abstract: The issue this study addresses is the need to extend the topic of gifted art education into the multicultural realm. The purpose was to assess accommodations for gifted art students of culturally diverse backgrounds, to see how socio-economic class and culture influence identification and opportunities for gifted art students, and to identify similarities and differences among gifted art students. The research took place at five public high schools containing a high percentage of culturally diverse students around the Phoenix rural and suburban areas. Participants included five high school art teachers and five artistically talented students that each teacher identified. I conducted, transcribed and analyzed interviews with the participants. Analysis of the data has led to many themes. Teacher interviews indicated universities attended by teachers in the study didn’t touch on diversity or gifted art education, although all art teachers have had a lot of experience teaching diverse students, and reported student diversity was growing. Teachers define artistically talented students as students with natural abilities, many times looking at the students' product. Teachers recommend the students to community art classes, such as the local center for the arts, or summer college courses. Teachers vary in support, some saying they have more than enough resources and support, others saying they need more space in the classroom and smaller class sizes, or want to take students to artist studios. Results from student interviews reveal that all students in the study were self-motivated to do art everyday, two mentioning especially after a big life event, such as depression or a father dying. Participating students think of art as something beautiful and something to which they can relate, defining art very vaguely, saying it could be anything or everything. All students have future plans to major or minor in art in college or continuing creating art in their free time. Participants had supportive and encouraging art teachers and parents and had art materials readily available. Universities and high school art teachers may benefit from the study because of the need to prepare for growing diversity. Art teachers may benefit from this study by gaining a better understanding of artistically talented students of diverse backgrounds and by challenging them, and getting parents involved in supporting their child. / Dissertation/Thesis / Masters Thesis Art 2016

Édouard Glissant est un poète complet, le sel du Divers.C’est dans ses rapports à Victor Segalen (celui qui lui a donné le mot de Divers) mais aussi avec William Faulkner et Saint-John Perse que nous exposons tout d’abord les origines du Divers glissantien. Dans cette première partie, il nous est déjà permis d’entrevoir sa fabrique de l’auctorialité, c’est-à-dire le procès de son inscription en littérature. Afin de mieux situer notre approche, il importait d’emblée, s’agissant de l’examen d’une œuvre hors norme, de poser dans le même balan la question du genre chez Glissant: sa philopoétique ; c’est notre façon de nommer le discours « entre philosophie et poétique » d’Édouard Glissant.Nous émettons l’hypothèse que cette philopoétique privilégie la poésie ; que le corpus de poésie de Glissant constitue le noyau de son œuvre. Cette poésie fut d’abord publiée de manière éparse et comme enfouie sous un foisonnement générique, puis elle fut enfin rassemblée en « Poèmes complets ». C’est tout l’objet de notre deuxième partie : une étude formelle consacrée à la poésie de Glissant. Il s’agit d’une analyse autour de Poèmes complets, dans la mesure où il ne faudrait pas couper cette poésie de ses ramifications avec le restant de la philopoétique glissantienne.Dans une troisième partie, notre propos est cette fois d’interroger plus spécifiquement le sens du Divers glissantien, puisqu’il se situe au cœur de son engagement poétique. Pour représenter ce Divers gouverneur de sa poétique Glissant recourt souvent à des philosophèmes tout autant qu’à des personnages, des paysages, des métaphores ou des allégories, car sa palette de philopoète est, par définition, multiple et en symbiose avec d’autres pensées et visions sensibles du monde.À partir de cette thématique du Divers chez Glissant s’appuyant sur la dynamique textuelle de sa philopoétique, il nous est donné de saisir (à la fois de façon globale et fragmentée) toute l’étendue de son expression. / Édouard Glissant is a full poet, salt of Diverse.It is in its relationship to Victor Segalen (who gave him the word Diverse) but also with William Faulkner and Saint-John Perse that we first expose the origins of glissantian Diverse. In this first part, we already provide a glimpse into his factory of authorship, that is to say, the process of his registration in literature. To better situate our approach, it was important before all, with regard to the consideration of a non standard work, to raise at the same time the question of gender impulse in Glissant’s work: his philopoetics : it is our way of naming the discourse “between philosophy and poetry” of Édouard Glissant.We hypothesize that this philopoetics favors poetry ; that the corpus of poetry is the core of his work. This poetry was first as dispersed and buried under a flurry generic, then it was finally gathered in “Collected poems”. It is the second part of our subject : a formal study devoted to Glissant’s poetry. This is an analysis around Collected poems, insofar we should not cut this poetry from its ramifications with the rest of Glissant’s philopoetics.In a third part, our purpose this time is to examine more specifically the meaning of glissantian Diverse, since it lies at the heart of his poetic engagement. To represent this Diverse governing of his poetics, Glissant often uses philosophemes just as much of characters, landscapes, metaphors or allegories, as its range of philopoet, is, by definition, multiple and in symbiosis with other thoughts and sensitive world’s visions.From this Glissant’s Diverse theme based on the textual dynamics of its philopoetics, we get the opportunity to access (both globally and in fragmented manner) to the full extend of its expression.

