Thesis (Ph. D.)--Texas State University--San Marcos, 2009. / Vita. Appendices: leaves 254-295. Reproduction permission applies to print copy: Blanket permission granted per author to reproduce. Includes bibliographic references (leaves 296-311).

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed Aug. 14, 2009). Directed by Debra Wallace; submitted to the School of Nursing. Includes bibliographical references (p. 121-135).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 74-78).

Thesis (M.A. in human development)--Washington State University, August 2010. / Title from PDF title page (viewed on July 30, 2010). "Department of Human Development." Includes bibliographical references (p. 60-65).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 176-187).

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This essay demonstrates how close reading a passage in The Hate U Give by Angie Thomas can teach students of English 6, in Swedish upper secondary schools, about institutional racism in order to develop cultural awareness. The English subject shows the importance of developing cultural awareness when stating that students should develop an understanding of cultural and social conditions in different contexts and areas where English is used. This essay explores if close reading a passage in The Hate U Give is one way of developing cultural awareness. In order to examine the novel's potential, a literary analysis will be done on both the novel and the passage intended for close reading. The analysis demonstrates how using close reading as a method when reading can help gain students’ knowledge of institutional racism in order to develop cultural awareness.

Yes / Intercultural competence is an essential 21st Century skill. A key issue for developers of cross-cultural training simulators is the need to provide relevant learning experience adapted to the learner’s abilities. This paper presents a dialogic approach for a quick assessment of the depth of a learner's current intercultural awareness as part of the EU ImREAL project. To support the dialogue, Linked Data is seen as a rich knowledge base for a diverse range of resources on cultural aspects. This paper investigates how semantic technologies could be used to: (a) extract a pool of concrete culturally-relevant facts from DBpedia that can be linked to various cultural groups and to the learner, (b) model a learner's knowledge on a selected set of cultural themes and (c) provide a novel, adaptive and user-friendly, user modelling dialogue for cultural awareness. The usability and usefulness of the approach is evaluated by CrowdFlower and Expert Inspection.

The increasingly diverse population of the United States is reflected in classrooms across the country. Teachers often struggle with understanding students' cultural differences in the classroom and therefore also struggle with implementing culturally appropriate instructional strategies. The results of this study provide educational leaders with a viable option to enhance intercultural competence for implementing culturally appropriate instructional practices through the experiences gained in teaching abroad programs like Apufram International. This exploratory case study investigated how teaching experiences abroad contributed to implementing culturally diverse instruction in multicultural classroom settings. The multicultural educational theory of Banks was the theoretical framework used for this study. The research question addressed how a travel abroad experience contributed to the participants' insights into the cultural differences of students and strategies for implementing culturally diverse instruction in the multicultural classroom. The analytic process included a series of semi structured interviews and classroom observations, and a two-step process (thematic followed by open) to identify common themes. Eight teachers who participated in a teaching abroad experience with the Apufram International within the last 5 years provided the data that addressed the research question. The results of this study found that participating in a teaching abroad program increased cultural awareness and understanding of the need for implementation of culturally diverse instructional practices. Providing teachers with a creative means of improving student academic success helps develop students into global leaders for positive social change.

published_or_final_version / abstract / Architecture / Doctoral / Doctor of Philosophy