TY  - JOUR
A1  - Civitillo, Sauro
A1  - Juang, Linda P.
A1  - Badra, Marcel
A1  - Schachner, Maja Katharina
T1  - The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection
BT  - a multiple case study
JF  - Teaching and Teacher Education
N2  - This investigation examined the dynamic relation between culturally responsive teaching, teacher cultural diversity beliefs, and self-reflection on own teaching. A multiple case study with four ethnic German teachers was conducted using classroom video observations (3 lesson units X 2 raters) and post observation interviews in a culturally and ethnically diverse high school. For these teachers there was a high congruence between culturally responsive teaching and cultural diversity beliefs. Yet their degree of cultural responsiveness and their beliefs differed across teachers. The teachers who were observed to be more culturally responsive also showed elaborated patterns of self-reflection on their own teaching.
KW  - Cultural diversity
KW  - Culturally responsive teaching
KW  - Teacher beliefs
KW  - Self-reflection
KW  - Case study
Y1  - 2018
U6  - https://doi.org/10.1016/j.tate.2018.11.002
SN  - 0742-051X
VL  - 77
SP  - 341
EP  - 351
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Civitillo, Sauro
A1  - Juang, Linda P.
A1  - Schachner, Maja Katharina
T1  - Challenging beliefs about cultural diversity in education
BT  - a synthesis and critical review of trainings with pre-service teachers
JF  - Educational Research Review
N2  - Teaching culturally diverse classrooms starts from embracing beliefs that recognise the strengths of cultural diversity. Research is needed to understand how teacher training contributes to shaping pre-service teachers’ beliefs about cultural diversity. Accordingly, the purpose of this review is to 1) provide a description of main components and contextual characteristics of teacher trainings targeting cultural diversity beliefs, 2) report the training effects, and 3) detail the methodological strengths and weaknesses of these studies. A total of 36 studies published between 2005 and 2015 that used a longitudinal assessment of cultural diversity beliefs were reviewed. The collective results of these studies indicate a large variance amongst trainings, with experiential learning shifting cultural diversity beliefs positively. However, existing studies have significant limitations in the study design and training evaluation that hinder their conclusions regarding internal and external validity and point towards new directions for future research.
KW  - Cultural diversity
KW  - Beliefs
KW  - Teacher education
KW  - Pre-service teacher
Y1  - 2018
U6  - https://doi.org/10.1016/j.edurev.2018.01.003
SN  - 1747-938X
SN  - 1878-0385
VL  - 24
SP  - 67
EP  - 83
PB  - Elsevier
CY  - Oxford
ER  -