Exploring the relationship between early oral reading fluency ability and reading comprehension achievement among an ethnically and racially diverse sample of young learners from low-income families, attending elementary school within a large public school district in southeast Florida is the purpose of this longitudinal study. Although many studies have been conducted to address the relationship between oral reading fluency ability and reading comprehension achievement, most of the existing research failed either to disaggregate the data by demographic subgroups or secure a large enough sample of students to adequately represent the diverse subgroups. The research questions that guided this study were: (a) To what extent does early oral reading fluency ability measured in first, second, or third grade correlate with reading comprehension achievement in third grade? (b) To what extent does the relationship of early oral reading fluency ability and reading comprehension achievement vary by demographic subgroup membership (i.e., gender, race/ethnicity, socioeconomic status) among a diverse sample of students? A predictive research design using archived secondary data was employed in this nonexperimental quantitative methods study of 1,663 third grade students who attended a cohort of 25 Reading First funded schools. The data analyzed derived from the Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency (DIBELS ORF) measure administered in first, second, and third grades and the Florida Comprehensive Assessment Test of the Sunshine State Standards (FCAT-SSS) Reading administered in third grade. Linear regression analyses between each of the oral reading fluency and reading comprehension measures produced significant positive correlations. Hierarchical regression analyses supported the predictive potential of all three oral reading fluency ability measures toward reading comprehension achievement, with the first grade oral reading fluency ability measure explaining the most significant variance in third grade reading comprehension achievement. Male students produced significant overall differences in variance when compared to female students as did the Other student subgroup (i.e., Asian, Multiracial, and Native American) when compared to Black, White, and Hispanic students. No significant differences in variance were produced between students from low and moderate socioeconomic families. These findings are vital toward adding to the literature of diverse young learners.

Sverige har en arbetsmiljölag som syftar till prevention av olycksfall och ohälsa i arbetet, samt ämnar leda till en god arbetsmiljö. De faktorer som påverkar arbetsmiljön delas i, fysiska respektive psykiska. Där psykiska faktorer avser bland annat sociala relationer till andra anställda och meningsfullhet. Syftet med denna studie var att undersöka medarbetares upplevelser av psykosocial arbetsmiljö, med fokus på mångfald och särbehandling ur ett individ- och organisationsperspektiv. Elva strukturerade intervjuer genomfördes på ett industriföretag, och berättelserna analyserades med tematisk analys. Det arbetades fram 2 övergripande teman, Individ och Organisation, 6 subteman samt underkategorier. Studiens centrala resultat visar på att: (1) tydlig kommunikation ger mening, (2) socialt stöd ger trivsel/trygghet, (3) kompetens ger uppskattning, (4) närhet till chef är viktigt, (5) skilda arbetstider kan generera bristande delaktighet, (6) acceptans för mångfald är knutet till mental inställning. Vidare diskuteras hur teman, subteman och underkategorier hör samman, samt förslag till framtida forskning.

No description available.

No description available.

