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Barbara, H. P., Herbert, A., Martin, B., Denise, B., Guri, A. N., Guri, S., Eline, W., Funda, N., Magdalena, F., Gerry, M. N., & Joe, O. H. (2020). Teachers Responding to Cultural Diversity: Case Studies on Assessment Practices, Challenges and Experiences in Secondary Schools in Austria, Ireland, Norway and Turkey. Educational Assessment, Evaluation and Accountability, 32, 395-424.
https://link.springer.com/article/10.1007/s11092-020-09330-y
has been cited by the following article:
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TITLE:
Impact of Cultural Diversity in Classrooms of Secondary Schools
AUTHORS:
Khadija Marvi
KEYWORDS:
Cultural, Diversity, Motivational Dynamics, Classroom, Students
JOURNAL NAME:
Creative Education,
Vol.14 No.1,
January
30,
2023
ABSTRACT: Students spend their real life hours in a classroom learning and getting an education. But occasionally they were left with an unpleasant memory of that location. A varied classroom experience usually has a different influence on the students. Because of the diversity of cultural backgrounds represented in the class. By using the skills and teachings of the teacher, that might be managed and corrected. The study’s goal is to provide guidance in a multicultural school, culturally different groups are acknowledged and supported. Multicultural ideas may coexist in the educational setting with teaching methods that value variety as a resource and an added benefit, such as studying cultural diversity or using material that is sensitive to different cultures in the classroom. Using open-ended research questionnaires, school instructors who are the variables in a qualitative study and the major source of data collection are contacted directly. Interviews were done by the researcher with 12 respondents who were three different school instructors. The semi-structured questionnaire that served as the interview’s instrument was utilized to conduct the semi-structured interview. Interviews with a specific population of lower secondary teacherswerethe main method of my research.