Global ETD Search

71	Alternative Interventions Used to Help Mexican-American Students Improve Academic Achievement in Grades 9 - 12 Reyes, Alberta M. 01 January 2012 (has links) The purpose of this qualitative research study employing a cross-case analysis on previous case studies is to better understand the engagement of Latino students in a small number of cultural sensitivity programs and the teaching practices that are factors in the development of their academic achievement. In the traditional infrastructure of public schools, assimilation is built on fundamental values aligned with the U.S. political establishment rather than on the value of adaptation to the demands and conflicts of other cultures. Thus, less-empowered groups are at a disadvantage resulting in subgroups abandoning their ideas and reducing their contributions to human capital. In this study, the focus is alternative programs, specifically programs in which a there is a balance in the learning process between the teacher and student emphasizing the development of enhanced understanding of the cultural contexts an integral part of academic learning for Mexican American students. Also included in the case studies are innovative intervention programs that specifically help students improve academic achievement in Grades 9-12, especially those for students who are Mexican immigrants or of Mexican American ancestry in the state of California. The literature discusses concepts of assimilation, enculturation, oppression, culture capital, and the high and low contexts within the theoretical framework. Empirical literature revealed a deeper understanding of the relationship between Latino student learning styles and the dominant Eurocentric traditional academic culture within classroom practices. In sum, in the cross-case analysis of the 21 case studies, various features emerged across the cases that were categorized into three general themes: (a) alternative interventions, (b) caring, and (c) culturally responsive teaching/pedagogy. Culturally responsive teaching/pedagogy high school student dropouts Latino high school students at risk Education Inequality and Stratification Latina/o Studies Peace and Conflict Studies Race and Ethnicity Social and Behavioral Sciences
72	Making Sense of Schooling, Identity, and Culture: Experiences of Turkish Students and Their Parents Isik-Ercan, Zeynep Z. 06 November 2009 (has links) No description available. Education Elementary Education Families and Family Life Minority and Ethnic Groups Multicultural Education Preschool Education Social Research Teacher Education Teaching cultural identity muslim students muslim immigrants culturally responsive teaching multicultural education turkish muslim culturally diverse students immigrants and schooling bilingualism immigrant parents families and school home school relat
73	A Case Study Exploring The Relationship Between Culturally Responsive Teaching And A Mathematical Practice Of The Common Core State Standards Howse, Tashana 01 January 2013 (has links) This collective case study explores the nature of the relationship between teachers’ use of culturally responsive teaching (CRT) practices and students’ engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers’ facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers’ depth and breadth of their knowledge of CRT and SMP3. Student engagement engagement gap achievement gap common core common core state standards mathematical practices standards for mathematical practice middle school students secondary education education african american students blacks hispanics hispanic students diverse students multicultural education culturally responsive teaching culturally responsive pedagogy culturally relevant teaching culturally relevant pedagogy culture mathematics eucation mathematics culture and mathematics culture and mathematics education ethnomathematics discourse classroom discourse classroom management classroom environment classroom interactions Education Science and Mathematics Education

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