Ceren Su Abacioglu

TL;DR: Findings signal the significance of incorporating especially perspective taking experiences and exercises into teacher education and professional development programmes, which could benefit all students regardless of their backgrounds.

TL;DR: This paper examined the relationship between teachers' prejudice reduction practices, focusing on dialogue about issues around diversity, and their students' engagement, and found that for teachers who reported above-average multicultural attitudes, prejudice reduction was positively associated with student engagement.

TL;DR: Teachers' multicultural approach within their classrooms as a possible factor of influence over students' peer relationships and motivation is explored and results indicate that a multicultural approach is directly connected to student motivation for both ethnic majority and minority students.

TL;DR: This paper investigated the effects of professional development in multicultural education on teachers' beliefs about the effectiveness of multicultural strategies in fostering a culturally inclusive environment, the importance of these strategies in providing equitable opportunities for students, and the teachers support for monocultural ideologies and practices.

TL;DR: This article found that teachers' multicultural attitudes were related to their intervention strategies: an increase in teachers' positive multicultural attitudes was associated with relatively tolerant intervention strategies as opposed to more dismissive intervention strategies (e.g., sending the student out of class).