decreased as the decrease of pH and the increase of salt concentration, but radiation sensitivity was not affected by pH and salt contents. However, radiation resistance of poliovirus was increased at frozen state. These results provide the basic information for the inactivation of pathogenic virus in foods by using irradiation.

Radiation sensitivity of poliovirus, a model for norovirus, inoculated in oyster ( Crassostrea gigas) and culture broth under different conditions

Science.gov (United States)

Jung, Pil-Mun; Park, Jae Seok; Park, Jin-Gyu; Park, Jae-Nam; Han, In-Jun; Song, Beom-Seok; Choi, Jong-il; Kim, Jae-Hun; Byun, Myung-Woo; Baek, Min; Chung, Young-Jin; Lee, Ju-Woon

2009-07-01

Poliovirus is a recognized surrogate for norovirus, pathogen in water and food, due to the structural and genetic similarity. Although radiation sensitivity of poliovirus in water or media had been reported, there has been no research in food model such as shellfish. In this study, oyster ( Crassostrea gigas) was incubated in artificial seawater contaminated with poliovirus, and thus radiation sensitivity of poliovirus was determined in inoculated oyster. The effects of ionizing radiation on the sensitivity of poliovirus were also evaluated under different conditions such as pH (4-7) and salt concentration (1-15%) in culture broth, and temperature during irradiation. The D10 value of poliovirus in PBS buffer, virus culture broth and oyster was determined to 0.46, 2.84 and 2.94 kGy, respectively. The initial plaque forming unit (PFU) of poliovirus in culture broth was slightly decreased as the decrease of pH and the increase of salt concentration, but radiation sensitivity was not affected by pH and salt contents. However, radiation resistance of poliovirus was increased at frozen state. These results provide the basic information for the inactivation of pathogenic virus in foods by using irradiation.

Teacher Educators as Cultural Workers: Problematizing Teacher Education Pedagogies

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de los Ríos, Cati; Souto-Manning, Mariana

2015-01-01

From a Latina/o Critical Race Theory perspective, in this article we engage in a process of testimonio co-creation to trace Freire's notion of critical pedagogy in our lives as former schoolteachers and current teacher educators. Through the critical analysis of our lived experiences, we unveil the powerful affordances we have gained by employing…

La cultura profesional de los docentes en enseñanza secundaria: Un estudio biográfico. The Professional Culture of Teachers in Secondary Education: A Biographical Study

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José Ignacio Rivas Flores

2005-12-01

Full Text Available Este trabajo trata sobre las "voces" de los profesores que trabajan "a pie de obra". Nos interesa aprender qué piensan los profesores y cómo se comportan. Para ello se ha llevado a cabo una investigación en sus propios contextos de trabajo. De este modo, elaboramos sus biografías profesionales para aprender como han ido construyendo estos conceptos y prácticas profesionales y, de este modo, aprender qué es lo que constituye su "cultura profesional". Entendemos que es esta cultura profesional la que determina las opciones de los profesores que caracteriza su estructura profesional y por tanto, cualquier intento de afrontar una reforma educativa necesariamente tiene que atender y entender estas estructuras. This work discusses the "voices" of teachers working "at the chalk face." We are interested in learning what teachers think and how they behave. Therefore, we conducted our research about their working conditions. We also developed teachers" professional biographies to learn how these educators construct concepts and practices related to their profession and what constitutes their "professional culture". We understand that thie professional culture characterizes teachers" professional frameworks and choices; therefore, any attempt to successfully promote an educational reform, must understand and pay attention to the "professional culture."

Prenatal expectations in Mexican American women: development of a culturally sensitive measure.

