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This study critically explores the socio-cultural, political, and pedagogical issues that characterize the experience of indigenous people in the official and informal education system in the Andean Region of Ecuador. This experience is documented through the actual voices of the Indians themselves. It is their testimonies that construct and incorporate the reality of formal and nonformal schooling, including the complex interactions involved between the teacher and student, the content and focus of curriculum, the role of language and culture, the structure of the school, and the inclusion and exclusion of the indigenous community. By means of a series of dialogic, in-depth interviews, the researcher engaged twelve indigenous leaders from five Indian Organizations (a national Confederation, a regional Confederation, and three provincial Federations), in describing, conceptualizing, and theorizing about what education has been and what it might become. The major focus in these interviews was: (1) the historical context of education for indigenous people; (2) the lived educational experience of the participants and its support or negation of indigenous self-respect, cosmovision and beliefs, history, culture, class, and ethnicity; and (3) the contributions of historical context and educational experience to the formulation of indigenous education as an alternative position. Two major themes were made evident in this study. The first theme that emerged from the data is the condition of subordination. Testimonies detail an educational experience that was clearly shaped and positioned by the multiple, complex, and even violent negation and exclusion of indigenous history, language and culture. The second theme is that of indigenous resistance and determination. Despite efforts to "civilize" and destroy the cultural capital that characterizes indigenous identity, the people and their communities have, for most part, maintained a strong sense of ethnic valor. Testimonies document the ongoing nature of this struggle and describe numerous and varied forms of resistance. Overall, this study reveals that government and church sponsored education is neither viable nor appropriate. Participants make clear that only an autonomous indigenous education can afford the potential of a future for these communities, nationalities, and peoples.

The purpose of this study was to explore the knowledge that bilingual teachers possess in the teaching of reading in terms of skills, methods, and strategies. For this study, forty-five teachers were selected from the Bilingual Program of a West Massachusetts school district. A questionnaire concerning methods, techniques, and strategies used to teach reading was administered in order to compile the data. Said instrument was prepared by the investigator and validated by education specialists. Next, the compilation of data proceeded with an analysis of the backgrounds of the teachers themselves. It was found that no significant relationship exists between the knowledge these teachers possess and other variables such as sex, residential zone, certification possessed, academic preparation, number of students, methods used for teaching reading, amount of training received, years of experience in the system, grade taught, type of contract possessed, or years of experience in that grade, On the other hand, it was concluded that a significant relationship does exist between the knowledge that the teachers possess about certain methods for teaching reading and their annual salaries. It was found that the teachers who received larger salaries had more knowledge of the methods of teaching reading. Following analysis of the data and the conclusions found it is recommended that: (1) A similar study be completed using the students of the Bilingual Program, using the different methods, techniques, and strategies for teaching reading. (2) A study be done using the two previous studies as a basis; involving both the teachers and students as subjects. (3) A study be done of monolingual teachers to assess their knowledge, techniques, and strategies for teaching reading.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xi, 227 p.; also includes graphics (some col.). Includes bibliographical references (p. 208-221). Available online via OhioLINK's ETD Center

abstract: This qualitative research study was about art teachers’ perceptions and practices of cultural diversity and its implications for the U.S. The purpose of the study was to provide a rationale for the need for learning institutions to recognize the changing demographics and to respond to the potential educational implications of the new demographics as they prepare their art teachers to educate diverse student populations. The study involved six art teachers who teach in schools with students from diverse cultural backgrounds. To collect data, interviews with participants were transcribed and analyzed. Analysis of teacher interviews showed the importance of helping art teachers to obtain the skills, attitudes, dispositions and knowledge to work effectively with students from diverse cultural backgrounds. The richness of the descriptions obtained from the interviews provides insight into multicultural art education in schools. The results of this study might help art educators and policy makers understand the need for more awareness of multicultural education and its impact on teachers, parents, administrators and students. This study concludes with suggestions on art education, including the need to develop curriculum that are inclusive to multicultural students, especially Islamic from cultures. Art education programs in universities should produce teachers who are prepared for the cultural diversity in their classrooms. It is essential that teachers accept and implement changes in their communities, in their schools, and in their teaching in order to better serve students of culturally diverse backgrounds. / Dissertation/Thesis / Masters Thesis Art 2016

