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Handbook of Research on Effective Communication in Culturally Diverse Classrooms

Book Description

Meaningful interaction between teachers and students is crucial to any educational environment, and particularly so in intercultural settings. When educators take steps to incorporate culturally responsive teaching into their classrooms, student learning is enriched and improved. The Handbook of Research on Effective Communication in Culturally Diverse Classrooms focuses on the significance of cultural sensitivity toward diverse students and the importance of communication to increase the overall educational experience. Highlighting key concepts relating to curriculum design, teaching models, and critical pedagogies in transcultural classrooms, this book is a pivotal reference source for teachers, teacher educators, and researchers interested in the impact of intercultural communication in learning environments.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board
  6. Foreword
    1. REFERENCE
  7. Preface
    1. CHALLENGES
    2. SOLUTIONS
    3. ORGANIZATION OF THE BOOK
    4. REFERENCE
  8. Acknowledgment
  9. Chapter 1: Literacy and Early Childhood
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. COMMUNITY ROLE IN THE DEVELOPMENT OF PARENTAL PROGRAMS
    5. CONNECTING WITH FAMILIES
    6. BUILDING RELATIONSHIPS WITH FAMILIES: A WORKSHOP EXPERIENCE
    7. SOLUTIONS AND RECOMMENDATIONS
    8. FUTURE RESEARCH DIRECTIONS
    9. CONCLUSION
    10. REFERENCES
    11. KEY TERMS AND DEFINITIONS
  10. Chapter 2: Culturally Responsive Pathway Pedagogues
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND: A PRE-UNIVERSITY PATHWAY
