The present study was conducted to ascertain undergraduate views about the effectiveness of International Teaching Assistants (ITAs) in the American classroom. The study was administered to a stratified cluster sampling by college of the target population, undergraduate students at the University of Central Florida, in Orlando, Florida. The instrument used, Questionnaire of Undergraduates about International Teaching Assistants (QUITA) as developed by Wanda Fox (1990), is composed of a total of 40 items regarding personal and academic background, cultural exposure to and views about non-native speakers of English, and ITA-classroom effectiveness and problem-solving strategies. On the basis of data from the Fall 1998 semester, approximately 15% of the total number of ITA-taught course sections per college were surveyed. The subjects responded anonymously using computerized answer sheets. Upon completion of the data collection phase, all surveys were analyzed for response frequencies. In addition, background and demographic information regarding the participants and information regarding undergraduate exposure to IT As and IT A instruction were also summarized. The Likert-type items were combined to reveal an overall ATITA (Attitude toward International Teaching Assistants) score. The results of the ATITA portion of the study indicate that undergraduate student views toward IT As and IT A instruction are between neutral and mildly positive. Furthermore, survey responses indicated that undergraduates resolve conflicts involving IT As through personal means. The closing recommendations suggest maintaining open lines of communication between undergraduates, ITAs, and administrators alike.

Contemporary theorists have explored the potential benefits of using literature in higher education foreign language programs to achieve a broader linguistic, cultural and aesthetic focus. Their insights have drawn attention to the current practice of college foreign literature. Three problems having serious implications for the pedagogical results have emerged. First, the potential benefits of foreign literature study are still unrecognized and the role of literature in college foreign language instruction remains unclear. Second, since there is still a bias against the integration of literary criticism into undergraduate curricula, students are not equipped with critical concepts and methods needed for higher levels of literary study. Third, because empirical research is lacking, many pedagogical issues and instructional ideas have remained undiscovered. The purpose of this study was to examine content and methods of current pedagogical practice in college foreign literature instruction, and the viability of teaching literary criticism at the undergraduate level. Using Spanish as a prototype, a survey based on questionnaires and follow-up interviews was conducted with Spanish language and literature instructors at the Five Colleges in Western Massachusetts. The investigation included: objectives for teaching literature; selection of curriculum; perspectives on literary criticism; relative study of literature and language, and literature and culture; and finally, the structure of literature courses within language programs. The data revealed that foreign literature teachers see the ideal curriculum as developing reading comprehension, content analysis, multicultural awareness, and critical thinking. Four pedagogical issues were identified: the gap between literature and language; the inadequacy of cultural study in literature; the difficulty of teaching criticism; and the structure of literature courses in foreign language programs. The majority supported the teaching of literary criticism as a goal of the college literature major's professional training. However, no concerted efforts have been directed toward this goal. The areas of difficulty that emerged were the following: students' limited linguistic level; theoretical and textual problems of criticism; and the deficiencies of course structures. Ideas, approaches and techniques were also explored.

Bilingual education is controversial in many places in the U.S. Some traditional bilingual education programs only stress teaching a second language to non-native English speakers. Sometimes in these programs, non-native English speakers remain separated from native English speakers, have low expectations placed upon them, and do not learn English proficiently. Diverse groups have proposed eliminating bilingual education, and bilingual education was banned in California and Arizona. Hillcrest Elementary School, located in Orlando, Florida, has a large percentage of students who speak English, Spanish and Vietnamese as their first languages. Hillcrest Elementary is distinctive, since it teaches bilingual education to both non-native and native English speakers. Second-language instruction at Hillcrest Elementary differs from the standard model; for example, students are taught science in their second language. Students also have what is called "Community Time," where students who speak different native languages are mixed together, and are taught subjects in English. The purpose of my research was to gain an understanding of the type of bilingual education taught at the school, including how the curriculum is set up and taught. I began ethnographic fieldwork using the cultural anthropology method of participant observation by volunteering in an after-school program at Hillcrest Elementary starting in Spring 2004. I also observed language classes at Hillcrest, carried out interviews with administrators, faculty members, teachers, parents and students at the school, and examined FCAT scores. My analysis shows that students are succeeding at learning a second language, and that Hillcrest Elementary has an effective bilingual program.

