This systematic literature review focuses on cultural diversity in the classroom and strategies that teachers can use to raise attainment of pupils from culturally diverse backgrounds. We used a methodological approach based on the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) model and incorporated the views of practitioners who are the primary audience for this work. Over one thousand potential studies were identified in our search, 50 of which met the inclusion criteria, and these studies formed the basis of a systematic map of the area. In addition, five studies were analysed in depth to assist in identifying strategies to raise academic performance. Implications for research, policy and practice are also highlighted in light of the review findings.
|Publisher||EPPI-Centre, Social Science Research Unit, Institute of Education|
|Publication status||Published - 6 Sep 2004|
Bibliographical noteSee http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=141
Parker-Jenkins, M., Hewitt, D., Brownhill, S., & Sanders, T. (2004). What strategies can be used by initial teacher training providers, trainees and newly qualified teachers to raise the attainment of pupils from culturally diverse backgrounds? EPPI-Centre, Social Science Research Unit, Institute of Education. https://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=v6GpPR4LNwQ=tabid=141mid=967