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EJ938954 - Curriculum Integration and Adaptation: Individualizing Pedagogy for Linguistically and Culturally Diverse Students

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ERIC #:	EJ938954
Title:	Curriculum Integration and Adaptation: Individualizing Pedagogy for Linguistically and Culturally Diverse Students
Authors:	Meidl, Tynisha; Meidl, Christopher
Descriptors:	Achievement Gap; Curriculum Development; Federal Legislation; Educational Change; Monolingualism; Student Diversity; English (Second Language); Second Language Learning; Academic Achievement; Case Studies; State Standards; School Districts; Teacher Attitudes; Decision Making; Interviews; Observation; Low Income; Urban Schools; Spanish Speaking; Integrated Curriculum; Teaching Methods; Achievement Tests; Elementary School Students
Source:	Current Issues in Education, v14 n1 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Publication Date:	2011-00-00
Pages:	30
Pub Types:	Journal Articles; Reports - Research
Abstract:	In the United States, populations identified as linguistically and culturally diverse (LCD) are increasing at the fastest rate in public schools (Samway & McKeon, 2007). LCD students have not performed as well as their monolingual and/or affluent peers on state mandated assessments. No Child Left Behind Act (2001) stressed this disparity as "the achievement gap," resulting in highly structured curricular demands from districts forcing teachers to grapple between those demands and meeting the academic and cultural needs of LCD students. Using case-study methodology, this research explored how teachers' beliefs about teaching and learning influence curriculum decision-making for LCD students. Through the triangulation of interviews, observations, and document analysis, three teachers and their students in a low-income, urban, k-4 school in a predominantly Spanish-speaking community was investigated. Participants integrated and adapted curriculum based on personal beliefs about teaching and learning, the needs of their LCD students, and the mandated curriculum.
Abstractor:	As Provided
Reference Count:	52

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1099-839X
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education
Direct Link:	http://cie.asu.edu/ojs/index.php/cieatasu/article/view/579

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