Helping Omani Students Succeed with Culturally Responsive Teaching

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dc.contributor.advisorGaydos, Rebecca
dc.contributor.authorSpezia, Jacqueline
dc.date.accessioned2015-07-27T12:18:00Z
dc.date.available2015-07-27T12:18:00Z
dc.date.issued2015-07-27
dc.description.abstractThe purpose of this paper is to explain how to use culturally responsive teaching methods to alleviate the negative effects associated with Omani students’ lack of experience with the Socratic teaching methods commonly used in U.S. universities. The basic argument is that the didactic, teacher-centered methods used in the Omani secondary education system contrast with the active, Socratic style used by professors in American higher education. This difference creates difficulty for students studying at U.S. universities, but culturally responsive methods that address this discrepancy will increase the likelihood of student success.en_US
dc.identifier.urihttp://hdl.handle.net/10323/3873
dc.subjectOmanen_US
dc.subjectESLen_US
dc.subjectSocratic Seminaren_US
dc.titleHelping Omani Students Succeed with Culturally Responsive Teachingen_US
dc.typeThesiseng

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