I examensarbetet har vi arbetet med frågeställningarna ”Vilket förhållningssätt tilltransspråkande har lärare i de samhällsorienterande ämnena?” och ”Vad har lärare i desamhällsorienterande ämnena för erfarenhet kring ett transspråkande förhållningssätt iundervisningen?”. Syftet med denna studie var att ta reda på i vilken utsträckninggrundskollärare arbetar med transspråkande i det flerspråkiga klassrummet med inriktning påde samhällsorienterande ämnena. Studien syftade även till att ta reda på vilken inställning lärarehar till transspråkande och vilka erfarenheter de har av det. Detta genomfördes med enenkätundersökning som besvarades av grundskollärare som undervisar i desamhällsorienterande ämnena. Enkätundersökningen skickades ut via sociala medier ochslumpmässigt utvalda rektorer i hela landet. Lärarna fick svara på frågor om deras erfarenheterav flerspråkighet och transspråkande. De fick redogöra för hur de arbetar med flerspråkighet iegen undervisning och vad de har för kunskaper om transspråkande. Resultatet visar på attlärarna arbetar med flerspråkiga elevers språkliga resurser men att begreppet transspråkandeinte är så väletablerat hos dessa lärare. Dock finns där en vilja och en god attityd till att arbetamed elevernas alla språkliga resurser i det flerspråkiga klassrummet.

Denna uppsats syftar till att undersöka hur elever med svenska som andraspråk uppfattar sin skolvardag och specifikt historieundervisningen i skolan. Vilka hinder och vilka fördelar har elever med flerspråkighet. Genom intervjuer med fyra elever på en grundskola i Malmö framkommer det, att det är ett svårt ämne att diskutera med eleverna. Syftet är också att ta reda på vad forskningen säger om just flerspråkiga elever vars utbildning sker på ett annat språk än deras modersmål, och hur skolan på bästa sätt kan genomföra undervisningen så att alla elever kan ha lika förutsättningar för en god undervisning. Forskningsresultatet pekar på att det är av största vikt att använda sig av språkinriktad undervisning i klassrummen i alla ämnen om alla elever ska skall ha en likvärdig utbildning. / The purpose of this essay is to find out how students that have Swedish as their second language perceive their everyday in school and in specific the subject of history. What obstacles and advantages do multilingual students have? It emerges through interviews with four students at an elementary school in Malmö, that it is not an easy topic to discuss with students.An addition to the previous purpose is also to find out what research has come up with concerning multilingual students whose education is taught in their second language, and how teachers can implement an education so that all students have equal conditions for a good learning situation. Research indicates that it is essential to make use of language oriented teaching in all classrooms and subjects to ensure all students to have an equal education.

Purpose. The purpose of this study was to investigate the prospective bilingual teachers' attitude toward bilingual education. The study sought to determine if there was an influence on prospective teachers' attitudes by: (a) number of courses they had taken in bilingual education, (b) type of college they attended, and (c) number of years of teacher aide experience. In addition, the investigation reviewed the major curriculum areas in the Bilingual Emphasis credential programs among California institutions and sought to determine the degree of influence relative to the prospective teachers' attitude. Procedures. The survey questionnaire method was used to obtain the relevant data from the prospective teachers. The responses to the questionnaire statements were analyzed through the use of an F test, mean scores, standard deviations, and percentages. Significance was established at the .05 level. In addition, Bilingual Emphasis program documents were reviewed and analyzed in relation to basic requirements and course offerings. Findings. The data revealed that thirty-one of the forty statements elicited agreeable responses toward various aspects of bilingual education. Nine of the forty statements elicited disagreement with various aspects of bilingual education. The findings were summarized in relation to: (a) philosophy of bilingual education, students, professional preparation, and parents, (b) number of years of teacher aide experience, (c) type of college attended by prospective teachers, (d) number of courses taken in language, culture, curriculum, and ethnic studies, and (e) analysis of bilingual emphasis programs as related to the general trend of attitudes of the prospective teachers. The data revealed that, as a group, seventy percent of the sample responded favorably to the set of ten statements that dealt with philosophy of bilingual education. Further, the data revealed that sixty percent of the population sample ranged in agreement with statements relating to non-English, limited English, and bilingual children. Relative to professional preparation, one hundred percent agreed to some extent with the statements. Eighty percent of the sample agreed with statements relating to parents. The investigation also revealed that the sample was in disagreement or undecided about what bilingual education should be providing for students and various aspects that related to students and parents. Based on the analysis and review of the Bilingual Emphasis program, this might have been due to the inconsistency in the course offerings related to Chicano or Mexican American community. The course offerings were minimal among all institutions of higher learning (IHE's) as related to the parents and community. Therefore, the conclusions had a degree of implications for IHE programs and for further research. Recommendations. The recommendations evolved from both the advantages and disadvantages based on the nature of this investigation. The investigation recommended that: (a) IHE's should establish early field work experiences for the prospective bilingual teacher, (b) IH's should require all candidates, regardless of background, to take a course in bilingual education, (c) IHE's should make provisions for bilingual candidates to take a course in the philosophy of bilingual education, and (d) IHE's should establish opportunities for prospective teachers to help develop competencies which demonstrate knowledge of the needs and aspirations of the Mexican American community. The investigation further suggests that a field study should be conducted to review IHE programs in terms of what the program documents portray. A comparative study should be conducted assessing the attitudes among bilingual candidates who have acquired a bilingual emphasis credential and compare them with the attitudinal findings reflected in this study.