This dissertation presents a case study of analytical writing and identity development among diverse, ninth grade adolescents enrolled in an alternative high school preparatory academy. Within the larger school context, the study examines the case of the writing classroom—specifically, the four-month literary analysis unit—and the students’ writing development therein. First, I analyze the discourse of the writing classroom on developing interpretative statements about literature. Analysis shows that the teacher highlighted three aspects of literary reasoning to support five specific expectations for writing a literary interpretation. In particular, the teacher emphasized that students deepen their interpretative statements by analyzing literary techniques and themes. Second, I examine analytical essays to identify trends in student writing development over time. I show that students had to adopt a particular stance toward literary analysis in order to meet the teacher’s increasing calls to make deeper interpretative statements —a stance that posed tensions for some students. Third, I analyze the data of eight focal students to explore those tensions. I show that students adopted one of three stances toward the discourse and use three focal students to describe those stances. Abraham ventriloquated through the discourse (i.e., he appropriated heuristics without full control over them) while Katarina passed on the discourse (i.e., she upheld personal observations of characters as points of connection to literary analysis), and Kianna made the discourse internally persuasive (i.e., she actively merged the discourse goals with her communicative goals). This dissertation further explores the cultural, historical, and social factors informing the students’ stances and reveals how the internalization of a new discourse is highly variable and deeply personal. These findings complicate contemporary understandings of writing development as either the refinement of cognitive processes or the layered interactions of writer, culture and context. It also demonstrates the utility of using both sociocognitive and identity lenses to study the ways diverse adolescents take up dominant discourses within particular classroom contexts. Finally, the study raises questions about what it means when teachers ask students to adapt to dominant discourses without also providing them the space to adapt the discourse to meet their communicative needs.

Thesis advisor: Susan Kelly-Weeder / Background: Stigma, discrimination, and victimization are common occurrences in the lives of TGGD persons (e.g. non-binary, genderqueer, agender, and other non-cisgender identities) in the U.S., including occurrences in healthcare settings. Additionally, TGGD people in the U.S. experience numerous disparities related to physical health, mental health, substance use, and health risk behaviors. Suicide prevalence data provide the strongest and most urgent indication that healthcare organizations, and mental health providers specifically, are not optimally meeting the needs of this marginalized, at-risk population. TGGD persons have experiences of stigma and discrimination in healthcare settings, and these experiences are directly associated with provider behaviors, staff cultural competence, and institutional policies/practices. Minority Stress Theory suggests that experiences of stigma are directly linked to health outcomes and health disparities. It also suggests disparities may be mitigated by one’s internal coping skills and by level of support available from affirming others. Purpose: This dissertation’s research sought to better understand the relationship between stigma/discrimination and sexual/gender minority (SGM) population health and to better understand the experiences of TGGD persons who receive mental health services in the United States. Therefore, this dissertation begins to address this critical need and fill the gap in science. Three discrete manuscripts are proposed to fully explicate three concepts: 1) How state-level policies may affect SGM mental health (a secondary data analysis); 2) A comprehensive understanding of TGGD persons’ mental healthcare experiences (an integrative review); and 3) TGGD persons’ inpatient mental healthcare experiences (a qualitative study). Methods: First, we conducted a secondary data analysis examining state-level inclusivity for SGM populations, and relationships with indicators of mental health and health risk behaviors in those states; we sought to determine whether and to what extent there is a relationship between states’ SGM policies and practices, and the mental health and health risk behaviors of those states’ SGM residents. Second, we conducted an integrative review examining the mental health treatment experiences of TGGD adults; we sought to synthesize and characterize the existing health literature regarding the mental health experiences of TGGD adults. Third, we conducted a qualitative descriptive study examining the inpatient mental health and substance disorder treatment experiences of TGGD adults; we sought to better understand the inpatient mental health and/or substance treatment experiences of TGGD persons and to identify and characterize facilitators of/barriers to gender-affirming care in inpatient mental health and/or substance treatment settings. Results: In Chapter Two of this dissertation, an ecological secondary analysis of the BRFSS data set showed statistically significant relationships between LGBTQ persons’ state of residence and self-reported mental health symptoms and risk behaviors of the LGBTQ persons who live there. Restrictive state policy environments were shown to function as a distal stress factor and inclusive state policy environments were shown to function as a resilience factor. In Chapter Three of this dissertation, integrative review results suggest that TGGD persons experience incidents of stigma and discrimination in mental health treatment settings. In Chapter Four of this dissertation, participants reported both stigmatizing aspects and welcoming/affirming aspects of inpatient mental health/substance treatment experiences. Conclusions: This dissertation explored the mental health of TGGD persons through a Minority Stress Theory conceptual framework, including potential distal stress factors, proximal stress factors, and resiliency factors. This program of research has made substantial and meaningful contributions towards an enhanced understanding of TGGD mental health experiences, sources of TGGD stigma, and sources of coping/resiliency. In each chapter, findings suggested the presence of MST concepts of distal stress factors, proximal stress factors, and resiliency factors. Nursing remains underrepresented in health literature, and dissertation results highlight ample opportunities to advance TGGD population health through nursing practice, nursing education, nursing scholarship, and nursing policy. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Connell School of Nursing. / Discipline: Nursing.

No description available.

No description available.