Summaries in Afrikaans and English / This research has shown that young people of different cultural groups have had and still have limited contact due to the history of our country. This contributed to the fact that there were, and still are, very few opportunities to build relationships. An introductory chapter in which the research methodology is explained, is followed by a discussion utilizing recent literature, of the question how the building of relationships can take place within the context of a diverse youth ministry (chapter 2). It became clear that the church, in its ministry to diverse youth groups, should create opportunities where the quality of relationships can be enhanced. In the research it was found that experiential learning activities, such as initiative activities, could have a positive influence on interpersonal skills in intercultural relationships (chapters 3 and 4). In chapter 5, firstly, certain conclusions were drawn. Secondly, recommendations were made and guidelines formulated regarding the building of relationships in the ministry to diverse youth groups. / Die navorsing vir hierdie studie het getoon dat jeugdiges van verskillende kultuurgroepe vanwee ons land se geskiedenis beperkte kontak gehad het en nog steeds het. Dit het meegebring dat geleenthede om verhoudinge te bou min was en steeds is. Na 'n inleidende hoofstuk waarin die navorsingsmetodologie uiteengesit word, volg 'n bespreking, aan die hand van resente literatuur oor die vraag hoe verhoudingsbou kan plaasvind in 'n diverse jeugbedieningkonteks (hoofstuk 2). Daaruit het dit duidelik geword dat die kerk in sy bediening aan diverse jeuggroepe geleenthede behoort te skep waartydens die kwaliteit van verhoudinge verbeter kan word. Die navorsing het bevind dat ervaringsleeraktiwiteite, byvoorbeeld inisiatiefaktiwiteite, 'n positiewe invloed kan he op interpersoonlike vaardighede in interkulturele verhoudinge (hoofstukke 3 en 4). In hoofstuk 5 is eerstens bepaalde gevolgtrekkings gemaak. Tweedens is aanbevelings gedoen en riglyne geformuleer met die oog op verhoudingsbou in die bediening aan diverse jeuggroepe. / Social Work / M. Diac. (Youth Work)

Thesis (M Social Work)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: South-Africa is known for diversity because of the existence of so many different cultural groups. According to the South African Statistic Services is there an increase in immigration from different African countries, India and China. South Africa therefore need to accommodate the different cultural groups. Except for the fact that there is so many cultural groups, there is also the possibility that more relationships and even marriages will take place between these different cultural groups. The social work profession already started to adapt to these differences because the teaching at universities and colleges focus on multi-cultural intervention. Before 1994 little attention was given to training of social work intervention with families of different cultural backgrounds. To be able to make social work intervention count, knowledge about the different cultures where social workers are involved with, is important. The aim of the study was to establish guidelines for social workers who render services to families of different cultural background, to insure that their intervention will be done more effectively. Existing literature on intervention with families of different cultural background was studied and presented in a theoretical framework. Social work perspectives, theories and models which can be used in social work intervension were discussed. Specific social work perspectives, models and theories which can be used with intervension of families with different cultural backgrounds were also discussed. The definitions of culture and the family were explained and a study was done on social work intervention with families of different cultural backgrounds. Exploratory research was done with the aid of a questionnaire at three welfare organisations. Social workers knowledge and skills on counselling with families of different cultural backgrounds was determined amongst practising social workers. Information obtained from the questionnaires are presented in nine categories, namely : identifying particulars, the client system, problems with families from different cultural backgrounds, training and knowledge of the social worker in cultural diversity,further training, perspectives and models for intervention, intervention with families of different cultural background, the attitude of the social worker and the welfare organization's involvement in training. Conclusions and recommendations are made regarding social workers' knowledge and skills of intervention with families of different cultural backgrounds that are important for effective intervention. Recommendations are made regarding further training and research. / AFRIKAANSE OPSOMMING: Suid-Afrika is bekend vir diversiteit, as gevolg van die teenwoordigheid van verskillende kultuurgroepe. Volgens die SA Statistieke Diens is daar 'n toename in immigrante van verskeie Afrika lande, Indië en China. Suid-Afrika word dus genoodsaak om voorsiening te maak vir al die verskillende kultuurgroepe. Behalwe vir die feit dat daar verskillende kultuurgroepe bestaan, is daar ook die moontlikheid dat meer verhoudinge en huwelike sal plaasvind tussen verskillende kultuurgroepe. Die maatskaplike werk professie het reeds begin met aanpassings in die verband deurdat opleiding by universiteite en kolleges fokus op multikulturele intervensie. Voor 1994 is daar minder aandag gegee aan opleiding in maatskaplike werk intervensie aan gesinne van verskillende kulturele agtergrond. Ten einde doeltreffende maatskaplike werk intervensie te lewer, is kennis in verband met die verskillende kulture waarby maatskaplike werkers betrokke is, belangrik. Die doel van die studie was om riglyne daar te stel vir die maatskaplike werker wat dienste lewer aan gesinne van verskillende kulturele agtergrond, sodat intervensie meer effektief sal wees. Bestaande literatuur ten opsigte van intervensie met gesinne van verskillende agtergrond is bestudeer en aangebied in 'n teoretiese raamwerk. Eerstens is gefokus op algemene maatskaplike werk benaderings, teorieë en modelle wat in maatskaplike intervensie benut kan word. Daar is ook meer spesifiek gefokus op maatskaplike werk-benaderings, modelle en teorieë wat benut kan word met gesinne van verskillende kulturele agtergronde. Die definisies van kultuur en die gesin is ook bespreek en laastens is gefokus op maatskaplike werk intervensie aan gesinne van verskillende etniese agtergronde. Met behulp van 'n vraelys is 'n verkennende studie by drie welsynsorganisasies gedoen. Hierdeur is maatskaplike werkers in die praktyk se kennis en vaardighede oor intervensie aan gesinne met verskillende etniese agtergronde bepaal. Die gegewens verkry uit die ondersoek word in nege dele aangebied, naamlik : identifiserende besonderhede, die gevallelading, probleme met gesinne van diverse kultuur, onderrig en kennis van die maatskaplike werker in kulturele diversiteit, verdere opleiding, benaderings en modelle vir intervensie, intervensie met gesinne van verskillende kulturele agtergronde, die gesindheid van die maatskaplike werker en die welsynsorganisasie se betrokkenheid by opleiding. Gevolgtrekkings en aanbevelings is gemaak ten opsigte van maatskaplike werkers se kennis en vaardighede met betrekking tot verskillende kulture en intervensie aan gesinne van verskillende kulturele agtergronde wat noodsaaklik IS vir effektiewe intervensie. Aanbevelings is gemaak ten opsigte van verdere opleiding en navorsing.

