Differentiated instruction (DI) research has shown many benefits of implementing instructional practices within an inclusive classroom. However, many teachers do not utilize this instructional practice regularly. An instrumental qualitative case study design that included teachers from one middle school in a rural school district in a southeastern state was used in this study to explore rural middle school teachers' experiences with incorporating the components of DI to support special education students in an inclusion classroom. The challenges faced when incorporating DI were also examined. Tomlinson's model of differentiated instruction framed this study, as it explores the need for teachers to provide responsive instruction to meet the needs of each of their students, regardless of a student's ability. A purposeful sample of 10 middle school teachers' Grades 6–8 from various content areas participated in an interview, an instructional observation, and submitted documents for review. Inductive analysis was used to analyze data of teacher use of DI components, and hand-coding was used to identify emerging thematic relationships and patterns. When asked about incorporating the components of DI to support special education students within an inclusion-based classroom, participants revealed concerns with class size, lack of resources, knowledge/preparation, and professional development. Based on the results, a 3 full day program was created as a project to incorporate DI into improve middle school inclusion-based classrooms for all content teachers. The program may contribute to positive social change by helping middle school teachers use the components of DI in their inclusion-based classes providing support to increase academic success for special education students.

Tesis para optar al grado de Magíster en Ciencias, Mención Geología / Proyecto Fondecyt de Iniciación N° 11170210, y Núcleo Milenio Trazadores de Metales NC130065 / 24/05/2024

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京都大学 / 0048 / 新制・課程博士 / 博士(地域研究) / 甲第21897号 / 地博第243号 / 新制||地||90(附属図書館) / 京都大学大学院アジア・アフリカ地域研究研究科東南アジア地域研究専攻 / (主査)教授 水野 広祐, 教授 岡本 正明, 教授 高橋 基樹 / 学位規則第4条第1項該当 / Doctor of Area Studies / Kyoto University / DGAM

The relationship between the fields of psychology and spirituality can best be described as contentious. A historical separation between these areas, which can be traced back to the thinking of Freud and Charcot has resulted in a lack of research concerning the relevance of spirituality within a mental healthcare framework and moreover has led to the exclusion of this practice as a component in many psychological training programmes. Recent research, however, illustrates a shift towards a greater acknowledgment of the role of spirituality in therapeutic contexts, both in the South African context and abroad. An exploratory, interpretive case study was undertaken in order to explore the experiences of a sample of educational psychologists (n=4) in the Gauteng area regarding this practice. Data sources comprised semi-structured interviews, documented in verbatim transcripts of audio recordings. Findings indicate that the approaches and attitudes of both spiritual educational psychologists and clients appear to influence the psychologists’ utilisation of a multicultural approach. This multicultural approach seems to inform the framework, which may be represented by the Respectful model (D’Andrea & Daniels, 2001), within which these psychologists include spirituality in therapeutic practice with their spiritual clients. Findings regarding the practical application of the inclusion of spirituality in therapy suggest that the utilisation of theistic consent as well as the addition of spiritual themes and interventions may provide an effective framework regarding this practice. Both challenges and advantages tend to arise from the inclusion of spirituality in therapy. Challenges included countertransference, inner conflict arising from multiple roles and limitations in discussing spiritual issues. Various advantages were found pertaining to the client, the therapeutic relationship and the educational psychologist. Insights gained from the study may contribute towards the generation of ethically sound methods with which to address spiritual belief systems in therapeutic contexts and the establishment of the significance of spirituality as a component of a multicultural approach to psychological practice. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