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Gress-Smith, Jenna L; Roubinov, Danielle S; Tanaka, Rika; Cmic, Keith; Cirnic, Keith; Gonzales, Nancy; Enders, Craig; Luecken, Linda J

2013-08-01

Prenatal expectations describe various domains a woman envisions in preparation for her role as a new mother and influence how women transition into the maternal role. Although the maternal role is strongly influenced by the prevailing familial and sociocultural context, research characterizing prenatal expectations in ethnic minority and low-income women is lacking. As part of the largest growing minority group in the USA, Latina mothers represent an important group to study. Two hundred and ten low-income Mexican American women were administered the Prenatal Experiences Scale for Mexican Americans (PESMA) that was adapted to capture specific cultural aspects of prenatal expectations. Measures of current support, prenatal depressive symptoms, and other sociodemographic characteristics were also completed to assess validity. Exploratory factor analysis identified three underlying factors of prenatal expectations: paternal support, family support, and maternal role fulfillment. Associations among these subscales and demographic and cultural variables were conducted to characterize women who reported higher and lower levels of expectations. The PESMA demonstrated good concurrent validity when compared to measures of social support, prenatal depressive symptoms, and other sociodemographic constructs. A culturally sensitive measure of prenatal expectations is an important step towards a better understanding of how Mexican American women transition to the maternal role and identify culturally specific targets for interventions to promote maternal health.

Open educational resources, cultural artifacts, conception’s physics teachers for engineering analysis of two case studies

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Oscar Jardey Suárez

2016-09-01

Full Text Available The research attempts to answer questions such as: What are the concepts of physics teachers who work in the engineering faculty on the use of Open Educational Resources (OER?  This article focuses on revealing the conceptions of physics teachers working in the engineering faculty in relation to OER. Methodologically the project has a qualitative and a quantitative component; This article is the result of a qualitative and interpretive phase from extensive interviews with active teachers, who run courses in physics in engineering careers in higher education institutions public or private; interviews were conducted from elicitadoras situations that emerge from the categories that emerged from the literature review (cultural artifact, Learning environment, social-scientific, technical and technological. The interpretation of the interviews suggests that there conceptions of laboratory reality and its relationship with models, they do consider that this reality may be far from the models when experiments are discussed through simulations (which can be misleading. Conclusions point out that mathematics is the most important in the construction and reconstruction of physical models, although not unanimously mediation; infers that can be incorporated as complementary elements OER mediation possible a spectrum of educational options in teaching physics.

Downsides of an overly context-sensitive self: implications from the culture and subjective well-being research.

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Suh, Eunkook M

2007-12-01

The self becomes context sensitive in service of the need to belong. When it comes to achieving personal happiness, an identity system that derives its worth and meaning excessively from its social context puts itself in a significantly disadvantageous position. This article integrates empirical findings and ideas from the self, subjective well-being, and cross-cultural literature and tries to offer insights to why East Asian cultural members report surprisingly low levels of happiness. The various cognitive, motivational, behavioral, and affective characteristics of the overly relation-oriented self are discussed as potential explanations. Implications for the study of self and culture are offered.

Cultural Competence and Cultural Identity: Using Telementoring to Form Relationships of Synergy

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Friedman, Audrey; Herrmann, Brian

2014-01-01

This study addresses the following research question: How does telementoring urban high school students by English teacher candidates develop candidates' cultural competence and impact mentees' cultural identity development? Mentee-mentor exchanges were analyzed to uncover how mentees used writing to develop cultural identity, how mentors'…

Moving beyond "Those Kids": Addressing Teacher Beliefs Regarding the Role of Culture within Effective Science Pedagogy for Diverse Learners

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Johnson, Carla C.; Bolshakova, Virginia L. J.

2015-01-01

This study focused on intensive work within a large, urban, low-performing middle school in the southwest to address and transform teacher beliefs regarding the role of culture within their science pedagogy. Given the recent, rapid growth of numbers of students from Hispanic/Latino(a) backgrounds in the United States, it is critical that a…

Teachers as Researchers

Science.gov (United States)

Klippel, Friederike

2017-01-01

A dedicated teacher, keen to try out new methods of teaching English and French and different ways of getting learners to talk. The teacher knows it is important to motivate the learners by bringing the real world and the target culture into the classroom and uses authentic newspaper articles on current events and takes the class out of the…

Establishing a mathematical Lesson Study culture in Danish teacher education

DEFF Research Database (Denmark)

Skott, Charlotte Krog; Østergaard, Camilla Hellsten

Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences......Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences...

