Journal article
Fostering Culturally Relevant Teaching through Family Visits
International journal of multicultural education, Vol.24(3), pp.51-71
12/01/2022
DOI: 10.18251/ijme.v24i3.3189
Abstract
This study examines if teachers can learn to be more culturally relevant in their classrooms by reading culturally relevant literature and then engaging in the practice of family visits. The study employed a basic qualitative design with data sources such as transcripts of discussions and visits, interviews, and participant journals. Results show that family visits led to new and more culturally relevant classroom practices. Based on this study, teachers who engage with culturally relevant training, including the practice of family visits, may become more culturally relevant in their classrooms.
Details
- Title: Subtitle
- Fostering Culturally Relevant Teaching through Family Visits
- Creators
- Laura Szech - University of North Carolina Wilmington
- Resource Type
- Journal article
- Publication Details
- International journal of multicultural education, Vol.24(3), pp.51-71
- DOI
- 10.18251/ijme.v24i3.3189
- ISSN
- 1934-5267
- eISSN
- 1934-5267
- Publisher
- Eastern Coll, Dept Education
- Number of pages
- 21
- Language
- English
- Date published
- 12/01/2022
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9985222827102771
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