Cultural and Social Diversity

Werning, Rolf; Löser, Jessica M.; Urban, Michael

doi:10.1177/0022466907313609

Cited by 37 publications

(5 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Teachers work with increasingly diverse students who are variable in their abilities, interests, linguistic backgrounds, and previous experiences. This increased diversity is the case in Australia (Burridge, 2009), Canada (Porter, 2004), China (Wong & Xiao, 2010), Germany (Werning, Loser, & Urban, 2008), Great Britain (Maylor, 2010), and the United States (Aud et al, 2012) as well as many other countries. Characteristics of increasingly diverse students can contribute to the unpredictability of teachers' work.…”

Section: Adaptive Teaching As a Characteristic Of Effective Teachersmentioning

confidence: 99%

A second-grade teacher's adaptive teaching during an integrated science-literacy unit

Allen

Matthews

Parsons

2013

Teaching and Teacher Education

View full text Add to dashboard Cite

This case study explored the nature of one elementary school teacher's adaptive teaching during an integrated science and literacy unit. Data were collected during four consecutive weeks of instruction, weekly interactive planning sessions, 20 classroom observations, and 20 post-lesson interviews. Our analysis suggests that adaptations may be established during planning or emerge while teaching. This study also indicated that an adaptive teacher uses ongoing formative assessment to scaffold students' learning. A coding system that typifies how and why a teacher adapts instruction across disciplines can be used to examine adaptive teaching. Implications for teacher educators and researchers are discussed.Article:

show abstract

Section: Adaptive Teaching As a Characteristic Of Effective Teachersmentioning

confidence: 99%

A second-grade teacher's adaptive teaching during an integrated science-literacy unit

Allen

Matthews

Parsons

2013

Teaching and Teacher Education

View full text Add to dashboard Cite

show abstract

“…"Hauptschule" is a school that concentrates on a basic general education and will be referred to as basic secondary school (for more information on the German school system see e.g. Werning, Löser, & Urban, 2008). We included all three school types in the study to control for effects that may be attributed to the different learning concepts of the schools or the different student populations attending these schools.…”

Section: Research Sitementioning

confidence: 99%

Respected Students Equal Better Students: Investigating the Links between Respect and Performance in Schools

Mertz¹,

Eckloff²,

Johannsen³

et al. 2015

JEDP

View full text Add to dashboard Cite

This study examines the relationship between students' (N = 334) perceived teacher respect and their performance on a math exam in school settings. The incremental validity of respect on performance beyond that accounted for by intelligence is assessed. Results suggest that respect accounts for significant additional variability in students' performance above that accounted for by intelligence. Further analyses reveal that the relationship between respect and performance is moderated by immigration. For German students (N = 150), perceived respect accounts for a part of the variability in performance over the variability accounted for by intelligence. For students with an immigrant background (N = 181) this relationship is not significant. Cultural implications of respect in school settings are discussed.

show abstract

“…Partiendo de la afi rmación anterior, se vislumbra que la conexión entre el centro educativo y las familias del alumnado inmigrante no suele ser habitual por la distancia existente entre una realidad y otra. Ante esta situación, la falta de orientación, el miedo, la inseguridad y las difi cultades de aprendizaje pueden suponer un alto riesgo de promoción de conductas agresivas o desafiantes hacia el mundo escolar, incrementando las difi cultades de integración y de aprendizaje de los estudiantes de origen inmigrante como resultado de la diferencia signifi cativa entre el ambiente familiar y el escolar (Werning, Löser y Urban, 2008).…”

Section: Barreras Familiares Que Dificultan El éXito Académicounclassified

La Implicación y la Participación de las Familias

Yeste¹,

Casabona²,

Compte³

2013

INDIVISA

View full text Add to dashboard Cite

Los resultados de la investigación del Plan Nacional I+D+i: La mejora de la convivencia y el aprendizaje en los centros educativos de primaria y secundaria con alumnado inmigrante (2008-2011), llevada a cabo por un equipo de siete universidades españolas, muestran cómo determinada participación de familiares de origen inmigrante es una práctica de éxito en los centros educativos con un elevado número de alumnado inmigrante. Esta participación puede ser diversa, desde la participación de los familiares como voluntarios/as dentro del aula u otros espacios del centro, hasta la participación en actividades para su propia formación. Se trata de una implicación que benefi cia al alumnado, que introduce referentes dentro del propio centro, que genera una mayor valoración de la educación y que, además, potencia la autonomía y responsabilidad del alumnado respecto a su propio aprendizaje, tanto en casa como en el aula.

show abstract

Cultural and Social Diversity

Cited by 37 publications

References 10 publications

A second-grade teacher's adaptive teaching during an integrated science-literacy unit

A second-grade teacher's adaptive teaching during an integrated science-literacy unit

Respected Students Equal Better Students: Investigating the Links between Respect and Performance in Schools

La Implicación y la Participación de las Familias

Contact Info

Product

Resources

About