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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

Fostering teacher efficacy for teaching elementary English language learning students using the Sheltered Instruction Observation Protocol and systems-level supports : a case study /

Miner, Kathryn A., January 2006 (has links)
Thesis (D. Ed.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 153-160). Also available for download via the World Wide Web; free to University of Oregon users.

Ethnic Identity of Mexican American Children in the Post Industrial Age

Tan, Adrian James 05 1900 (has links)
Ethnic identity of Mexican American children under the current socio-political climate was studied. Mexican American children were expected to display symptoms of ethnic ambivalence and self-rejection. Using the Kenneth and Mamie Clark (1947) Brown doll/White doll experiment as a model, data were gathered using a mixed model. This approach combed features of experimental designs, survey research, and qualitative methods. Both quantitative and qualitative data were gathered from a purposive sample of 104 children and some of their parents. They were between the ages of 3 to 15, resided in northeastern Texas, and most were White (n=70) or Hispanics (mostly Mexican American) (n=21) the remainder being Asian (n=13). Children self-identified across ethnic lines, and treated play preference, self-identification, and attractiveness separately. Children did not reflect social stereotypes and society's hierarchy. Instead, they portrayed other ethnic groups positively. Current theoretical approaches provided argue that strong ethnic identification and cultural incorporation displayed by the children may be a result of better integration and assimilation; conversely, it may be a product of the “false consciousness” driven by a global market and the culture of individualistic consumerism. An alternative theoretical perspective argues that the apparent cultural incorporation of children was a result of the social cultural evolution of race and ethnic relations in America. Children in this study were merely showing the next stage of the evolution explaining why Mexican American ethnic identity remained strong amidst the current socio-political climate. Implications and suggestions suggest that educators and policy makers should remain vigilant in promoting and facilitating multicultural programs in schools. Parents should play a role in promoting ethnic pride and appreciation of other cultures in order to ensure cultural incorporation. It is important for the social scientist to remain vigilant on the topic and not lose focus under the guise of greater assimilation between minorities and members of the dominant group.

An investigation of English language and reading skills on reading comprehension for Spanish-speaking English language learners /

Ramirez, Christina Maria, January 2001 (has links)
Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-143). Also available for download via the World Wide Web; free to University of Oregon users.


EMERLING, FRED MARTIN, III. January 1985 (has links)
One hundred and fifteen second and third grade Anglo and Hispanic boys and girls from an isolated rural town in Arizona were tested on two nonverbal measures of cognitive skills to ascertain their predictive validity and ethnic bias. Bias was addressed by regression analysis, a technique that allows for the comparison of slopes and intercepts for two or more groups. The children from both ethnics were roughly equated on SES variables due to the location and nature of the community. The Raven's Coloured Test of Cognitive Skills (NTCS) were employed to predict the state-mandated California Achievement Test (CAT) and the pupils' grade point average (GPA). The results suggested that the Raven's exhibits both slope and intercept bias for three of the four criterion variables whereas the NTCS demonstrated bias only in terms of GPA. Both nonverbal tests correlated highly indicating that they are measuring similar skills. The NTCS generally had higher predictive validity than the Raven's. A combination of the two tests increased prediction by only a small amount. These results indicate that, contrary to previous research, the Raven's may be a biased predictor for Hispanics and that the NTCS appears both less biased and a better predictor. Both nonverbal test validities approached the WISC-R correlation coefficients for Hispanics. Neither test proved to be a potent predictor of Anglo test scores or GPAs. This differential validity infers that the nonverbal tests be employed with caution with native English speakers. The hypothesized reasons for the better performance of the NTCS included its measuring of more than one skill. The two tests were contrasted in terms of psychometric considerations, training time, and testing time. Limitations of the study as well as suggestions for further research with various non-native speakers of English was discussed.


Benjamin, G. Andrew H January 1982 (has links)
No description available.

Cultural discontinuities insights into Latino educational values in a Latino migrant community in the U.S. /

Zychowicz, Mary. January 2009 (has links)
Thesis (M.A.)--Bowling Green State University, 2009. / Document formatted into pages; contains ix, 166 p. : 1 map. Includes bibliographical references.

Effects of student ethnicity on judgements of ADHD symptoms among Hispanic and non-Hispanic white teachers /

Domínguez de Ramírez, Romilia, January 2001 (has links)
Thesis (Ph. D.)--Lehigh University, 2001. / Includes vita. Includes bibliographical references (leaves 108-120).

An examination of early reading skill covariance structure invariance across Spanish-speaking English language learners in grades 3 and 4 and their native English-speaking peers /

Alonzo, Julie. January 2007 (has links)
Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 120-125). Also available for download via the World Wide Web; free to University of Oregon users.

Conversations to help make meaning ELLs and literature circles /

Prillaman, Barbara. January 2008 (has links)
Thesis (Ed.D.)--University of Delaware, 2008. / Principal faculty advisor: Ralph Ferretti, School of Education. Includes bibliographical references.

Caught between regulations and meaning fifth grade students and their teachers respond to multicultural children's literature /

Montgomery, Connie M. January 2009 (has links)
Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 347-390).

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