tandf: Multicultural Education Review: Table of ContentsTable of Contents for Multicultural Education Review. List of articles from both the latest and ahead of print issues.
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tandf: Multicultural Education Review: Table of Contentstandfen-USMulticultural Education ReviewMulticultural Education Reviewhttps://www.tandfonline.com/cms/asset/226e3235-c442-4199-a546-0f5f1e409efd/default_cover.jpg
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Teacher self-efficacy in a multicultural classroom: a comparative analysis of International Baccalaureate (IB) and non-IB teachers
https://www.tandfonline.com/doi/full/10.1080/2005615X.2024.2318688?af=R
<a href="/toc/rmer20/15/4">Volume 15, Issue 4</a>, January 2023, Page 245-263<br/>. <br/>Volume 15, Issue 4, January 2023, Page 245-263<br/>. <br/>Teacher self-efficacy in a multicultural classroom: a comparative analysis of International Baccalaureate (IB) and non-IB teachersdoi:10.1080/2005615X.2024.2318688Multicultural Education Review2024-02-27T04:06:00ZMoosung LeeYoungmin Moa Department of Education, Yonsei University, Seoul, South Koreab Office of Data Strategy, Korean Educational Development Institute, Jincheon, South KoreaMoosung Lee is a professor at Yonsei University. His research interests include educational administration and policy with a focus on cross-national comparison.Youngmin Mo is an associate research fellow at the Korean Educational Development Institute. His research interests encompass educational policy and politics, equity in education, achievement gap, and educational data.Multicultural Education Review1542452632023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/2005615X.2024.2318688https://www.tandfonline.com/doi/full/10.1080/2005615X.2024.2318688?af=RThe impact of demographic factors and ethnicity on academic help-seeking behaviours in a multicultural university context
https://www.tandfonline.com/doi/full/10.1080/2005615X.2024.2318689?af=R
<a href="/toc/rmer20/15/4">Volume 15, Issue 4</a>, January 2023, Page 264-287<br/>. <br/>Volume 15, Issue 4, January 2023, Page 264-287<br/>. <br/>The impact of demographic factors and ethnicity on academic help-seeking behaviours in a multicultural university contextdoi:10.1080/2005615X.2024.2318689Multicultural Education Review2024-02-27T03:11:08ZSteven J. CarterKa Lun WongEmily BradshawZoia FalevaiJered Borupa English Language Teaching and Learning, Brigham Young University–Hawaii, La’ie, HI, USAb Math and Computing, Brigham Young University–Hawaii, La’ie, HI, USAc Arts and Letters, Brigham Young University–Hawaii, La’ie, HI, USAd Language and Performing Arts, Brigham Young University–Hawaii, La’ie, HI, USAe College of Education and Human Development, George Mason University, Fairfax, VA, USASteven J. Carter , MA TESOL, is an Assistant Professor in the English Language Teaching and Learning programme at Brigham Young University–Hawaii. He has taught English language courses in both intensive English and community English programmes. He has a background in curriculum development, having worked on three major curriculum development projects. He also has been involved in the creation, analysis, and revision of numerous assessments. His research interests include emotion self-regulation and self-efficacy in academic settings, second language reading, and assessment.Ka Lun Wong, Ph.D. in Mathematics, is an Assistant Professor in the Faculty of Math and Computing at Brigham Young University–Hawaii. He has taught various levels of college Math classes including but not limited to quantitative reasoning, precalculus, trigonometry, calculus, statistics, linear algebra, differential equations, real analysis, and abstract algebra. His research interest is number theory. He mentors students in the Putnam Math Competition and in mathematical research in number theory. He is a reviewer for the AMS MathSciNet Mathematical Review and other math journals.Emily Bradshaw, MA Instructional Psychology and Technology, is an adjunct faculty member in the English programme at BYU-Hawaii. She is also a curriculum manager. She has worked in curriculum design for English composition and on improving classroom engagement through the Center for Teaching and Learning. Emily’s research extends to localization of curriculum and adoption of Open Educational Resources.Zoia Falevai is an Associate Professor and