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This study investigated the learning experiences of White pre-service teachers who were dispatched to serve as tutors at an urban Afterschool Program in which all of the enrolled students were Black/African American. The sophomore level pre-service teachers served as tutors to fulfill a required experiential learning component for an introductory multicultural course. This study examined the contents of the reflective journals they kept for twelve weeks. Based on the contents of the journals, this study addressed the following research questions: 1. What do White pre-service teachers focus on in the critical reflective process? 2. What are the White pre-service teachers’ personal assumptions about teaching, learning and interacting with African American students? 3. How do White pre-service teachers express their understanding of the impact of race on the teaching and learning process? 4. What do White pre-service teachers learn in afterschool tutoring programs in urban settings in which all students are Black/African American? This qualitative study is a narrative inquiry that used archived data from the written reflections of nine White pre-service teachers. The narrative reflections were crafted in ’ response to a series of prompts based on Brookfield’s (1995) approach to assisting teachers in the process of reflection. The findings from this study revealed that the White pre-service teachers had a spectrum of learning experiences. The focus of their reflections were on teaching techniques, behavior/discipline issues and the importance of relationships. While many appeared to learn that their initial deficit model assumptions about the Black/African American students were unfounded, they did not fully recognize the cultural wealth within the students’ community. They learned that creative teaching methods that were culturally responsive fostered better learning experiences for both the White pre-service teachers and the Black/African American students. Also, engagement in meaningful learning activities diminished behavior and discipline problems. While the White pre-service teachers made inroads in the dispelling of their preconceptions, they appeared color-blind by their lack of reflection on race. Also, they appeared to support Critical Race Theory’s definition of the master narrative in their failure to recognize and critique schooling as a racial stratification system. / Department of Educational Studies

Research shows evidence of overrepresentation of culturally and linguistically diverse children enrolled in special education services, a positive correlation between parent involvement and academic success, and a plethora of barriers impeding active 6 parent participation in IEP development. Barriers include language, culture, low income, . and school climate and team dynamics. The aim of this study was to explore: (a) In what ways do special education teachers engage with culturally and linguistically diverse families from low-income homes in the IEP development process? (b) In what ways do special education teachers address culturally and linguistically diverse children's educational needs while also addressing both legal and workplace expectations? (c) In what ways do special education teachers develop IEPs with culturally and linguistically diverse families from low-income homes addressing both legal and workplace expectations? These questions were addressed qualitatively utilizing Moustakas's heuristic inquiry. Deductively exploring themes using Lipsky's street-level bureaucracy framework exposed challenges special education teachers in this study had addressing both legal and workplace expectations, such as meeting IDEA 2004 mandates. With a systems theory approach, themes and subthemes were identified as being interconnected. Power imbalances between stakeholders and socioeconomic differences across families appeared to be the most prolific barriers impeding parent participation. Inductive analysis explored emergent and uncovered themes elucidating what it meant to be a special education teacher.

Indiana University-Purdue University Indianapolis (IUPUI) / El estudio propuesto aquí evalúa las actitudes de estudiantes en el colegio hacia la diversidad en Estados Unidos, el aprendizaje de español, la educación bilingüe y la motivación de aprender una lengua extranjera. Tambien, compara las actitudes de estudiantes tradicionales y de estudiantes en un programa de inmersión. los programas de inmersión y clases tradicionales no resultan en actitudes completamente diferentes hacia aspectos importantes de lenguas extranjeras. Tienen perspectivas similares hacia la integración de personas de culturas diferentes en sus escuelas y clases. Además, están de acuerdo sobre la importancia de español y los programas que promueven el bilingüismo en los Estados Unidos. Los estudiantes en el programa bilingüe tienen actitudes más positivas hacia la educación bilingüe, pero los resultados no muestran que tienen actitudes más positivas hacia el aprendizaje de español ni una motivación más alta que los estudiantes tradicionales.

