Action Research: teacher perceptive survey

Literature Review Name Institutional Affiliation Course Date Action Research: Teacher Perceptive Survey Introduction Conversely, many immigrant students usually face numerous learning challenges that influence their education behaviors. This can be attributed to differences in language interchange challenges, socioeconomic structures, and cultural differences. Due to these issues, these students' educational attainment and performance are lower than white students (Bowman et al., 2018). Consequently, educators have been encouraged to integrate teaching methods that promote holistic learning and quality attainment among multicultural learners. Indeed, educators are integrating and adopting various multimodal teaching methods in their lesson plans to foster quality education among diverse immigrant students (Bowman et al., 2018). These strategies include (CATLM) known in full as the cognitive-affective theory of learning with media; least restrictive environment initiatives (LSEI); control value theory of achievement emotion (CVTAE); technology-enabled simulation; and (CCSS) known in full as the common core state standards. Notably, these strategies enhance holistic multicultural learning among diverse immigrant groups. Purpose of review This literature review evaluates how educators can incorporate different multimodal teaching methods in classrooms to impact higher attainment and performance among diverse immigrant groups of students. This will ensure educators foster multicultural curricular engagement in learning institutions. This review will also help analyze how effective these methods are in addressing the students' needs of these diverse groups. Problem statement Certainly, diverse immigrant groups, including Hispanic, Asian, and African immigrant students discussed in the previous module, usually face educational challenges that inhibit quality and efficient curricular performances and educational behaviors. These issues noted in the introductory paragraph include cultural differences, socioeconomic structural differences, and language interchange issues (Bowman et al., 2018). This creates a huge educational gap between white and diverse immigrant students, therein impacting these students' academic engagement, attainment, and performance. Review Conversely, most diverse immigrant students present lesser cognitive abilities and development characteristics than white students. This is usually attributed to access to quality and adequate educational resources and the environment (Ford, 2015). Due to this, evaluators are generally en...