But for the Rennaisance there would be no atory of the Indians in these United States. Our American poet, Joaquin Miller, makes clear the hazards of adventurers incident to the discovery of an unknown people: My men grow mutinous day by day; My men grow ghastly wan and weak. The stout mate thought of home; a spray Of Balt wave washed his swarthy cheek. "What shall I say, • brave Admiral, say, If we sight naught but seas at dawn?" "Why you shall, say at break of day, Sail on! Sail on.

Philosophiae Doctor - PhD / It has been noted by Lin (2013) that studies on multilingual talk, as illustrated by code switching in the classroom, have been repetitive and descriptive, and have for a while not been underpinned by substantially new or different questions (Lin, 2013:15). First, many of the studies in the literature have, for instance, concluded that there is a functional allocation of languages (FAL) in multilingual classroom teacher talk (e.g. Baker, 2012; Martin, 1996; Probyn, 2006, 2014; Jegede, 2012; Modupeola, 2013; Salami, 2008), such that language „a‟ is used for presentational knowledge, and language „b‟ is used for explanatory knowledge, and these claims have not been subjected to sustained scrutiny. Secondly, codeswtiching and translanguaging increasingly have been the dominant and exclusive frameworks used, and this has limited the kinds of insights that can be obtained or the kinds of questions that can be posed. / 2024

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Problem. The purpose of this study was to conduct a content analysis of the attention to nine microcultural factors (race, ethnicity, language, gender, social class, religion, disability, age, and giftedness) in selected multicultural education college textbooks used in the U.S. to seek an answer to the following question: "Are there significant differences in attention to nine microcultural factors in selected editions of the same textbook?".;Methodology. Two textbooks were examined both qualitatively and quantitatively using topical and analytical categories to develop a display analysis outlining attention scores for microcultural factors in message units. These scores provided raw data for the calculation of t-tests. The reliability of the procedures was established by two reviewers who independently generated, assigned, and coded scores for 30 units of data. Reliability figures were.66 and.76, respectively.;Findings and conclusions. Although the later edition was expanded, revised, and updated, no statistically significant differences were found between the two textbooks. Research Hypotheses postulated that the later edition would show a significant increase in attention to microcultural factors when compared to the earlier edition. Since the Research Hypotheses were unsupported, null hypotheses were accepted at the.05 level. Therefore, research hypotheses were rejected.;While mean attention scores for microcultural factors in the later edition were higher in many instances, it was concluded that the content of the two editions was basically the same. This suggested that the definition, meaning, rationale, and interpretation of the multicultural education concept is evolving and apparently dictated by demographic trends that tend to slowly force increasing attention to microcultural factors.

This research study was focused on teacher dispositions and practices that create positive teacher-student relationships with African-American elementary male students. Robert Pianta's work on relationships between teachers and students, over the past decade, provided a conceptual framework for this specific study. A review of the literature on this topic evidenced practices that positively and negatively impact teacher-student relationships. Through classroom observations and interviews, the perceptions of elementary teachers were examined on how they actually create teacher-student relationships with their African-American male students. These perceptions were insightful and often supported in the research literature. Effective teachers understand the need for praise, having high expectations, and provision of additional care and understanding for African-American male students. Although there is still a need for additional research to further explore teacher practices and the creation of positive teacher-student relationships in schools, there is assurance in the existence of teachers that implement practices that create a positive difference in the lives of African-American male students.

The purpose of this study was to document the racial attitudes and racial identity development scores of White students in a liberal arts environment. of particular interest was gender differences, classification differences, and Greek/nonGreek affiliation differences. Furthermore, an effort was made to predict the racial attitude and racial identity development scores using self-report biographical variables.;The College of William and Mary, a public liberal arts university was the institution studied for this project. A stratified random sample was obtained of all White students attending the College. Participants completed the White Racial Identity Attitude Survey (WRIAS), the Racial Attitude and Opinion Scale (ATTW), and a personal data sheet.;It was hypothesized that there would be a significant difference in scores between those with a Greek affiliation and those without a Greek affiliation, males and females, and freshmen and seniors. More specifically, Greeks, males and freshmen would score higher on the ATTW and lower on the WRIAS than would nonGreeks, females, and seniors, respectively. This would signify more negative attitudes toward Blacks and a less healthy racial identity.;The results indicated five of the six hypothesis to be supported to a certain extent. Even though the total population reported positive racial attitudes, Greek males and freshmen may need to be provided with additional educational opportunities concerning race to bring them closer to the same level as the other groups.;It was also concluded that colleges need to address the issue of race and racism. High scores on the lowest stage of the racial identity development model indicated that respondents were naive about the topic of race in general.

The purpose of this study was to provide a profile of gifted education identification procedures for culturally diverse ethnic populations (African-American, Native-American, Asian-American, and Hispanic) in the southeastern region of the United States. In this research, data from educators was analyzed by means of surveys and in-depth inquiries to provide a profile of gifted education identification procedures. The objectives for this study were to determine with respect to the identification of culturally diverse students for gifted education: their proportional representation in gifted education programs, the utilization of multiple identification measures with these populations, the consideration given to their gifted and cultural characteristics, and the availability of gifted programs designed to meet their needs. With respect to ethnically diverse students, it was concluded that they are proportionally underrepresented in gifted education, that identification procedures are not consistently differentiated for them, that some consideration is given to their characteristics during the identification process, and that there is limited availability of gifted education programs designed to meet their needs. Further study is required to examine the applicability of this research to other regions of the nation.