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Cited by 79Global Education and MulticulturalismInnovative Teaching Methodologies in Social SciencesTeacher Education and Leadership Studies

The DOI matches its Crossref record; 36 of the 39 references it cites were found in a registry or an index.

Cross-Cultural Simulations in Teacher Education: Developing Empathy and Understanding

Cruz, Bárbara C., Patterson, Jennifer·2005·Multicultural Perspectives
DOI 10.1207/s15327892mcp0702_7
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Abstract

Teacher training programs have recognized the importance of preparing future teachers for the unique opportunities and challenges that our multicultural societies and world provide. One method that is useful in sensitizing teachers to issues of diversity is cross-cultural simulations. By using kinesthetic and affective modes of learning, simulations encourage students to analyze and reflect through experiential learning. When cross-cultural simulations are included in a holistic teacher education program that includes discussions, modeling, field experiences, and observations, they can provide meaningful opportunities for developing cultural awareness and understanding.

Overview

Integrity signals

Registry

Crossref · 10.1207/s15327892mcp0702_7

Cites

36 of 36 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

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Citations

Cites

Show all 39 references

Research works printed but not linked: 4

  1. Gollnick, D. M. (1992). Multicultural education: Policies and practices in teacher education. In C. A. Grant (Ed.), Research and multicultural: From the margins to the mainstream (pp. 218-239). London: Falmer Press.
  2. Marquez Chisholm I., 1994, Journal of Educational Issues of Language Minority Students, 14, 43
  3. Ozturk M., 1991, Educational Leadership, 49, 79
  4. Walsh D., 1988, Social Education, 4, 280

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Metadata

Authors
Cruz, B. C., & Patterson, J.
ORCID
Venue
Multicultural Perspectives
Publisher
Informa UK Limited
Published
2005-04
Volume
7
Issue
2
Pages
40-47
ISSN
  • 1521-0960 (ISSN-L)
  • 1532-7892
DOI
10.1207/s15327892mcp0702_7
OpenAlex
W1982241590
Cited by
79
References
39
Citations by year
2026: 2 · 2025: 3 · 2024: 3 · 2023: 7 · 2022: 10 · 2021: 6 · 2020: 6 · 2019: 4 · 2018: 5 · 2017: 5 · 2016: 7 · 2015: 1 · 2014: 2 · 2013: 5 · 2012: 4
FWCI
3.19
Type
journal article
Language
en
Open access
closed
Locations
  • Multicultural Perspectives (publishedVersion)
  • Digital Commons - University of South Florida (University of South Florida) (submittedVersion)
Topics
  • Social Sciences › Education › Global Education and Multiculturalism
  • Social Sciences › Education › Innovative Teaching Methodologies in Social Sciences
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
teacher professional development, empathy, cultural awareness, diversity, experiential learning, kinesthetic learning, affective learning, multicultural education, teacher preparation

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

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Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.