v List of Figures x Chapter 1 1 Culturally Responsive Teaching in Urban Schools 5 Statement of the Problem 7 Purpose of the Study 10 Research Questions 12 Importance of the Study 12 Limitations of Study 19 Conclusion 20 Chapter 2: Literature Review 21 Multicultural Education 21 Social Inequality of African Americans in the United States 25 Background of Culturally Responsive Teaching 27 Cultural Knowledge, Pre-service and Current Teachers 29 Sociocultural Perspectives: Pedagogy and Curriculum 32 Teacher’s Role in Fostering Culturally Responsive Teaching 36 Implementing Culturally Responsive Practices in Urban Settings 38 Theoretical Framework 41 Restructuring Culturally Responsive Pedagogy through Professional Development .. 43 Conclusion 47

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Field Theory in Social Science: Selected Theoretical Papers

Fostering culturally responsive teaching in an urban preschool: a qualitative case study

This paper reports on the early findings of an Australian Learning Teaching Council (ALTC/OLT) funded project – “Enhancing and Assessing Group and Team Learning in Architecture and Related Design Contexts.” This is a two-year project investigating good practice in Australian higher education for the teaching of teamwork in the design disciplines, with a focus on architecture. Drawing upon a review of the literature and discussions with teachers and practitioners, the paper considers how teamwork is conceived in the context of the design disciplines. The paper explores notions of team and group design activities in the literature, identifying the key elements and characteristics of effective teams and groups. While a great deal of research exists on effective teamwork in organizational, management and general education literature, this research found a clear gap in knowledge relating to teaching teamwork in architecture and related design contexts. Suggestions are made about the ways in which theories on effective teamwork in organisations might elucidate teaching and assessment of effectively functioning student design teams. The literature review prompted five key questions, outlined here, around the conceptualisation of teamwork in design education that were subsequently discussed with educators and practitioners, thus allowing the identification of issues, problems and solutions common to all fields of design.

Conceptualizing teamwork and group-work in architecture and related design disciplines

This paper is designed mainly for newcomers to this field as a follow-up to the debate that was initiated by the writer at his ‘Colloquium on CrossCultural Forensic Psychology’, which formed a section of the first Australian Forensic Psychology Conference of the Australian Psychological Society, held in Sydney 2001 (Andry, 2001). Accordingly, only a few cogent points and some notable cross-cultural and interdisciplinary projects generated over the years will be highlighted here as part of a vast area to be left over for further debate, research and action. (Andrews, D.A. & Bonta, J. 1998). This is in the hope that it will provide the stimulus in future for many other “cross-cultural” contributions to be made by colleagues interested in working in this field. Projects with comments are presented here idiosyncratically in a “qualitative” and historical manner, in the belief that despite the passage of time, they still have relevance. However, above all, the latest ‘quantitative ‘ up-todate position, covering most of the relevant topics mentioned in this field, is contained in the Abstract of the Conference papers (Australian Journal of Psychology Volume 53 Supplement, 2001) and the “Australian Psychologist” APS Journal’s Special Issue on the Rehabilitation of Offenders, summarized by Ward T., Ogloff J.T., Birgden, A., & Hollin, C., (Volume 37, Number 3) (2002)

Cross Cultural and International Forensic Psychology - A Personal and Historic Overview

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The Instructional Skills Workshop as a Transformative Learning Process

The software engineering community recognizes that human factors of developers directly influence the behavior and performance of software teams. Typically, cohesive teams tend to develop software in a more coordinated and effective way, resulting in suitable products. Although these cohesive teams could be designed to try reaching such benefits, there is no recipe that allows us to do it in a simple way. Therefore, most of the software teams are formed using any other criteria, by losing thus the potential benefits of using cohesive teams. The problem of designing these teams is not only present in the software industry, but also in the academia; particularly in capstone courses, where the students run software projects in real or simulated scenarios. In order to help find a solution to this problem, particularly for academic settings, this paper proposes a heuristic to form software development teams, considering the psycho-social profile of the students. This heuristic was used to design teams for a software engineering project course at the University of Chile, and these teams' performance was compared to those from teams designed using random allocation of student to teams. The results indicate that teams designed using the heuristic were more effective in terms of internal communication and coordination than the other teams. Moreover, the former obtained products with a quality higher than the latter.

Field Theory in Social Science: Selected Theoretical Papers

Citations

Fostering culturally responsive teaching in an urban preschool: a qualitative case study

Conceptualizing teamwork and group-work in architecture and related design disciplines

Cross Cultural and International Forensic Psychology - A Personal and Historic Overview

The Instructional Skills Workshop as a Transformative Learning Process

Understanding the design of software development teams for academic scenarios

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