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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
281

Integration of teaching strategies and resources in a multicultural school environment.

Moonsamy, Vadiveloo. January 1998 (has links)
This research is an example of a multiple case study. It investigates the teaching strategies and resources currently being utilised in culturally diverse classrooms, ascertains the reasons for the use of such strategies and resources, and recommends strategies and resources that could be integrated and utilized in order to cater for a culturally diverse pupil population in the classroom. The research was conducted in five purposely-selected secondary schools in the Verulam-Phoenix area. The schools selected were former predominantly Indian schools in order to facilitate the work of the researcher with regard to data collection. The schools also had a pupil population composed of different cultural groups (in terms of religion, race and language) since the study was concerned with an emerging multicultural school situation. The study focused on the teaching strategies and resources utilised in five subject areas - English, Mathematics, Biology, Geography and Accounting. The subjects selected gave the researcher a cross-curricular perspective of the strategies and resources used. Data was collected primarily by engaging in non-participant and participant observation of school resource centres, teachers' centres, and actual teaching in the classrooms. The researcher also conducted structured and unstructured interviews with school principals, subject teachers, pupils, staff at school resource centres and teachers' centres, and also lecturers from universities and colleges of education. Questionnaires were used to supplement the data collected from teachers and pupils. Data was then analysed qualitatively and quantitatively to determine the strategies and resources most commonly utilised by teachers. The data gathered was analysed in terms of the present education system and current thinking regarding teaching strategies and use of resources in teaching. The outcomes of this analysis formed the basis for the recommendations made at the end of the study. / Thesis (M.Ed.)-University of Durban-Westville, 1998.
282

Perceptions of culture in the nursing student-teacher relationship

McLaughlin, Veronica. January 1998 (has links)
This qualitative study examines the influence of culture on the teaching and learning process in an eastern Canadian college nursing program. The study reveals incongruency between the ideals of multiculturalism and teaching and learning processes. While teachers perceive they have the requisite skills to fulfill the content objectives using various pedagogical methods set out by the curriculum, they are not always able to promote successful achievement of these objectives in a multicultural student population. Moreover, students experience special learning difficulties in their interactions with teachers when the learning environment is unfamiliar to them and their own cultural identity and life values are not well understood. / The study concludes that the content of nursing education curricula needs to be broadened to include attention to cultural considerations. Most importantly, teachers practicing within multicultural student populations need training in cultural sensitivity and in developing culturally appropriate pedagogical approaches.
283

Resolving the paradox of a multicultural society : the use of international folktales for the promotion of multicultural values in the classroom

Keys, Timothy J. January 1996 (has links)
In a multicultural society educators face the problem of identifying and promoting values that help people to interact in a peaceful and just manner. Instead of imposing values through indoctrination educators can promote multicultural values by designing and enacting curricula that help children to self-generate and choose these values. / I have developed a curriculum that uses international folktales to promote multicultural values without imposing them. This thesis is a holistic rendering of theory and practice in respect to the curriculum developed. The theory emphasizes multiculturalism and folktales as children's literature with a brief discussion of values education, qualitative research, anthropology, and curriculum design. The research comprises the procedures, results, and conclusions of a pilot study exploring children's value responses to international folktales and a principal study of teaching the curriculum to a sixth grade class. Through the synthesis of theory and practice a better understanding of multiculturalism emerges along with a researched curriculum.
284

It's Something about the Shoes| A Creative Thesis through Practice

Loehr, Dustin 09 July 2015 (has links)
<p>It?s Something About the Shoes: A Creative Thesis through Practice is an in depth, project-based study that follows the development and implementation of an intercultural and interdisciplinary collaboration. This paper illustrates how the Practice-led Research paradigm, when coupled with the Expressive Arts, can promote empowerment and transformation for all participants including audience members. Artistic practices and rehearsals realized through performance and analyzed through constant participant reflection constitute the research data. It?s Something About the Shoes is composed of a live performance installation that includes multimedia video sculptures, still images, and pre-recorded sound, all designed around the living exchange between a contemporary tap dancer and the indigenous Danza CAAS dancers. The inquiry lies in the dance shoes. What is it about these shoes that allows the dancers to connect and communicate? How can two very different dance genres and ontological cultures exist simultaneously within a space? What does a show about a tap dancer and traditional Sonajera dancers look like; how will the different cultures interact in this space? Will the common thread of percussive dance transcend cultural and language barriers or will the resulting rhythmic dialogue be too oblique for the dancers and audience to follow? In order to understand the foundational context in which this work is created, a Literature Review is provided that: defines Practice-led Research and the methods to be used in this study, acknowledges a brief historical review of tap dancing with particular emphasis placed on Hispanic and Native influences, and a metaphysical examination of the ecological intersection of performance, place and space. The literature is divided up into complete subsections or articles so that readers may access particular areas of interest with ease. Individual subsections of the Literature Review are composed of review, analysis, and application of literature sources complete with separate bibliographies for quick reference. All Reference Lists are also compiled into a complete Works Cited at the end of the thesis document. Methods used to address inquiries and provide structure to the Practice-led model include: Performance Research, Ethnodrama, and Socio-Narratology. Coupled with these ideologies are Organic Inquiry, Emergent Design Theory, and Collaborative Theory, which act as lenses through which the collaborative process and organizational development of the thesis may be viewed clearly and precisely. Together these methods are used to create the content of a performance. Utilizing interviews with co-participants, surveys, constant reflection, and video documentation, these inspirations are organized as a creative thesis. The findings are composed of raw audience data collected through surveys gathered before and after the performances. This, combined with personal reflections of the artist participants illustrate the type of knowing that is revealed through artistic practice and inquiry. The project convener provides the final synthesis and interpretation of data through a reflective narrative.
285