Creating inclusive environments that are safe and respectful of all students in the spectrum is paramount to students’ success and well-being in music (Carter, 2011). When students feel safe and supported, they may express themselves more freely and participate in music more fully (Hill, 2019). Yet, freedom to express oneself is inhibited by heteronormative beliefs and practices that perpetuate gender stereotypes, suppress queer thinking, and form the origins of homophobia and transphobia (Butler, 2004; Sedgwick, 1990/2008; Warner, 1993). This study featured a narrative inquiry design which utilized the lens of queer theory and Butler’s (1990/1999) concept of gender performativity to examine high school musical engagement through the recollections and perceptions of three trans young adults. The purpose of this study was to explore ways that gender and music intersect in high school, as well as illuminate behaviors that constrained or enabled the participants’ abilities to participate fully in school music. Data was gathered through interviews with the participants during which they recounted past musical experiences in school, family, and community contexts. Findings from a comparative analysis revealed eight areas that were crucial to the participants’ affirmation of identity and musical engagement: supportive people, singing alone and with others, negotiating traditions, meaningful performing experiences, safe spaces and safe people, role of media, personal agency, and role of the music teacher. This study contributes to a growing body of music education research rooted in queer theory that dismantles the binary gender categories of “male” and “female” and, instead, considers the entire spectrum of gender. Results of this study may help educators remove barriers between gender identity and musical engagement by informing practice that opens channels for learning and builds stronger connections to music.

The purpose of this literature study is to take a closer look at whether and how the intercultural approach can contribute to an inclusive classroom environment and how the intercultural approach affects multilingual students. In order to be able to answer these questions, we analyzed six different international articles that deal with intercultural learning from different perspectives. The research has been conducted in Australia, USA, Ecuador, Turkey and Norway. The results show that the intercultural approach has a strong positive impact in multicultural classrooms, as it can strengthen the community and thus create a more inclusive classroom environment. Research shows that empathy is an important part of intercultural awareness, along with mutual curiosity and respect. The literature shows that language and identity are strongly connected. The intercultural perspective sees multilingualism as an asset, and therefore this mindset can strengthen the students´ linguistic self-esteem, and give them a higher status in a linguistic varied environment in a society where a monolingualism norm prevails.

Fintech has been promoted as a tool for financial inclusion and in turn income inequality reduction. While previous research in large has shown a negative relationship between Fintech adaptation and income inequality there are discrepancies regarding whether this is the case across countries. The purpose of this thesis is therefore to answer if financial inclusion through an increase in active Fintech users reduce income inequality and if the relationship differs across regions and income groups. The study is based on cross sectional data for 86 countries, primarily sourced from the World Bank’s Global Findex and World Development Indicators databases. The relationship between Fintech and income inequality is initially estimated through an OLS multiple variable regression, but due to endogeneity issues a 2SLS instrument variable regression is employed. The results find a statistically significant negative relationship between Fintech and income inequality of -0,32 for the entire sample. A similar negative relationship is however only present among higher income countries and in Western Europe and North America, suggesting that Fintech may not be a panacea for income inequality reduction.

The absence of the United Nations in the Middle East countries has resulted in the victimization and violation of human rights in prisons. People imprisoned for opposing the government are detained and tortured unlawfully. This study aims to investigate the effects of prisoners’ victimization on their physical and mental health and how it impacts their lives after their release. For this research, I applied a qualitative technique, quantitative analysis using secondary data to understand the versatile topic of prisoners’ victimization and violations of human rights patterns in the Middle East countries where these practices have remained apparent for many years. This research showed how governments in the Middle East countries are using prisons for coercive political purposes. Syria and Iraq are among the nations that appear immune to the consequences of violating human rights. Victimization undermines international law concerning promoting the rule of law and protecting human rights. Many countries in the Middle East are facing the challenge of ensuring that their prisoners are treated humanely. People with different political views from their leaders are wrongfully convicted and handed unfair prison sentences to punish them for being liberal- minded. The conditions in these prisons are also inhumane as they are crowded considering how temperatures rise in these Middle East countries. Prisoners are also neglected medically evident through the number of deaths of prisoners from chronic illnesses. Prisoners are also tortured by the guards who overstep their mandate and punish innocent prisoners. In conclusion, it has been documented those prisons in the Middle East serve as secret centers where governments torture their people to death.