Common Instructional Problems in Multicultural Classrooms.

Autor/inn/en	Jenkins, Carol A.; Bainer, Deborah L.
Titel	Common Instructional Problems in Multicultural Classrooms.
Quelle	(1990), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Achievement; Change Strategies; Classroom Techniques; Cognitive Style; College Students; Communication Skills; Cultural Differences; Diversity (Student); Educational Quality; Ethnic Groups; Higher Education; Instruction; Instructional Effectiveness; Language Proficiency; Minority Groups; Multicultural Education; Outcomes of Education; Student Attitudes; Student Motivation; Student Needs; Teacher Attitudes; Teacher Behavior; Teacher Effectiveness; Teacher Student Relationship; Teaching Styles + Suchen Sie Ihr Suchwort? Schulleistung; Lösungsstrategie; Klassenführung; Cognitive styles; Kognitiver Stil; Collegestudent; Kommunikationsstil; Kultureller Unterschied; Quality of education; Bildungsqualität; Ethnie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching process; Unterrichtsprozess; Unterrichtserfolg; Language skill; Language skills; Sprachkompetenz; Ethnische Minderheit; Multikulturelle Erziehung; Lernleistung; Schulerfolg; Schülerverhalten; Schulische Motivation; Lehrerverhalten; Teacher behaviour; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil
Abstract	In this discussion on instructional problems in multicultural higher education classrooms, it is argued that while educators recognize that equitable treatment for all students is their responsibility, they often do not know which attitudes, behaviors, expectations and teaching strategies may be misunderstood by ethnic and/or minority students, thereby negatively affecting their teaching effectiveness in multicultural classrooms. Several factors which tend to influence the academic success of minority students, as well as faculty attitudes and behaviors which may communicate uneasiness and differential student learning are analyzed, including: motivation in the multicultural classroom; student/professor interaction; limited English proficiency; cultural variations in oral/written logic; and the understanding of diverse world views. Various strategies for checking understanding in the multicultural classroom are also suggested. It is concluded that universities with interest in and commitment to the academic success of diverse students should: (1) initiate faculty development in pedagogical skills that will provide equal access to learning in the classroom; (2) weave minority students into the essential fabric of the institution; and (3) meaningfully integrate minority scholarship into the curriculum. Included are 38 references. (LPT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC