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  - Schachner, Maja Katharina
A1  - Juang, Linda P.
A1  - Moffitt, Ursula Elinor
A1  - van de Vijver, Fons J. R.
T1  - Schools as acculturative and developmental contexts for youth of immigrant and refugee background
JF  - European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA)
N2  - Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.
KW  - youth of immigrant and refugee background
KW  - school
KW  - acculturation
KW  - adaptation
Y1  - 2019
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-414101
SN  - 1016-9040
SN  - 1878-531X
VL  - 23
IS  - 1
SP  - 44
EP  - 56
PB  - Hogrefe Publ.
CY  - Göttingen
ER  -