This dissertation study examines the experiences of four Latina/o pre-service teachers (PSTs) as they learn about teaching mathematics for understanding (TM4U) and integrating a child's out-of-school mathematical knowledge and experiences during instruction. Studying the knowledge and experiences of Latina/o PSTs is necessary because PSTs from minoritized backgrounds have particular insights about teaching diverse students that can inform the learning experiences of other PSTs. This study investigates the prior experiences and beliefs about mathematics instruction the Latina/o PSTs (and those from minoritized backgrounds) bring as they begin their mathematics methods semester and how they leverage their experiences as they learn to teach mathematics to diverse students. Teaching mathematics for understanding is one way that teachers can support children's understanding of mathematics (Kilpatrick et al 2001). Teachers who integrate children's out-of-school mathematical knowledge and experiences in their practice draws upon multiple existing frameworks--the basic premise being that children come to school with mathematical knowledge and experiences that helps them learn mathematics in school (Gonzalez, Andrade, Civil, & Moll, 2001; Greer, Mukhopadhyay, Powell, & Nelson-Barber, 2009). My study looks at the experiences of Latina/o PSTs as they learn to help children leverage their out-of-school knowledge and experiences to understand mathematics. Data sources included four individual interviews, relevant methods assignments and audio transcripts from methods course discussions, and observational notes from the PSTs' field experience classrooms. The study found that PSTs leveraged their prior experiences as English Language Learners to support linguistically diverse children learn mathematics. Based on their prior experiences, some of the PSTs were more sensitive to the needs of marginalized children learning mathematics. The study found that the PSTs leveraged their experiences as diverse learners to think about the ways teachers could connect in-school mathematics to children's out-of-school mathematical knowledge and experiences. Yet the findings suggest that PSTs still need more experience articulating how exactly children's out-of-school experiences can help children understand mathematics. Implications of this study speak to how the beliefs and prior experiences of PSTs from minoritized backgrounds can inform how future teachers are prepared to teach mathematics to diverse students.

