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University Instructors' Perceptions about the Prominence of Culturally Responsive Teaching Pedagogy: This qualitative study occurs in linguistically and culturally varied Moroccan higher educational contexts. It includes interviewing (10) University instructors from different universities in Morocco. The aim is to get their views and perceptions about the importance of implementing culturally responsive teaching pedagogy in their teaching methods and approaches to enhance learning opportunities for students from linguistically and culturally diverse backgrounds. The notable objective of this study is to inaugurate an appropriate teaching pedagogy to teach students from varied backgrounds and to effectively satisfy the learning and teaching processes of these culturally and linguistically diverse students. The data collected from all the participants were studied and organized according to similarities and differences. The analysis of all instructors’ answers revealed their agreement that culturally responsive teaching methods and approaches are paramount to engaging culturally and linguistically diverse students in the classroom for more academic achievements
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Culturally Relevant Resources for Environmental Science InstructorsWeb sites, print publications, and videotapes that provide culturally-contextual learning on environmental science for Indigenous students are presented in an annotated list with complete citations and links to relevant sites. Additionally, organizations that facilitate such learning are listed and described, and website urls for accessing their materials are provided. Additional materials supplied by S. Semken in a subsequent letter to the editor are also included on this webpage. Vol. XII, Issue 2, Winter 2000 Educational levels: High school, Undergraduate lower division, Undergraduate upper division, Graduate or professional
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Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University InstructorsThis study investigated online faculty familiarity, course design use, and professional development interest regarding universal design for learning (UDL) guidelines. The researchers surveyed all 2017 to 2018 online faculty at a large university in the southeastern United States. Findings included 71.6% of faculty reporting familiarity with at least one UDL guideline, with most respondents indicating familiarity with guidelines relating to perception, expression, and communication. Faculty reported the highest implementation of UDL guidelines was for those suggesting options for comprehension as well as expression and communication; the lowest implementation was for those suggesting options for physical action as well as language and support. Survey results also indicated high to moderate interest in learning more about all UDL guidelines, with emphasis on comprehension, persistence, and expression. This study suggests that faculty members desire UDL training and offers possibilities for planning and implementing such professional development in areas targeted to best meet the needs of online faculty.