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Exploring Teacher Practices for Enhancing Student Engagement in Culturally Diverse Classrooms

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Title: Exploring Teacher Practices for Enhancing Student Engagement in Culturally Diverse Classrooms
Language: English
Authors: Aloysius C. Anyichie (ORCID 0000-0002-2046-7287), Deborah L. Butler (ORCID 0000-0002-9130-6835), Samson M. Nashon (ORCID 0000-0001-9721-9583)
Source: Journal of Pedagogical Research. 2023 7(5):183-207.
Availability: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2023
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Education
Descriptors: Classroom Techniques, Learner Engagement, Teacher Attitudes, Student Attitudes, Metacognition, Teaching Methods, Student Diversity, Cultural Pluralism, Elementary School Teachers, Culturally Relevant Education, Foreign Countries
Geographic Terms: Canada
ISSN: 2602-3717
Abstract: Self-regulated learning (SRL) and culturally responsive teaching (CRT) research, although from different viewpoints, both show instructional practices that enhance student engagement. This study examined the integration of self-regulated learning promoting practices (SRLPPs) and culturally responsive pedagogical practices (CRPPs) in the classroom context especially during a complex task. Using mixed-methods case study design, it explored how an elementary classroom teacher at a multicultural public school in the West Coast of Canada combined SRLPPs and CRPPs to support culturally diverse students' engagement. Data were collected through: (a) classroom observations, (b) practice records and documents, (c) students' work samples, (d) teacher interview, (e) student interviews, and (f) student surveys. Findings indicated that the teacher enacted integrated practices categorized as: (a) "classroom foundational practices"; (b) "designed instructional practices"; and (c) "dynamic support practices." Also, students' engagements related to their perceptions of teacher practices. Culturally diverse students were highly engaged in contexts with rich combinations of SRLPPs and CRPPs. Finally, this paper discussed the implications for theory (e.g., CRT, SRL), practice (e.g., an integrated pedagogy), and research (e.g., how to support culturally diverse learners' engagement in contexts).
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1411779
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Exploring Teacher Practices for Enhancing Student Engagement in Culturally Diverse Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Aloysius+C%2E+Anyichie%22">Aloysius C. Anyichie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2046-7287">0000-0002-2046-7287</externalLink>)<br /><searchLink fieldCode="AR" term="%22Deborah+L%2E+Butler%22">Deborah L. Butler</searchLink> (ORCID <externalLink term="http://www.orcid.org/0000-0002-9130-6835">0000-0002-9130-6835</externalLink>)<br /><searchLink fieldCode="AR" term="%22Samson+M%2E+Nashon%22">Samson M. Nashon</searchLink> (ORCID <externalLink term="http://www.orcid.org/0000-0001-9721-9583">0000-0001-9721-9583</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Pedagogical+Research%22"><i>Journal of Pedagogical Research</i></searchLink>. 2023 7(5):183-207.
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  Data: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
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  Data: <searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Pluralism%22">Cultural Pluralism</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 2602-3717
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  Data: Self-regulated learning (SRL) and culturally responsive teaching (CRT) research, although from different viewpoints, both show instructional practices that enhance student engagement. This study examined the integration of self-regulated learning promoting practices (SRLPPs) and culturally responsive pedagogical practices (CRPPs) in the classroom context especially during a complex task. Using mixed-methods case study design, it explored how an elementary classroom teacher at a multicultural public school in the West Coast of Canada combined SRLPPs and CRPPs to support culturally diverse students' engagement. Data were collected through: (a) classroom observations, (b) practice records and documents, (c) students' work samples, (d) teacher interview, (e) student interviews, and (f) student surveys. Findings indicated that the teacher enacted integrated practices categorized as: (a) "classroom foundational practices"; (b) "designed instructional practices"; and (c) "dynamic support practices." Also, students' engagements related to their perceptions of teacher practices. Culturally diverse students were highly engaged in contexts with rich combinations of SRLPPs and CRPPs. Finally, this paper discussed the implications for theory (e.g., CRT, SRL), practice (e.g., an integrated pedagogy), and research (e.g., how to support culturally diverse learners' engagement in contexts).
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      – Text: English
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      Pagination:
        PageCount: 25
        StartPage: 183
    Subjects:
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Metacognition
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Cultural Pluralism
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Canada
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      – TitleFull: Exploring Teacher Practices for Enhancing Student Engagement in Culturally Diverse Classrooms
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