This mixed-methods study examined teachers' culturally responsive teaching (CRT) self-efficacy beliefs and the relationships among selected academic, demographic, and experiential factors. Guided by theoretical and empirical research on CRT, teacher dispositions, and assessment in teacher education (TE) programs for culturally and linguistically diverse (CLD) students, this study utilized an extended version of Siwatu's 2007 Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale to conduct correlational and comparative statistical analyses. Data sources included surveys from 265 participants enrolled in TE classes in the spring 2012 in Texas (one private and one public university). Content analyses were also conducted on participants' descriptions of CRT activities using a priori and inductive coding methods to triangulate and elaborate the explanation of quantitative results. In this population, those with higher CRTSE were typically young (undergraduates), specializing in ESL and bilingual certification coursework, who felt their TE program prepared them well for working with CLD student populations. Regression analyses showed that certain certification areas (ESL, bilingual, elementary, and advanced) and perceptions of better quality in TE program preparation for working with CLD students emerged as significant predictors of increased CRTSE. Those with second language skills were more efficacious in delivering linguistically-responsive instruction, and those professing more experiences with and interest in diverse individuals felt more confident in applying CRT skills. While the younger teacher candidates felt more efficacious, their descriptions of CRT were less sophisticated than those with more teaching experience. Despite much of the literature relating to CRT and minority teachers, ethnicity was not a significant factor in heightened CRTSE. This study informs TE programs for better measuring and supporting teacher candidate CRT development by revising and extending Siwatu's 2007 study in three ways. First, the CRTSE Scale instrument was extended to include items that address greater depth and breadth of the culturally responsive teaching continuum as developed by the researcher, relating particularly to language and literacy development of English language learners. Second, this study involved a more varied and appropriate population, including both pre-service and in-service teachers. Third, specific participant factors were analyzed to see which correlated with higher CRTSE Scale scores.

This dissertation examines Swedish writing centers’ pedagogical positions in relation to surrounding conditions through a case study of organization, attitudes and learning potential in a pedagogical collaboration project on writing with many multilingual students. The data consists of steering documents, students’ texts, interviews, observations, and recorded tutorials. The general aim of the thesis is to explore the learning potential for participants in the collaborative project. The theoretical framework has a sociocultural approach drawn from New Literacy Studies, Wenger’s Social Learning Theory and Dialogism. Three studies are included. The first study examines organizational conditions in the specific context and shows that the writing center and its tutors have marginalized positions separated from relevant research. The second study finds that conceptions of writing as a skill, alongside those of writing as a process limit students’ opportunity for meaning-making and contesting. The third study focuses on tutorial interaction and results show that  tutors support students by i) discussing norms and conventions, ii) strengthening students as writers and second language learners and iii) stimulating meaning making and participation, which seems to increase potential for negotiation and developing academic writing. General conclusions suggest that writing centers have potential to be sites for pedagogical development where tutors can share, with students and staff, their expertise gained when working with a diverse student population. To strengthen writing centers’ position at universities professionalization of tutors is needed and most importantly research needs to be conducted in writing centers. Students from diverse backgrounds are entering higher education and to value their knowledge and experiences is crucial, not least from a democratic perspective. The writing center can play an important role in this effort.

Made available in DSpace on 2016-04-26T20:27:00Z (GMT). No. of bitstreams: 1 Carlos Alberto Menezes.pdf: 815456 bytes, checksum: 2932580630d7596a47a54f88677a7778 (MD5) Previous issue date: 2008-04-14 / What we have here is theoretical research that deals with the relation between the theme of the limit of penal exculpates and of the use of undemanding diverse conduct as topoi, taking into consideration the justice of the case itself in a concrete way. The idea is to demonstrate that from this relation it is possible to guarantee the security that penal reason once promised the individual. Independent, equal, free, and yet endowed with reason and subjectivity, the individual that modern reason contemplates is that who made the passage from dependency to liberation thus becoming capable of responsibilities. Conceived this way, he associates himself, on one end to the consensus that generated the State through the way of a social contract and, on the other end, to the penal legality that arose afterwards. In this case and also to justify it, penal law chose to promise judicial security as the main piece of its speech. Such promise would be inferred, at times from the felonies (and from the corresponding arbitrated punishments) as determined and written foresight, and at times from the felony itself as a founded system within a combined action i.e. typical, illegal and culpable. However, the judicial experience shows itself disappointed with such promise. This is what happens in the field of culpability, more specifically with exculpates. Aside from average cases, their insufficiencies (omissions) are evident when demands from material justice articulate themselves with borderline cases. This is how cases are considered, those for which the penal law does not contemplate hypothesis that allow inferring all the consequences of an action in which the individual was not able, because of abnormal circumstances, to take such norms as a source of inspiration. At this point, a problem is established and the solution is found in the concept of undemanding of diverse conduct. Without a defined place in the realms of legality, its usage is sustainable, not because of the penal system, but of the concrete problem in itself and thus it is absorbed as topoi, a category borrowed from the theories of argumentation / Trata-se aqui de pesquisa teórica que tem por objeto a relação entre o tema do limite das exculpantes penais e o uso da inexigibilidade de conduta diversa como topoi, tendo em vista a justiça do caso concreto. A idéia é demonstrar que, a partir dessa relação, é possível garantir a segurança que um dia a razão penal prometeu ao indivíduo. Autônomo, igual, livre, e ainda dotado de razão e subjetividade, o indivíduo que a razão moderna contempla é aquele que fez a passagem da dependência para a emancipação e, assim, tornou-se capaz de responsabilidades. Concebido desse modo, ele se liga, de um lado, ao consenso que gerou o Estado pela via do contrato social, e, de outro, à legalidade penal que daí resultou. Neste caso e para justificá-la, o direito penal elegeu a promessa de segurança jurídica como peça central de seu discurso. Ela seria deduzida, ora dos crimes (e das penas correspondentes) como previsão determinada e escrita, ora do delito como sistema fundado numa ação combinadamente típica, ilícita e culpável. A experiência jurídica, no entanto, mostra-se desapontada com aquela promessa. É o que se dá no setor da culpabilidade, especificamente com as exculpantes. Fora dos casos padrão, suas insuficiências [lacunas] ficam evidentes quando exigências de justiça material se articulam com casos-limite. Assim são considerados aqueles casos para os quais a lei penal não contempla hipóteses que permitam deduzir todas as conseqüências de uma ação na qual o indivíduo não pôde, por conta de circunstâncias anormais, tomar a norma como fonte de inspiração. Nesse ponto, instaura-se um problema cuja solução é encontrada no conceito de inexigibilidade de conduta diversa. Sem lugar definido nos domínios da legalidade, seu uso é sustentado, não a partir do sistema penal, mas do problema concreto, e assim é assumido como topoi, uma categoria emprestada das teorias da argumentação

