Validating culturally diverse students been dumped dating

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One of the most important skills we need to develop in Pre-K–16 teachers is their ability to build on the knowledge that students bring into classrooms, particularly that knowledge which is shaped by their family, community, and cultural histories.

What is needed to transform these students is for faculty, administrators, and counselors to fully engage in the validation of students and to recognize that not all students can be expected to learn or to get involved in institutional life in the same way. PY - 1994/9Y1 - 1994/9N2 - This study demonstrated that nontraditional students, no matter how fragile, can be transformed into full members of the college academic and social community.

Students who have frequent contact with faculty members in and out of class during their college years are more satisfied with their educational experiences, are less likely to drop out, and perceive themselves to have learned more than students who have less faculty contact. Patricia Cross, 1998)Students do not begin a college course with the intention of dropping out before the end of the term, yet many do.

Research shows that how students perceive their learning environment and other college experiences influences their willingness to persist.

Culturally relevant teaching is a term created by Gloria Ladson-Billings (1994) to describe “a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes.” Participating in culturally relevant teaching essentially means that teachers create a bridge between students’ home and school lives, while still meeting the expectations of the district and state curricular requirements.

Culturally relevant teaching utilizes the backgrounds, knowledge, and experiences of the students to inform the teacher’s lessons and methodology.

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