an Instruction and Reference Librarian at the Joseph F. Smith Library at Brigham Young University–Hawaii. She teaches Pacific Islands Studies courses in addition to information literacy and research workshops and sessions. Her background is in information literacy, student engagement in learning and library services for international students. She has been involved in information literacy assessment for the library and the institution. She is particularly interested in researching the role the library plays in improving self-regulation, self-efficacy and metacognitive skills for international students in higher education studying outside of their countries of origin.Jered Borup is an Associate Professor in George Mason University’s Division of Learning Technologies. He also serves as the College of Education and Human Development’s Co-director of Digital Learning. Prior to earning his Ph.D. at Brigham Young University, Jered taught history at a junior high school for six years in Idaho. His current research interests include developing online learning communities and identifying the support systems learners require to be successful in online and blended environments. A full list of his publications can be found at https://sites.google.com/site/jeredborup/.Multicultural Education Review1542642872023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/2005615X.2024.2318689https://www.tandfonline.com/doi/full/10.1080/2005615X.2024.2318689?af=RNorth Korean refugee students’ strategy of school engagement and its impact on identity in South Korea: “aspiration towards an inter-Korean identity through a process of being one of them.”
https://www.tandfonline.com/doi/full/10.1080/2005615X.2024.2323700?af=R
<a href="/toc/rmer20/15/4">Volume 15, Issue 4</a>, January 2023, Page 288-309<br/>. <br/>Volume 15, Issue 4, January 2023, Page 288-309<br/>. <br/>North Korean refugee students’ strategy of school engagement and its impact on identity in South Korea: “aspiration towards an inter-Korean identity through a process of being one of them.”doi:10.1080/2005615X.2024.2323700Multicultural Education Review2024-03-04T02:04:50ZHagyun KimKwanghyuk Kima School of Social Work, Massey University, Auckland, New Zealandb Department of Social Welfare, Jeonju University, Jeonju, South KoreaHagyun Kim - He is a senior lecturer at the School of Social Work, Massey Univeristy, New Zealand. He is a Straussian grounded theorist whose research interests include the acculturation process, human rights, and social justice for immigrants and refugeesKwanghyuk Kim - He is a Professor at the Department of Social Welfare, Jeonju Univeristy, South Korea. He serves as the chairperson for the Korean Society of School Social Work. His research focuses on the welfare of children, youth and families.Multicultural Education Review1542883092023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/2005615X.2024.2323700https://www.tandfonline.com/doi/full/10.1080/2005615X.2024.2323700?af=RCurriculum for justice and harmony: deliberation, knowledge, and action in social and civic education
https://www.tandfonline.com/doi/full/10.1080/2005615X.2024.2323709?af=R
<a href="/toc/rmer20/15/4">Volume 15, Issue 4</a>, January 2023, Page 310-312<br/>. <br/>Volume 15, Issue 4, January 2023, Page 310-312<br/>. <br/>Curriculum for justice and harmony: deliberation, knowledge, and action in social and civic educationdoi:10.1080/2005615X.2024.2323709Multicultural Education Review2024-02-29T02:05:12ZKazuhiro KusaharaHiroshima University, JapanKazuhiro Kusahara is a professor of social studies education at Hiroshima University, Japan. Most of his scholarly writings concern the curricular-instructional gatekeeping of social studies teachers and the rationale of citizenship education. He has published on teaching territorial issues and research methodology in the Japanese research context. Dr. Kusahara has served as secretary general of the Japanese Educational Association for the Social Studies. He is also active in the social studies profession. For example, he has consulted with Hiroshima Public Schools on professional development (lesson study) and served as a member of the advisory board for the national curriculum revision.Multicultural Education Review1543103122023-10-02T07:00:00Z2023-10-02T07:00:00Z10.1080/2005615X.2024.2323709https://www.tandfonline.com/doi/full/10.1080/2005615X.2024.2323709?af=R