Patrick Blessinger, Enakshi Sengupta, Mandla Makhanya
Educational pedagogy refers to student-centered learning that provides meaningful engagement to directly enhance critical thinking and creativity. This edited collection equips readers to understand and implement impactful creative teaching and learning methods designed to act as a catalyst to
improve the learning experiences of students. Diving into various case studies and interventions that have put innovative techniques into action, this book analyses how teaching-learning methods and student engagement can be significantly improved. The authors demonstrate that education does not
only mean teaching, learning and research, but should also consider the emotional connection, commitment, and dialogical process between the faculty and students. Ultimately, the volume concludes that it is the responsibility of faculty members to create an environment that provides students with
tools that are socially engaging, interactive and meaningful. Readers will come away from this book with the critical knowledge and pathway to action required to make this happen.
The cultural identities of teachers inevitably influence the interactions they have with their students. These relationships, in turn, impact teaching and learning processes. Many low-income, racial, ethnic, and linguistic minority students are failing to receive the same quality of education as
their more privileged counterparts.Supported by over 20 years of research, this book offers guidance for enhancing teachers' inclusive instructional practices by using the Dispositions for Culturally Responsive Pedagogy Scale (DCRPS). Developed by the authors, this is the only validated scale that
measures the diversity-related beliefs, values, and attitudes that underpin multicultural teaching practices. The DCRPS measures three domains: Dispositions for Community, Dispositions for Social Justice, and Dispositions for Praxis.
Schooling Multicultural Teachers offers a historical overview of the multicultural education context, followed by practical examples of how the DCRPS can support program evaluation, as well as guide pre-service and in-service teacher development across diverse programs and demographic contexts.
Educators are provided with examples of how to interpret DCRPS responses, how to combine the DCRPS with other resources, and how to customize professional development that builds on teachers' dispositional strengths while also addressing community-specific needs.
By offering a resource for program assessment and teacher development, this book is an invaluable text for education administrators, professional development coordinators, and teacher educators.