Professores de matemática em atividade de ensino: contribuições da perspectiva histórico-cultural para a formação docente The teaching activity of mathematics teachers: contributions of the cultural-historical perspective for teachers training

Directory of Open Access Journals (Sweden)

Vanessa Dias Moretti

2011-01-01

Full Text Available O artigo apresenta uma pesquisa de doutorado que investigou o processo de formação de professores de matemática em atividade de ensino, ao elaborarem coletivamente situações desencadeadoras de aprendizagem. Fundamentando-se na teoria histórico-cultural e na Teoria da Atividade, elaborou-se uma proposta de formação continuada de professores, ancorada nos conceitos de trabalho e atividade, que se constituiu no campo empírico da investigação. Na análise comparativa dos dados provenientes de elaborações coletivas e socializações das propostas de ensino, buscaram-se evidências que revelassem mudanças no movimento de organização das ações dos professores. Os resultados evidenciam que, na (reorganização coletiva de suas ações, os professores atribuíram novos sentidos às próprias ações, à mediação e à escolha de instrumentos, apropriando-se das formas de realização colaborativa da atividade de ensino. Nesse percurso de formação, o novo fazer dos professores constituiu-se, de forma mediada, na práxis pedagógica, o que corrobora o coletivo como espaço de produção de conhecimento.The research described investigated the process of the training of teachers within a teaching activity, while collectively elaborating on trigger-learning situations. The proposal was for continual formation of teachers, based in historic-cultural theory and the theory of Activity, supported by the concepts of work and activity. In the comparative analysis of the teaching proposals and the socialization process, we sought evidence that would reveal the changes in the movement of the organization of the teachers' actions. The results show that in a collective (reorganization of their actions the teachers attributed new understandings to their own actions, to the mediation and to the choice of tools, appropriating for themselves the collaborative forms of the teaching activity. In this formation process, the new practices of the teachers

Cultural Communications.

Science.gov (United States)

Armas, Jose

It is too often taken for granted that the communication process with culturally different children takes place as readily as it might with children from Anglo cultures. Most teachers receive training in verbal and formal communication skills; children come to school with nonverbal and informal communication skills. This initially can create…

Analysis of sensitive questions across cultures : An application of multigroup item randomized response theory to sexual attitudes and behavior

NARCIS (Netherlands)

de Jong, M.G.; Pieters, R.; Stremersch, S.

2012-01-01

Answers to sensitive questions are prone to social desirability bias. If not properly addressed, the validity of the research can be suspect. This article presents multigroup item randomized response theory (MIRRT) to measure self-reported sensitive topics across cultures. The method was

Classroom culture in a course on History and Epistemology of Physics for prospective physics teachers

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Neusa Teresinha Massoni

2007-03-01

Full Text Available This paper attempts to describe the construction process of a contextualized descriptive comprehension of the classroom culture of a subject on History and Epistemology of Physics pertaining to the curriculum of a teacher preparation course in a federal public university. In order to do that, participative observation of daily classroom activities was carried out during a one year period of time. The narrative of this process is extensive full of details that suggest some charges in students’ conceptions of science and, at the same time, how deeply rosted are some other ones.

Teaching culture in the Japanese language classroom: A NSW case study

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Caroline Mahoney

2009-12-01

Full Text Available This study examines, through a qualitative case study approach, how non-native- speaking (NNS Japanese language teachers in New South Wales (NSW teach culture and why. The study seeks to understand the pedagogy used to teach culture, teachers’ attitudes and beliefs on teaching culture and how these attitudes and beliefs have been influenced by past experiences. This study also explores how the NSW K-10 Japanese syllabus and concepts of Intercultural Language Learning (IcLL are being implemented in teachers’ classrooms. Two non-native-speaking (NNS Japanese language teachers from a selective secondary school in NSW were interviewed and their classes observed over three days. Analysis of interview and observation data shows that these teachers teach culture as determined by language content, integrate language and culture teaching and teach culture as observable and factual. The study shows that both teachers view culture teaching as easier than language teaching, however their views on the influence of the syllabus differ. The study explores the teachers’ past experiences and how these affect how they feel towards, and teach culture. Finally, this study looks at how the teachers’ practices reflect concepts of IcLL such as integrating language and culture, student-centered learning and how their status as NNS teachers affects their culture teaching.