The present study focused on the impact of mandatory diversity education on the University of Central Florida student body. Currently, UCF cites a requirement of at least one diversity course for every student completing a first bachelor's degree. One hundred forty-six undergraduate students were surveyed using a web-based questionnaire containing general demographic and attitude/behavior-assessing items. The survey was designed to assess students' attitudes toward diversity education in general and as a requirement for graduation, as well as the degree to which the mandate's goals are being met. The data analysis indicates a comparable level of agreement with mandatory diversity education among UCF students surveyed and those surveyed in other studies. Additionally, UCF students experienced a "cumulative positive effect" as was measured by significantly higher ratings of "new knowledge or understanding of others" gained after completing three or more diversity-oriented courses as compared to completing fewer than three courses. The possible influence of demographic variables on students' educational outcome and agreement with mandatory diversity education was also examined. Implications for future research to gain a more comprehensive view of the impact of mandatory diversity curricula on UCF students are discussed.

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No description available.

The aim of this study was to explore the perceived multicultural disability competence of master’s-level counseling students in CACREP-accredited programs given their disability-related life experience(s) and multicultural counseling course completion and to assess the extent to which the topic of ability/disability is addressed in multicultural counseling coursework. Participants (n = 285) were electronically surveyed using the Counseling Clientswith Disabilities Survey (CCDS; Strike, 2001) and a researcher developed biographical questionnaire. Collectively, study results indicated that both disability-related life experience(s) and multicultural counseling course completion positively impacted participant perceived multicultural disability competence. However, disability-related life experience(s) seemed to have a greater level of impact and significantly predicted self-awareness, perceived knowledge, and perceived skills. Results of this study indicated that the topic of ability/disability or persons with disabilities is given less attention than other topics covered in multicultural counseling courses within CACREP-accredited programs.

El presente estudio tiene como objetivo determinar si existe relación entre el clima organizacional y el desempeño laboral del personal multicultural en la Distribuidora Sumon, en un contexto de globalización y apertura de mercados no solo de bienes y servicios, sino de capital humano. The objective of this study is to determine if there is a relationship between climate organization and work performance of multicultural personnel in the Distribuidora Sumon,in a context of globalization and opening of markets not only of goods and services, but of human capital.

The problem of this study was to determine if differences exist in the self-concept scores between Anglo children and Chicano children. A secondary problem was to determine the level of correlation between self concept scores and academic averages. The Martinek-Zaichkowsky Self Concept Scale for Children was used to determine self concept scores and grade point averages reported by the students' classroom teachers were used for the academic averages. The findings of the study warranted the following conclusions: (1) Anglo, first grade children have a significantly higher total self concept than do Chicano, first grade children. (2) Chicano, third grade children have a significantly higher total self concept than do Anglo, third grade children. (3) No significant differences exist between total self concept scores of Anglo, sixth grade children as compared to those of Chicano, sixth grade children. (4) No significant differences exist between total self concept scores of Anglo, first grade children as compared to those of Anglo, sixth grade children. (5) No significant differences exist between total self concept scores of Chicano, first grade children as compared to those of Chicano, sixth grade children. (6) Significant, positive correlations between total self concept and total academic average were found only at the first and sixth grade levels for Chicano children.

The primary purpose of this qualitative study was to explore the educational experiences and leadership behaviors of five South Texas high school principals, in the context of the practice of multicultural education and Hispanic student achievement. Through the recounting of the principals’ personal stories, experiences, and artifacts, several themes emerged in the analyses of the data collected for this study: multicultural education, effective schools, and culturally Responsive Leadership. Subthemes for the study included high expectations, collaboration, relationships, empowering school culture, equity pedagogy, communication, vision for success, Hispanic principal leadership, and Hispanic student achievement. Findings for the study further revealed that: 1. Each of the five principals articulated, supported, and fostered a culture of high expectations. 2. Collaboration, among staff, students, and the extended learning community, was a designated priority in these high-performing schools. 3. Principals in each of the five high schools understood the significant value of developing, nurturing, and maintaining productive, caring relationships. 4. Principals understood the value of creating a school culture that empowered students and staff to aspire toward quality teaching and learning. 5. Principals understood and worked vehemently to provide equity pedagogy which addressed the needs of all students. 6. Principals understood the power of varied forms of communication in shaping and supporting the mission of their schools. 7. Principals in these high-performing schools developed and steadfastly articulated a clear vision of success for their schools. 8. Hispanic principals provided unique, relevant, and effective leadership in support of their Hispanic students. 9. Neither school/community demographics nor socioeconomic status determined the potential for Hispanic student success in each of the schools led by the study’s participants. While each of the principals in this study used a variety of means to create and support learning environments conducive to all students, each assumed personal responsibility for the success of his/her students, and each worked to empower their Hispanic students through his/her own personal histories and experiences. Thus, the significance of this study lies in the potential to impact Hispanic student achievement by developing school leaders and creating school structures that support culturally diverse students.