    4. LITERATURE REVIEW
    5. RESEARCH METHOD AND METHODOLOGY
    6. NARRATIVES AND DISCUSSION
    7. IMPLICATIONS, LIMITATIONS AND FUTURE RECOMMENDATIONS
    8. CONCLUSION
    9. REFERENCES
    10. ADDITIONAL READING
    11. KEY Terms AND DEFINITIONS
  11. Chapter 3: Addressing Culturally Consonant Character Development and Research
    1. ABSTRACT
    2. INTRODUCTION
    3. Character Education
    4. Theoretical Orientations
    5. A Brief History of Character Education in the US
    6. The Moralities of Exclusion, Schooling, and Character Education
    7. Research in Character Education
    8. The Components of CRCLE
    9. Incorporating CRCLE into Your Classroom
    10. Researching Culturally Consonant Character Education
    11. CONCLUSION
    12. REFERENCES
    13. KEY TERMS AND DEFINITIONS
  12. Chapter 4: The Homeostatic Classroom
    1. ABSTRACT
    2. INTRODUCTION
    3. EVOLUTIONARY MISMATCH AND PHYSICAL AND PHSYCHOLOGICAL HEALTH
    4. THE HOMEOSTATIC DRIVE
    5. REFERENCES
    6. ADDITIONAL READING
    7. KEY TERMS AND DEFINITIONS
  13. Chapter 5: Dynamics of Culture and Curriculum Design
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS
    5. SOLUTIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  14. Chapter 6: Learning to Partner
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND ON THE PARTNERSHIP
    4. CONCEPTUAL FRAMEWORK
    5. INDIVIDUAL IMPLEMENTATION FACTORS
    6. SOCIAL FACTORS FOR IMPLEMENTATION
    7. PROGRAM IMPLEMENTATION FACTORS
    8. LESSONS LEARNED FOR THE IMPLEMENTATION OF FUTURE PARTNERSHIPS
    9. IMPLICATIONS FOR RESEARCH, REFORM, AND PRACTICE
    10. REFERENCES
    11. KEY TERMS AND DEFINITIONS
  15. Chapter 7: School Home Interactive Curriculum Development
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF THE CHAPTER
    5. SOLUTIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
    10. ENDNOTES
  16. Chapter 8: Public Libraries
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. SERVICES AND PROGRAMS
    5. PROMOTION AND OUTREACH EFFORTS
    6. MAIN FOCUS OF CHAPTER
    7. Findings
    8. SOLUTIONS AND RECOMMENDATIONS
    9. CONCLUSION
    10. REFERENCES
    11. KEY TERMS AND DEFINITIONS
  17. Chapter 9: Are Teaching Practices Suitable for Classes of Six-Year-Old Children?
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF THE CHAPTER
    5. SOLUTIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
    10. ENDNOTE
  18. Chapter 10: Applied Behavior Analysis and Autism
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. AUTISM AWARENESS IN PERU
    5. EDUCATION OF CHILDREN WITH AUTISM IN PERU
    6. INTERNAL ALCANZANDO STAFF TRAINING
    7. FAMILY TRAINING
    8. ALCANZANDO’S STUDENTS
    9. CHANGING THE SYSTEM
    10. THE FUTURE
    11. CONCLUSION
    12. REFERENCES
    13. KEY TERMS AND DEFINITIONS
  19. Chapter 11: Improving Vocabulary at the Secondary Level
    1. ABSTRACT
    2. INTRODUCTION
    3. STATEMENT OF THE PROBLEM
    4. BACKGROUND
    5. HISTORY OF READING AND VOCABULARY 1925-2000
    6. CURRENT RESEARCH 2000-2010
    7. CURRENT THEMES IN VOCABULARY
    8. SUGGESTIONS
    9. PROCEDURES
    10. CONCLUSION
    11. REFERENCES
    12. APPENDIX: VOCABULARY INSTRUCTION METHODS FROM THE REPORT TO THE NATIONAL READING PANEL (2000)
  20. Chapter 12: Thinking Transnationally
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF THE CHAPTER
    5. THINKING TRANSNATIONAL: THE REUNIFICATION OF MIGRANT FAMILIES
    6. A TOWN INHABITED BY WOMEN, CHILDREN AND THE ELDERLY
    7. PORT RICHMOND: THE OTHER SIDE OF THE STORY
    8. TRANSNATIONAL LIVES: GRASSROOTS RESPONSES TO INHUMANE NATIONAL POLICIES
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
    11. ENDNOTES
  21. Chapter 13: From “Oh My Gosh I'm Going to Get Mugged” to “See[ing] Them as People Who Are Just Like Me”
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. THE SETTING
    5. MAIN POINTS
    6. CONCLUSION INCLUDING SOLUTIONS AND RECOMMENDATIONS
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
    9. ENDNOTES
  22. Chapter 14: Equity and Inclusion in Today's Diverse and Inclusive 21st Century Classroom
    1. ABSTRACT
    2. INTRODUCTION
    3. Context: Liberal Arts and Teacher Education
    4. Methodology
    5. CONCLUSION
    6. REFERENCES
  23. Chapter 15: Facilitating Active Citizenship in Students through the Strengthening of University-Community Partnerships
    1. ABSTRACT
    2. BACKGROUND TO THE SERVICE-LEARNING INQUIRY
    3. NATURE OF UNIVERSITY-COMMUNITY PARTNERSHIPS
    4. RESULTS OF FIELD SUPERVISOR AND RELATED STUDIES
    5. CONSIDERING THE COMMUNITY LIFE CYCLE
    6. THE ROLE OF ACTIVE CITIZENSHIP IN SERVICE-LEARNING
    7. INTERNATIONALITY AND INTERDISCIPLINARITY OF SERVICE-LEARNING
    8. DISCUSSION AND CONCLUSION
    9. REFERENCES
    10. KEY TERMS and DEFINITIONS
    11. APPENDIX 1: SEMI-STRUCTURED INTERVIEW QUESTIONS
  24. Chapter 16: Reengaging Texts, French, and Cultural Narratives
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF THE CHAPTER
    5. SOLUTIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  25. Chapter 17: High-Impact Practices
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. WHO PARTICIPATES IN HIGH-IMPACT EDUCATIONAL PRACTICES?
    5. REFERENCES
    6. KEY TERMS AND DEFINITIONS
  26. Chapter 18: Study Abroad and Service-Learning in a Catholic Social Teaching Context
    1. ABSTRACT
    2. INTRODUCTION
    3. REFERENCES
    4. KEY TERMS AND DEFINITIONS
    5. APPENDIX A
    6. APPENDIX B
    7. APPENDIX C
    8. APPENDIX D
    9. APPENDIX E
  27. Chapter 19: Serving an International Higher Education Partner Using a Problem-Based Learning Format
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF THE CHAPTER
    5. CONCLUSION
    6. REFERENCES
    7. KEY TERMS AND DEFINITIONS
  28. Chapter 20: Service Learning in Higher Education
    1. ABSTRACT
    2. INTRODUCTION
    3. COMPETENCE BASED CURRICULUM
    4. SERVICE LEARNING
    5. THE BUSINESS SCHOOL EXPERIENCE
    6. SERVICE LEARNING ASSESSMENT QUESTIONNAIRE
    7. CURRENT STUDY
    8. RESULTS
    9. CONCLUSION
    10. FUTURE RESEARCH
    11. REFERENCES
    12. KEY TERMS AND DEFINITIONS
  29. Chapter 21: Fostering Development of 21st Century Competencies and Global Citizenship through Constructivist-Based and Learning-Style Responsive Pedagogy
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF CHAPTER
    5. CONCLUSION
    6. REFERENCES
    7. KEY TERMS AND DEFINITIONS
  30. Compilation of References
  31. About the Contributors