Synthesis strategy: building a culturally sensitive mid-range theory of risk perception using literary, quantitative, and qualitative methods.

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Siaki, Leilani A; Loescher, Lois J; Trego, Lori L

2013-03-01

This article presents a discussion of development of a mid-range theory of risk perception. Unhealthy behaviours contribute to the development of health inequalities worldwide. The link between perceived risk and successful health behaviour change is inconclusive, particularly in vulnerable populations. This may be attributed to inattention to culture. The synthesis strategy of theory building guided the process using three methods: (1) a systematic review of literature published between 2000-2011 targeting perceived risk in vulnerable populations; (2) qualitative and (3) quantitative data from a study of Samoan Pacific Islanders at high risk of cardiovascular disease and diabetes. Main concepts of this theory include risk attention, appraisal processes, cognition, and affect. Overarching these concepts is health-world view: cultural ways of knowing, beliefs, values, images, and ideas. This theory proposes the following: (1) risk attention varies based on knowledge of the health risk in the context of health-world views; (2) risk appraisals are influenced by affect, health-world views, cultural customs, and protocols that intersect with the health risk; (3) strength of cultural beliefs, values, and images (cultural identity) mediate risk attention and risk appraisal influencing the likelihood that persons will engage in health-promoting behaviours that may contradict cultural customs/protocols. Interventions guided by a culturally sensitive mid-range theory may improve behaviour-related health inequalities in vulnerable populations. The synthesis strategy is an intensive process for developing a culturally sensitive mid-range theory. Testing of the theory will ascertain its usefulness for reducing health inequalities in vulnerable groups. © 2012 Blackwell Publishing Ltd.

Are Perfectionism, Individualism, and Racial Color-Blindness Associated with Less Cultural Sensitivity? Exploring Diversity Awareness in White Prospective Teachers

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Wang, Kenneth T.; Castro, Antonio J.; Cunningham, Yu Li

2014-01-01

Cultural ideologies of meritocracy and individualism act as strong barriers for college students in understanding the most complex systems of inequity across racial, cultural, and gendered lines. The dichotomous thinking patterns of maladaptive perfectionists may also relate to resistance of multicultural awareness. This study examined whether…

Challenging Teacher Bias: Implementing a Community Learning Fair

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Lafferty, Karen Elizabeth; Pang, Valerie Ooka

2014-01-01

Required courses in teacher education programs can sometimes prompt less-than-positive responses from pre-service teachers. Multicultural teacher educators, in particular, may face resistance from prospective teachers who, believing that they do not harbor prejudices, question the need to examine their attitudes toward culturally and…

Prenatal expectations in Mexican American women: Development of a culturally-sensitive measure

Science.gov (United States)

Gress-Smith, Jenna L.; Roubinov, Danielle S.; Tanaka, Rika; Crnic, Keith; Gonzales, Nancy; Enders, Craig; Luecken, Linda J.

2013-01-01

Purpose Prenatal expectations describe various domains a woman envisions in preparation for her role as a new mother and influence how women transition into the maternal role. Although the maternal role is strongly influenced by the prevailing familial and sociocultural context, research characterizing prenatal expectations in ethnic minority and low-income women is lacking. As part of the largest growing minority group in the U.S., Latina mothers represent an important group to study. Methods Two hundred and ten low-income Mexican American women were administered the Prenatal Experiences Scale for Mexican Americans (PESMA) that was adapted to capture specific cultural aspects of prenatal expectations. Measures of current support, prenatal depressive symptoms, and other sociodemographic characteristics were also completed to assess validity. Results Exploratory factor analysis identified three underlying factors of prenatal expectations: Paternal Support, Family Support, and Maternal Role Fulfillment. Associations among these subscales, and demographics and cultural variables were conducted to characterize women who reported higher and lower levels of expectations. The PESMA demonstrated good concurrent validity when compared to measures of social support, prenatal depressive symptoms, and other sociodemographic constructs. Conclusions A culturally sensitive measure of prenatal expectations is an important step towards a better understanding of how Mexican American women transition to the maternal role and identify culturally specific targets for interventions to promote maternal health. PMID:23592028