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Text in English / In this study, an attempt was made to examine the impact that the multiracial identity is having on the institutional Church and in its attempts to address the problem of racism in the United States. An effort will be made to explore the emergence of anti-racist paradigms that both- move outside the social construction of race and an ideology of racial hatred and which empower people of all hues, ethnic an linguistic groups. Particular emphasis will be placed on those approaches which de-emphasize majoritianism and a need to assert one's superior, moral, historic and pragmatic claims. A strong challenge is given to the Church to re-orientate its imagination away from the chimera of achieving a physically integrated institution in a color blind society and towards a clearer vision of empowerment in a fair and just society, incorporating pluralism in a shared framework. / Philosophy, Practical & Systematic Theology / M. Th. (Practical Theology)

Teachers of English language learners (ELLs) are often ill prepared to provide content area instruction tailored to their students' needs. This explanatory mixed method study examined the relationship between 15 ELL teachers' multicultural attitudes and use of sheltered instruction (SI). The purpose of the study was to ascertain whether teachers' multicultural attitudes influenced their use of SI. Data were gathered using a Demographic Questionnaire, Multicultural Efficacy Scale (MES), Classroom Instruction Questionnaire, and semi-structured interviews. A correlational analysis found no statistically significant relationship (i.e., r = -.34; p = .22) between participants' scores on SI observations and the MES. A correlational estimate for the four highest SI scorers indicated a relationship between the two sets of scores (i.e., r = .75; p = .25). Qualitative data did not indicate any patterns that might distinguish the high and low SIOP scorers; however, Aptitude Measurement Interaction may explain the different correlational results.

Disney commands a strong market presence worldwide in print and multimedia products used for early childhood entertainment. Yet, the gender and cultural bias found in Disney animated fairy tale media has been well documented. Although preprimary early childhood teachers are urged to maintain a multicultural environment that is free of bias and stereotypes, very little training or support is presented to guide preprimary early childhood teachers in the selection of materials for use in their preprimary early childhood classrooms. The study sought to investigate the influence of a professional development module focused on the gender and cultural bias found in Disney animated fairy tale media on preprimary early childhood teachers. How would they respond to this professional development module? Would it change their intentions to use Disney animated fairy tale media with preprimary early childhood children? Would the participation in this preprimary early childhood professional development module actually change their practice? Using both quantitative and qualitative inquiries, participating preprimary early education teachers reported mixed findings. While some preprimary early childhood teachers were clearly influenced by their discovery of the existence of bias in this media, others revealed a cognitive dissonance from a strong personal and emotional attachment to Disney animated fairy tale media products juxtaposed against the evidence of cultural and gender bias found in the media. Implications and suggestions for future research included the expansion of professional development modules and higher education/teacher education to include the study and consideration of the content of children's media. / Policymakers and advocates need to address concerns of bias found in children's media with respect to gender and cultural bias development during the preoperative developmental stage of preprimary children. Further, interdisciplinary discussion needs to the concern of the influence of media on the holistic development of young children. / by Ruth A. Doran. / Thesis (Ed.D)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

This study examined efficiency of the Safeer by gathering and analyzing the perception of 131 Saudi students from Bowling Green, KY. The purpose of the study was to ensure that the system is able to perform its function as the bridge between different institutions and Saudi students studying in the US who require assistance in processing their academic requirements. A self-administered survey using five scale points was employed. Results were summarized using descriptive statistics at 95% confidence level. The result confirmed the hypothesis that the use of the Safeer program provides quality service delivery within SACM, which in turn benefits Saudi’s students in the USA by making and facilitating their requests faster. Findings show that students found the Safeer software interface easy to use. The overall impact of Safeer to SACM in serving the student community from Saudi Arabia is generally positive. It made SACM more responsive, convenient, and accessible. However, some students demonstrated concerns about the loading speed, security of personal data, and other issues. Safeer not only made SACM’s services more accessible to students, it also provided a more current and technologically relevant option for the users and contributed to the organization’s goal of bridging culture, geography and technology while providing quality service to Saudi Students from all over the US.

Text in English / In this study, an attempt was made to examine the impact that the multiracial identity is having on the institutional Church and in its attempts to address the problem of racism in the United States. An effort will be made to explore the emergence of anti-racist paradigms that both- move outside the social construction of race and an ideology of racial hatred and which empower people of all hues, ethnic an linguistic groups. Particular emphasis will be placed on those approaches which de-emphasize majoritianism and a need to assert one's superior, moral, historic and pragmatic claims. A strong challenge is given to the Church to re-orientate its imagination away from the chimera of achieving a physically integrated institution in a color blind society and towards a clearer vision of empowerment in a fair and just society, incorporating pluralism in a shared framework. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology)