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Cognitive performance pattern underlying WJ-R test performance of Hispanic children.Hinton, Carla Ellen. January 1994 (has links)
The purpose of this study was to determine whether the Woodcock-Johnson-Revised Cognitive test is biased when used with a Hispanic population of school-age children. Norming data, provided by R. Woodcock, Ph.D., for grades three, five, eight, and eleven were used for the study. Three hypotheses were explored. The first hypothesis called for a comparison by gender. The second hypothesis called for a comparison of non-Hispanics and Hispanics. The third hypothesis called for comparisons between all combinations of grade levels using only the non-Hispanic subgroup. Using the results of confirmatory factor analysis from LISREL VIII (1993), the chi-square difference test, and three goodness-of-fit indexes provided evidence of similarity in factor patterns between target groups. Hypothesis 1 stated that there were no differences between male and female factor patterns. The results of the confirmatory factor analysis supported the acceptance of hypothesis 1. Hypothesis 2 stated that there were no differences between non-Hispanic and Hispanic students. The results of the confirmatory factor analysis supported a qualified acceptance of hypothesis 2. The relationships between the latent variables are significantly different. Age, therefore, may have been a confounding variable in this study. Hypothesis 3 stated that there were no differences in patterns between grades. Only one of the six grade comparisons, 3-5, found model 1 to be the preferred model. All other comparisons found model 3 to be the preferred model. The residual or error terms were variable in matrix patterns, indicating that a factor other than age may be influencing the relationships. A fourth analysis was utilized and determined model 1 to be the preferred model. The results of the analysis indicate that differential patterns of processing, rather than age, may be the variable influencing the relationship of latent variables.
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A qualitative study designed to explore some factors that white educators need to teach black students effectivelyHenry, Calvin Oscar Leon 16 April 1997 (has links)
The purpose of this study was to explore some of the factors White
educators need to teach Black students effectively. It examined what role the
race of the teachers may play in Black students' academic success and whether
White teachers are able and willing to meet the educational needs of Black
students. Eight White teachers were interviewed. In this study, race is defined
as a grouping of individuals who display the same phenotypic skin color by
which people in the United States identify themselves and are identified by
others.
Today's reality is that more and more Black students are being taught by
White teachers in public schools even where Black students are a majority.
There are still marked disparities in the academic achievement between Black
and White students. The gap between the academic achievement of White and
Black students in public secondary schools is increasing. White teachers have
not been properly prepared by their pre-service education programs and in-service
training to teach Black students effectively. White teachers recognized
that their preparation and training for teaching came out of their own cultural
background for the traditional students, either White students or students who
conform to mainstream Eurocentric standards, and that they are not being held
responsible and accountable for the productive academic achievement of the
Black students they teach. White teachers did not identify with their Black
students, and they dealt with Black students from their "White privilege"
perspective.
This study revealed the presence of racism in the public school and that
the race of the teacher did affect the achievement of Black students. It pointed
out that White teachers fear the Black students they teach. White teachers need
to be antiracist educators. They must understand racism and how different
forms of racism affect their belief systems and their philosophies of teaching.
Also they should know and understand how these forms of racism affect the
academic achievement of the Black students they teach. The concept of
"customer" being applied to teaching Black students might encourage White
teachers to be more responsive, accountable and productive in teaching Black
students. / Graduation date: 1997
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Perceptions of Mexican American at-risk students in the completion and non-completion of school in alternative learning environmentsBarrera, Hector Rangel 28 August 2008 (has links)
Not available / text
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A critical survey of extra-curricular activities in Negro secondary schoolsDallis, Rebecca H., 1896- January 1960 (has links)
No description available.
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Ethnic Identity : An Examination of Hispanic International StudentsCorrea, Minerva 05 1900 (has links)
I interviewed twenty-four International students from the following countries: Mexico, Guatemala, Honduras, Nicaragua, Costa Rica, Panama, Peru, Colombia, Brazil, Puerto Rico and Spain. Hereafter I shall refer to the respondents as Hispanic International students. My primary interest was to learn the way in which Hispanic International students defined themselves in view of ethnic definitions imposed on them by the administrative system in the U.S. First, Hispanic International students defined themselves primarily by their nationality. The second finding dealt with the usage of language. The Hispanic International students spoke Spanish with relatives and friends. They spoke English when a non-Spanish speaker joined the conversation. The third finding was related to the problems and adaptations encountered by Hispanic International students.
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The Fork in the Road: Determining Factors for Diverse Students Choosing a Non-profit, Open-Access Institution Versus a For- Profit, Open-Access InstitutionUnknown Date (has links)
Community colleges and for-profit institutions are considered open-access
institutions and serve a large proportion of the United States student population.
Furthermore, research confirms that students who are minorities, disadvantaged, and
nontraditional attend these institutions in greater numbers than highly selective
institutions. However, little is known about how these students choose between these
two types of open-access institutions. The purpose of this study was to acquire a deeper
understanding of the discriminating factors that influence these pathways and determine a
predictive model of choice that is generalizable to undergraduate students choosing to
attend open-access institutions. The study used the undergraduate portion of the 2011-
2012 National Postsecondary Student Aid Study (NPSAS:12) as its data source.
NPSAS:12 contains a sample of about 95,000 undergraduate and about 16,900 graduate students enrolled between July 1, 2011 and June 30, 2012 in approximately 1,690 Title
IV-eligible institutions of higher education in the 50 states and the District of Columbia.
The results of the study indicate that the odds are higher for students attending for-profit
colleges and universities than public two-year colleges to: be female; have independent
status (24 years of age or older); have dependents; be Black or African American,
Hispanic or Latino, American Indian and Alaska Native, or Native Hawaiian/other
Pacific Islander; use higher amounts of financial aid; either not have a job or work
fulltime; be less likely to attend college part-time; have higher college GPAs; and attend
larger institutions. When restricting the sample for at-risk and non-traditional students,
the odds for Hispanic and Latino and American Indian or Alaska Native students
attending FPCUs increased, whereas the odds of Black or African American students
attending FPCUs decreased. The results, implications for policy and practice, and
recommendations for future research are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection
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Teaching and Learning for Intercultural Sensitivity: A Cross-Cultural Examination of American Domestic Students and Japanese Exchange StudentsSakurauchi, Yoko Hwang 07 March 2014 (has links)
Global student mobility has become a dynamic force in American higher education. Integrating international students into diverse campus environments provides domestic as well as foreign students with enriched learning opportunities. However, a diverse campus climate itself will not make college students interculturally competent. Intentional curricular design is critical for overcoming issues such as resistance and reinforcement of stereotypes, but the research literature is extremely limited on effective pedagogical strategies for cultivating college students' intercultural sensitivity.
This paper explicates a research study to investigate college students' development of intercultural sensitivity through an intentional course design utilizing Kolb's (1984) learning styles cycle and Hammer's (2009) Intercultural Development Continuum (IDC). Quantitative and qualitative data were collected to explore domestic and international students' intercultural learning experiences and to potentially identify pedagogical approaches that facilitate students' intercultural competence. These findings show that the four pedagogical strategies associated with Kolb's learning cycle were effective and crucial when designing an intercultural course in order to develop college students' intercultural competence. This study also revealed a gap in intercultural development through the intentional intercultural course between American students and Japanese exchange students due to their vastly different intercultural experiences.
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