Multicultural competency is essential in the field of psychology and a major component of training involves multicultural supervision. Neglecting cultural issues may led to negative consequences in the development of the supervisor and supervisee relationship and in turn affect the work done with clients. Using a stratified random sample of 50 graduate students in APA accredited programs and internship sites, the researchers explored the specific supervisor behaviors and interventions that represent effective and poor multicultural supervision. This qualitative replication study incorporates Chu and Chwalisz’s (1999) critical incident questionnaire (CIQ) and a demographic questionnaire. The qualitative data was analyzed using Grounded Theory Method to create positive and negative categories of multicultural supervision experiences and associated processes and outcomes. Recommendations will be given for training and research purposes.

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<p> The study described in this research examined the level of cultural competency of senior baccalaureate-nursing students in a Midwestern metropolitan community in order to promote multicultural awareness among faculty and students. Cultural understanding or perceived cultural knowledge of nursing students may change or vary throughout a nursing program. Developing cultural competency in the nursing student&rsquo;s population is critical to meet the needs of a growing culturally diverse patient population. The study provided nursing academic programs the means to identify and eliminate disparities within the nursing curriculum and clinical environments, thereby increasing culturally diversity and competence. A convenience sample of 87 senior baccalaureate students completed a one-time survey assessing cultural competence, with 10 students participating in a three-question interview session. Results: Quantitative data collected indicated that the academic curriculum for graduating senior level baccalaureate nursing student&rsquo;s provided effective cultural competency (mean CAS score was significantly greater than 5.4) and the baccalaureate level senior clinical setting provided cultural competency experiences for graduating nursing students (mean CAS score for Clinical Practice sub-scale was significantly greater than 5.4). Qualitative data had mixed results with data that positively identified cultural competency for working with a multicultural patient population; however, data also expressed the need for increased curricula material in the didactic and clinical setting in order for the students to be able to achieve cultural competency for working with multicultural patient populations.</p>

<p>Some educational reform efforts include College Board?s Advanced Placement (AP) programs as a means of increasing equity and access to rigorous, college-like curriculums for all students. In 2013, the nineteen states with the highest American Indian/Alaskan Native (AI/AN) populations had not closed the participation or performance gaps for AI/AN students on AP exams (College Board, 2014), indicating inequality in receiving the benefits offered from AP programs. The purpose of this study was to explore the experiences of AI/AN AP students in public mainstream U.S. high schools and sought to answer the overarching research question: How and what do AI/AN students experience in AP? Specifically, the following subquestions were addressed: How and what do AI/AN students describe as their AP course experiences? How do AI/AN students understand AP as opportunity? How and what do AI/AN students describe as their experience of AP exams? Involuntary minority status and structural inequality theory provided the frameworks to ground the study. van Kaam?s (1966) phenomenological design presented by Moustakas (1994) was implemented to answer the overarching research question. Four AI/AN participants who had taken at least one AP course in a mainstream public U.S. high school engaged in a one-on-one in-depth interview with the researcher. Data were organized and analyzed by grouping and reducing, thematizing, constructing individual and composite textural and structural descriptions, and finally composing a composite textural-structural description representing the group as a whole. Findings indicate two essences of the phenomenon: position of self and awareness of a hidden curriculum. The researcher concluded that AI/AN students experience an incongruence between being AI/AN and being an AP student; AI/AN students interpret AP as offering unequal opportunities for personal and collective benefits; and AP curriculums and exams represent barriers that affect how AI/AN students make meaning of their education. The study provides awareness about AI/AN experiences in AP and offers recommendations for policy, practice, and future research.