CALDB

(redirected from Culturally and Linguistically Diverse Background)
AcronymDefinition
CALDBCulturally and Linguistically Diverse Background
CALDBCalibration Database
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References in periodicals archive ?
One of the implications of this line of research is that college faculty needs to promote positive teacher attitude toward children from different culturally and linguistically diverse backgrounds. Changing teachers' attitudes and expectations is imperative to the design and implementation of effective culturally responsive instruction (Gay, 2000).
The target population was all teachers of students with visual impairments and O&M specialists who were providing services to students from culturally and linguistically diverse backgrounds. To obtain the most comprehensive sample possible, the participants were recruited in several ways.
Part 2 contained a brief definition of students from culturally and linguistically diverse backgrounds (those from nondominant cultural, linguistic, or racial and ethnic groups) and 23 questions that focused on educational practices and educational needs related to teaching students with visual impairments who are from these backgrounds.
On the items related to working with families from culturally and linguistically diverse backgrounds, the highest percentage of participants agreed of strongly agreed with the need for training in strategies to work collaboratively with the families (97%), procedures to ensure that communication between schools and families is accessible (93%), and effective communication with families from culturally and linguistically diverse backgrounds.
In the Likert items related to the training needs that may be part of a methods course, the participants agreed of strongly agreed with the need for strategies to enhance cross-cultural communication with students from culturally and linguistically diverse backgrounds (96%), effective teaching techniques (86%), modifications to the curriculum (87%), and methods of helping students from these backgrounds gain access to their communities (92%).
Extensive field experiences in areas where the number of students who are from culturally and linguistically diverse backgrounds is higher (such as urban areas and inner-city schools) could provide teachers in training with a strong foundation in multicultural education as they began their teaching careers.
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