Curriculum Integration and Adaptation: Individualizing Pedagogy for Linguistically and Culturally Diverse Students

Autor/inn/en	Meidl, Tynisha; Meidl, Christopher
Titel	Curriculum Integration and Adaptation: Individualizing Pedagogy for Linguistically and Culturally Diverse Students
Quelle	In: Current Issues in Education, 14 (2011) 1, (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1099-839X
Schlagwörter	Achievement Gap; Curriculum Development; Federal Legislation; Educational Change; Monolingualism; Student Diversity; English (Second Language); Second Language Learning; Academic Achievement; Case Studies; State Standards; School Districts; Teacher Attitudes; Decision Making; Interviews; Observation; Low Income; Urban Schools; Spanish Speaking; Integrated Curriculum; Teaching Methods; Achievement Tests; Elementary School Students + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bundesrecht; Bildungsreform; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulleistung; Case study; Fallstudie; Case Study; School district; Schulbezirk; Lehrerverhalten; Decision-making; Entscheidungsfindung; Interviewing; Interviewtechnik; Beobachtung; Niedriglohn; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	In the United States, populations identified as linguistically and culturally diverse (LCD) are increasing at the fastest rate in public schools (Samway & McKeon, 2007). LCD students have not performed as well as their monolingual and/or affluent peers on state mandated assessments. No Child Left Behind Act (2001) stressed this disparity as "the achievement gap," resulting in highly structured curricular demands from districts forcing teachers to grapple between those demands and meeting the academic and cultural needs of LCD students. Using case-study methodology, this research explored how teachers' beliefs about teaching and learning influence curriculum decision-making for LCD students. Through the triangulation of interviews, observations, and document analysis, three teachers and their students in a low-income, urban, k-4 school in a predominantly Spanish-speaking community was investigated. Participants integrated and adapted curriculum based on personal beliefs about teaching and learning, the needs of their LCD students, and the mandated curriculum. (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10