The Impact of Culturally Inclusive Pedagogy on Student Achievement in a Multicultural Urban School Setting

Autor/in	Yu, Eunjyu
Titel	The Impact of Culturally Inclusive Pedagogy on Student Achievement in a Multicultural Urban School Setting
Quelle	In: Urban Education, 57 (2022) 1, S.135-153 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918804013
Schlagwörter	Culturally Relevant Education; Inclusion; Academic Achievement; Cultural Pluralism; Urban Schools; Student Attitudes; Mathematics Achievement; Science Achievement; Public Schools; Middle School Students; Human Resources + Suchen Sie Ihr Suchwort? Inklusion; Schulleistung; Kulturpluralismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Public school; Öffentliche Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Humankapital
Abstract	In response to a critical need for culturally inclusive pedagogy for multicultural, urban classrooms, this study describes a project in which 43 in-service and preservice teachers and 175 multicultural urban public school students participated. This study found that the culturally relevant pedagogy significantly enhanced the student attitude toward math and science. The pedagogy also improved student achievement in math and science. In addition, parents or guardians were reported to be a primary human resource for academic support. These findings call for the transformation of teacher education programs and further research on other educational resources for multicultural urban classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01