Literaturnachweis - Detailanzeige
| Autor/inn/en | Alvarado, Jose Luis; Pang, Valerie Ooka; Finley, Easter |
|---|---|
| Titel | Moving Multicultural Education Forward in Teacher Education: Integration of Cognitive Learning Theory |
| Quelle | In: Educational Renaissance, 3 (2014) 1, S.55-64 (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2161-1602 |
| Schlagwörter | Multicultural Education; Preservice Teacher Education; Learning Theories; Cognitive Processes; Definitions; Role of Education; Culturally Relevant Education; Cognitive Development |
| Abstract | Multicultural Education as a field of study in education is intimately connected to Teacher Education. Most frameworks in Multicultural Education are primarily centered on the inclusion of cultural and linguistic diversity in schools. This often results in the integration of heroes and holidays within the curriculum, however this orientation can present a simplistic aspect of culture and does not address the process of learning. The purpose of this article is to explain why cognitive learning theory must be an essential element in frameworks of Multicultural Education and Multicultural Teacher Education. Teachers need to understand the principles of learning theory to create classrooms where students become self-regulated, successful learners. (As Provided). |
| Anmerkungen | The Renaissance Group. University of North Carolina Wilmington, 626 MacMillian Avenue, Wilmington, NC 28409. Web site: https://educationalrenaissance.org/index.php/edren |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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