Studies have demonstrated that classroom climate strongly affects the likelihood of students communicating within the classroom (e.g., Henson & Denker, 2009; Ifert Johnson, 2009). Furthermore, students are more likely to engage within a supportive environment (Myers & Claus, 2012). By exploring the impact of classroom discussions of diversity, such as gender, race, sexuality and class, this panel seeks to highlight the importance, difficulties, and possibilities of discussing diverse issues while maintaining a supportive classroom climate.

abstract: One of the major issues confronting education in Arizona and across the United States has been the consistent low performance of culturally and linguistically diverse (CLD) students in comparison to their peers as evidenced by the disparity of the achievement gap at every level in the educational pipeline. A contributing factor has been the lack of teacher preparation focused on teaching CLD students. Preparation focused on a culturally responsive curriculum about dispositions and pedagogical knowledge and skills as well as field experience placement with CLD students have been previously identified areas to consider when training preservice teachers (PSTs). Therefore, this study examined how a Culturally Responsive and Linguistic Teaching (CRLT) Framework would raise preservice teacher’s critical consciousness about teaching CLD students. The CRLT Framework focused on two specific areas; (a) a culturally responsive curriculum and (b) a team-based service-learning experience. The CRP curriculum included lessons designed to increase PSTs understanding about how their sociolinguist views influenced their pedagogical knowledge about teaching CLD students. In addition, the team-based service-learning approach, as a community of practice, provided experiences for PSTs to apply theory to practice. A mixed method analysis was employed to collect and analyze the quantitative data (surveys) and qualitative data (interviews and photovoice). Results from this study suggested increases in PSTs’ knowledge, self-efficacy, and perceptions of usefulness of CRP in their future practices. The team-based, service-learning component, which was based on a community of practice framework, enhanced the learning experience by allowing students to move from theory to practice and served as an important contributing factor to the overall results. Given the findings of this research study, it appeared that an introductory course focused on a culturally responsive and linguistic teaching influenced PSTs’ dispositions, knowledge, and skills. Thus, providing an introductory course, earlier rather than later, has the potential to change the trajectory of preparing PSTs so they were more prepared to teach CLD students as they continued through their program of study. Results showed effective work with CLD students was about so much more than ‘just good teaching.’ / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

No description available.

<p>This thesis consists of an introductory summary and three studies focusing language, interaction, and learning in multilingual schools. The overall aim of the thesis is to contribute to the understanding of student learning in diverse schools. </p><p>The first study of the thesis examines the field of cooperative learning with the aim of summarizing, in an overview, research that addresses small group activities in heterogeneous classrooms. The overview indicates that this research is dominated by input-output studies. Process-oriented studies of student interaction constitute a smaller part of research within this field.</p><p>The two subsequent studies were carried out in three multilingual middle school classes in Sweden. The second study concentrates mainly on the second language learners of these classes with the aim of describing language and learning conditions in actual classrooms. A main finding of the study is that second language students fell behind their monolingual Swedish speaking peers in social studies and in other subjects across the curriculum. The study also shows that students form separate groups of Swedes and immigrants inside as well as outside the classroom.</p><p>The third study investigates small group activities in the above mentioned classes. The aim of the study is to gain insight into students’ joint problem-solving processes and thereby provide a broader understanding of learning as socially and interactionally constituted. The data consists of video recordings of small group conversations from which language-related episodes were identified, transcribed and studied applying conversation analysis methods. The findings show that the students are able to scaffold each other effectively in co-constructing linguistic knowledge through social interaction. At the same time, negotiations of power and status are included in their problem-solving processes.</p>