The Formation of English Teacher Identities: A Cross-Cultural Investigation

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Gu, Mingyue; Benson, Phil

2015-01-01

Drawing on insights from Communities of Practice and critical discourse theory, this study investigates how teacher identities are discursively constructed in course of teacher education and under the influence of social structure. The participants were seven Hong Kong and nine mainland Chinese pre-service teachers. Two focus group interviews and…

Enhancing Cultural Humility through Critical Service-Learning in Teacher Preparation

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Tinkler, Alan S.; Tinkler, Barri

2016-01-01

To provide opportunities for preservice teachers to move beyond the limitations of their life experiences, the teacher preparation program at the University of Vermont has worked to advance service-learning experiences that push preservice teachers to examine their own identities and biases by providing them with opportunities to interact with…

Foreign Language Folio. A Guide to Cultural Resources and Field Trip Opportunities in the San Francisco Bay Area for Teachers and Students of Foreign Languages, 1983-85.

Science.gov (United States)

Gonzales, Tony, Ed.; O'Connor, Roger, Ed.

A listing of San Francisco area cultural resources and opportunities of use to foreign language teachers is presented. Included are the following: museums and galleries, schools, art sources, churches, clubs, cultural centers and organizations, publications and publishing companies, restaurants, food stores and markets, travel and tourism,…

Ethical sensitivity intervention in science teacher education: Using computer simulations and professional codes of ethics

Science.gov (United States)

Holmes, Shawn Yvette

A simulation was created to emulate two Racial Ethical Sensitivity Test (REST) videos (Brabeck et al., 2000). The REST is a reliable assessment for ethical sensitivity to racial and gender intolerant behaviors in educational settings. Quantitative and qualitative analysis of the REST was performed using the Quick-REST survey and an interview protocol. The purpose of this study was to affect science educator ability to recognize instances of racial and gender intolerant behaviors by levering immersive qualities of simulations. The fictitious Hazelton High School virtual environment was created by the researcher and compared with the traditional REST. The study investigated whether computer simulations can influence the ethical sensitivity of preservice and inservice science teachers to racial and gender intolerant behaviors in school settings. The post-test only research design involved 32 third-year science education students enrolled in science education classes at several southeastern universities and 31 science teachers from the same locale, some of which were part of an NSF project. Participant samples were assigned to the video control group or the simulation experimental group. This resulted in four comparison group; preservice video, preservice simulation, inservice video and inservice simulation. Participants experienced two REST scenarios in the appropriate format then responded to Quick-REST survey questions for both scenarios. Additionally, the simulation groups answered in-simulation and post-simulation questions. Nonparametric analysis of the Quick-REST ascertained differences between comparison groups. Cronbach's alpha was calculated for internal consistency. The REST interview protocol was used to analyze recognition of intolerant behaviors in the in-simulation prompts. Post-simulation prompts were analyzed for emergent themes concerning effect of the simulation on responses. The preservice video group had a significantly higher mean rank score than

CSCL in teacher training: what learning tasks lead to collaboration?

NARCIS (Netherlands)

Lockhorst, D.; Admiraal, W.F.; Pilot, A.

2010-01-01

Professional teacher communities appear to be positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. In initial teacher training as well as in-service training and other initiatives for

Teacher Efficacy in Rural Zimbabwe

Science.gov (United States)

Dunham, Judy K.; Song'ony, Daniel

2008-01-01

The need to address contextual variables, such as cultural bias and cultural norms, is a common challenge for researchers in international education. This article highlights societal conditions and cultural issues that could have impacted teacher efficacy data in Zimbabwe, a country known for its ongoing economic crisis, political repression, and…

Pedagogical and conflict situations of teacher of physical training

Directory of Open Access Journals (Sweden)

Pechko O.M.

2011-02-01

Full Text Available The article reveals the essence of pedagogical and conflict situations between teacher and student. Considered ways of solving and preventing pedagogical and conflict situations in school. Principal reasons of conflict situations are selected, situations of activity, conduct and relations. The receptions of influence of teacher of physical culture are separated on personality of schoolchildren. It is well-proven that the profession of teacher of physical culture supposes possibility of conflict situations.

Chinese Culture of Learning from Western Teachers’Viewpoint