Part I: Research Review
- Locate 4–6 articles on research-based theories of and practices in multicultural teaching. Articles must be within the past couple of years
- Explore educational theories that provide a rationale for multicultural teaching and pedagogical strategies and practices that best serve learners from diverse backgrounds.
- Focus your research:
- Include research applicable to your educational setting. (Education setting must be focused around training)
- Include peer-reviewed sources.
- Include research studies that use quantitative, qualitative, and mixed methods. You are not required to find an article for each methodology, but your articles may include any of those methodologies. For all studies, be sure to discuss the research questions, data collection methods, and findings.
- Write your research review (3–5 pages):
- For each article, identify the main ideas and the strength and weaknesses of the findings and conclusions.
- For each article, evaluate what the research says about the role of student culture, community, or collaboration in promoting student learning.
Part II: Presentation of Findings
- Use the findings from your research review to create a 5–8 minute video in which you present your research. Include visuals using PowerPoint or another presentation tool of your choice. Use Kaltura to record your video.
- Include a formal introduction to the topic, emerging themes derived from the research, and a summary of your findings.
- Conclude your presentation with at least five questions about teaching your students from diverse backgrounds to be addressed as you continue to develop a theoretical framework in multicultural education.
Resources: Theories of Multicultural Education
- The following resources are examples of theories of multicultural education you might use as the basis for your research review.
- Banks, J. A. (2013). The construction and historical development of multicultural education, 1962–2012. Theory Into Practice, 52, 73–82.
- Ford, D. Y. (2015). Culturally responsive gifted classrooms for culturally different students: A focus on invitational learning. Gifted Child Today, 38(1), 67–69.
- Herrera, S. G., Holmes, M. A., & Kavimandan, S. K. (2012). Bringing theory to life: Strategies that make culturally responsive pedagogy a reality in diverse secondary classrooms. International Journal of Multicultural Education, 14(3), 1–19.
- Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix.Harvard Educational Review, 84(1), 74–84.
- van Geel, M., & Vedder, P. (2011). Multicultural attitudes among adolescents: The role of ethnic diversity in the classroom. Group Processes and Intergroup Relations, 14(4), 549–558.
- Montgomery, W. (2001). Creating culturally responsive, inclusive classrooms.Teaching Exceptional Children, 33(4), 4–9.
- The resources below provide a research basis for the importance of empathy and teacher beliefs in teaching students from diverse backgrounds.
- Warren, C. A. (2015). Scale of teacher empathy for African American males (S-TEAAM): Measuring teacher conceptions and the application of empathy in multicultural classroom settings. The Journal of Negro Education, 84(2), 154–174.
- Wender, E. (2014). The practice of empathy. English Journal, 103(6), 33–37.
- Edwards, S., & Edick, N. A. (2013). Culturally responsive teaching for significant relationships. Journal of Praxis in Multicultural Education, 7(1), 1–18.
- Gay, G. (2009). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1–2), 143–152.
- Blanchet-Cohen, N., & Reilly, R. C. (2013). Teachers’ perspectives on environmental education in multicultural contexts: Towards culturally-responsive environmental education. Teaching and Teacher Education, 36, 12–22.