Culturally Responsive Teaching with New Taiwanese Children: Interviews with Class Teachers in Elementary Schools

Autor/inn/en	Yang, Su-Ling; Hsiao, Yun-Ju; Hsiao, Hsi-Chi
Titel	Culturally Responsive Teaching with New Taiwanese Children: Interviews with Class Teachers in Elementary Schools
Quelle	In: Asia Pacific Journal of Education, 34 (2014) 3, S.288-304 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2013.853647
Schlagwörter	Culturally Relevant Education; Foreign Countries; Elementary School Teachers; Teaching Methods; Educational Policy; Parent Attitudes; Expectation; Multicultural Education; Classroom Techniques; Student Evaluation; Culture Fair Tests; Semi Structured Interviews; Curriculum Development; Content Analysis; Evaluation Methods; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Elternverhalten; Expectancy; Erwartung; Multikulturelle Erziehung; Klassenführung; Schulnote; Studentische Bewertung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Inhaltsanalyse
Abstract	The purpose of this study was to understand how elementary school teachers implemented culturally responsive teaching in their classes in Taiwan. Data were collected through interviews from five teachers with new Taiwanese children in their classes. The results indicated that teachers practised culturally responsive teaching based on the prescripts of existing school regulations. Due to the restrictions of education policy, curriculum, school regulations, few numbers of new Taiwanese children in the class, and parents' lower expectation, significant teaching reform to meet the diverse needs of students and improve their learning is still a long way off. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10