Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2009. / Title from PDF t.p. (viewed on Feb 4, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1139. Adviser: Bradley A. Unger Levinson.

Thesis (M.A.)--California State University, Chico. / Includes abstract. "Located in the Chico Digital Repository." Includes bibliographical references (p. 56-60).

Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1999. / Source: Masters Abstracts International, Volume: 45-06, page: 2747. Typescript. Abstract precedes thesis as preliminary leaf. Includes bibliographical references (leaves 88-92).

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 184-191). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 184-191). Also available on the Internet.

Thesis (M.M.)--Cleveland State University, 2009. / Abstract. Title from PDF t.p. (viewed on Dec. 15, 2009). Includes bibliographical references (p. 52-55). Available online via the OhioLINK ETD Center and also available in print.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains ix, 240, [6] p. Vita. Includes abstract. Includes bibliographical references (p. 185-191).

The purpose of this study was to explore reading instruction within the two consecutive classrooms of one teacher oriented towards culturally relevant teaching. This study used qualitative methods and sought to document the nature of the classroom interactions and texts within these upper elementary classrooms. Data sources included participant observation, videorecording, interviews and archival data. Constantcomparative analysis as described by Strauss and Corbin (1990) and discourse analysis, informed by Erickson (2004) and Goffman (1981/2001) were used to investigate how this teacher navigated teaching and learning in this situated context. Study findings suggest that the teacher modified curricular structures, revoiced the words of cultural insiders, and maximized use of strategic instruction within classroom discussions to navigate multiple, competing goals. / text

As the population of the United States becomes more diverse, it is important that research be done to inform the implementation of psychological services that meet the needs of a wide variety of ethnic and socioeconomic groups. One current limitation to research in multicultural counseling competence (MCC) is the lack of reliable and valid measures that consider the perspectives of the client. The standardized measures currently available are self-report measures completed by practitioners regarding their own perceived competence. These self-report measures are based largely on the well-regarded MCC guidelines set forth by Sue and colleagues (1992). Unfortunately, these measures present an incomplete (and possibly erroneous) representation of MCC as experienced by the client. The current study outlines the development of a measure meant to meet this need--the Client Experience of Provider Cultural Competence (CEPCCI)--and investigates the relationship between provider and client perceptions of the providers' abilities in this area. The CEPCCI is anchored in Sue et al.'s (1992) well-regarded theory on cultural competence and a qualitative study of client perceptions of multicultural counseling competence (Davis, 2007). The resulting scale consists of 38 items loading on one subscale with demonstrated content and construct validity and good reliability. A significant correlation between provider and client perceptions of the providers' multicultural counseling competence was also found. The need to obtain a consumer perspective on practitioner MCC is well-documented in the literature, and the present study has created a measure to fill this gap. This measure will open up a wider range of possibilities for research in MCC, as well as allowing providers of mental health services a way to assess their performance and progress in this area. / text