<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mei-ying Chen</style></author><author><style face="normal" font="default" size="100%">Geneva Gay</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CULTURALLY RESPONSIVE TEACHING FOR THE CHILDREN OF NEW IMMIGRANTS IN TAIWAN: PERSPECTIVES OF NEW IMMIGRANT PARENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">culturally responsive teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">ethnographic research</style></keyword><keyword><style  face="normal" font="default" size="100%">international marriages</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1612880709.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">International marriages have increased the population of new immigrants in Taiwan. Most Taiwanese educators are unaware of the expectations of the new immigrant parents. This ethnographic research explored whether Taiwanese primary school teachers implemented culturally responsive teaching to help the children of new immigrants become academically accomplished from the perspectives of the new immigrant parents. The findings indicated that most Taiwanese primary school teachers were aware of the challenges the children of new immigrants faced but culturally responsive teaching approaches were rarely implemented in any meaningful way, and that Taiwan still lacked effective communication styles, multicultural curriculum design and culturally congruent teaching. While most Taiwanese teachers recognized cultural differences, they failed to pursue measures to achieve educational equity. The new challenges and relevant issues are discussed.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1065-1080</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Barbara Schröttner</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE VALUE OF DATA IN ETHNOGRAPHICAL RESEARCH</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">concept of otherness</style></keyword><keyword><style  face="normal" font="default" size="100%">ethnographic research</style></keyword><keyword><style  face="normal" font="default" size="100%">value of data</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392235470.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The primary objective of this analysis refers to the question of the value of information, which is an important issue in ethnographic research. The relevance of the study is articulated if one considers that the analysis of ethnographic data from a different cultural context touches the sensitive issue of the creation of truth and the transfer of (scientific) information, facts, and knowledge. This understanding leads to the question who has done the viewing of the facts presented, and to the necessity of an adequate and creative methodological approach, which allows a sensitization, respectfulness, and openness by approaching an ‘other’ culture and its people. This article is built around theoretical and conceptual frameworks in the field of social science – particularly in the disciplines of adult education, globalization, and development studies as well as colonial studies and postcolonial theory. The research design includes an interdisciplinary literature analysis as well as micro-ethnographic investigations. One focus of this research is that in a time of globalization and postmodernity the model of the ‘only truth’ increasingly loses its importance and final solutions and clarifications do not provide reliance. As a consequence, one has to acknowledge the plurality in knowledge-production and -transfer. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">133-138</style></section></record></records></xml>