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ERIC Number: EJ938954
Record Type: Journal
Publication Date: 2011
Pages: 30
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-1099-839X
Curriculum Integration and Adaptation: Individualizing Pedagogy for Linguistically and Culturally Diverse Students
Meidl, Tynisha; Meidl, Christopher
Current Issues in Education, v14 n1 2011
In the United States, populations identified as linguistically and culturally diverse (LCD) are increasing at the fastest rate in public schools (Samway & McKeon, 2007). LCD students have not performed as well as their monolingual and/or affluent peers on state mandated assessments. No Child Left Behind Act (2001) stressed this disparity as "the achievement gap," resulting in highly structured curricular demands from districts forcing teachers to grapple between those demands and meeting the academic and cultural needs of LCD students. Using case-study methodology, this research explored how teachers' beliefs about teaching and learning influence curriculum decision-making for LCD students. Through the triangulation of interviews, observations, and document analysis, three teachers and their students in a low-income, urban, k-4 school in a predominantly Spanish-speaking community was investigated. Participants integrated and adapted curriculum based on personal beliefs about teaching and learning, the needs of their LCD students, and the mandated curriculum.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A