Latin transfer students' identity negotiation and visualization of comfortable spaces

Andrade, Luis M. 18 July 2015 (has links)
<p> Studies indicate that transfer is a daunting and culturally difficult process for Latin@ students which may explain the overwhelmingly low transfer rate in such population (Bradley, 2013; Campaign for College Opportunity, 2013; Fry, 2011). This is compounded by the fact that administrators and educators have failed to recognize Latin@ students' unique needs and barriers by amalgamating them into the overall student population (Rend&oacute;n Linares &amp; Mu&ntilde;oz, 2011). This study sought to address the aforementioned problems by investigating successful Latin@ transfer students' identity negotiation and visualization of comfortable spaces at universities before and after transfer. The study focused on students who participated in a community college educational services program and asked whether the program facilitated students' transfer to four-year institutions. Using identity negotiation theory as a framework, the findings revealed that Latin@ transfer students faced unpredictable environments, described the university as a whole new world, and experienced cultural shock. Additionally, they felt insecurity due to the professors, academics, peers, formal language, and their identity as Latin@s. The students reported feeling disconnected, especially from White staff and faculty and other students. However, students started feeling comfortable as they connected with other Latin@s and saw the university as a place for professional and academic positive identification and escape. After time, students felt included because they connected with personalized counselors, felt validation from professors and counselors, and joined Latin@ or major-based clubs. Furthermore, the university provided comfortable spaces where students could connect with other Latin@s and people in their majors, and escape from their hectic worlds. The findings suggest that students who attended the educational services program and were actively involved in workshops and events that the programs provided were better prepared for transfer to four-year institutions. Recommendations are made to support the creation and enforcement of educational services programs. Other recommendations include the following: the promotion of culturally-specific educational services programs and professional relationship development and networking for Latin@ transfer students; advertisement of culturally-specific comfortable spaces where Latin@ students can meet other Latin@s, learn about their majors, and rest; and increasing cultural competency training for students, administrators, and educators.</p>
286

"Persistence, determination, and hard work are crucial ingredients for life"| A narrative inquiry into the lives of first-generation Vietnamese American students

Ta, Betty Tram 21 July 2015 (has links)
<p> Asian Americans are often regarded as the &ldquo;model minority,&rdquo; applauded for their ability to blend in to American society, achieve academically, and climb the socio-economic ladder. However, this model minority status is a myth that fails to recognize the variation that exists across different Asian American subpopulations. Recent studies have acknowledged the diverse ethnicities, cultural, economic, and social capital among different Asian American subgroups. This narrative inquiry explored the K-16 educational experiences of academically successful first-generation Vietnamese American college students. This Asian American subpopulation has experiences and outcomes that, in many ways, resemble those of traditionally underrepresented groups like African American and Latino students. Thus this study examined the experiences of those who have succeeded to better understand the supports upon which they have drawn and the obstacles they have navigated. </p><p> Through narrative inquiry, this study gives contour and voice to the educational experience and academic life of these students from their own perspectives. More specifically, this study employed narrative representation to retell lived experiences in the form of a chronology. Themes across participants were also examined and presented to honor the voices of other participants and provide deeper insights into the experiences of first-generation Vietnamese American students. The stories of these understudied, disadvantaged students are examined to understand the personal, social, and institutional influences that affect the experience of this population and the possible interactions among these contributing factors as students navigate the K-16 educational pipeline. By means of storytelling, findings elucidate the factors that support the scholastic achievement of first-generation Vietnamese American youth and the barriers that hinder their success using a student retention and anti-deficit approach. </p><p> Findings indicate that first-generation Vietnamese American youth navigated the K-16 educational pipeline as active agents with a wealth of capital and great resilience. Like other marginalized students of color, youth in this study arrived at school with aspirational, familial, social, navigational, and resistant capital. Further, collectively, cognitive, social, and institutional factors enhanced students&rsquo; ability to persevere and triumph in face of barriers. However, findings also suggest that some assets, such as family and language, were not absolute. In many cases, one form of capital interacted, facilitated, or constrained another form of capital. For instance, while family could be supportive and facilitative of student success, family members and traditions also presented significant barriers for at least some study participants. </p><p> Findings from this study inform policy, practice, and future research to facilitate greater participation, engagement, and educational achievement for first-generation Vietnamese American youth, as well as assist other first-generation youth navigate the educational process and create their own college-going tradition. Based on the findings of from this study, policy makers should increase funding for qualified support staff (such as, school counselors, school psychologists, school psychiatrists, school social workers, school-community liaisons, and bilingual aides) to help Vietnamese American youth overcome personal and institutional barriers to success. Schools and colleges should annually develop improvement plans, as well as publicize and evaluate the effectiveness of their efforts to promote minority student and parent engagement.</p>
287

Language learning perspectives and experiences of stakeholders in the community of Flowers Bay, Roatan, Honduras

McNelly, Carla A. 04 November 2014 (has links)
<p> When searching for pluralistic models of bilingual education, looking globally for examples is beneficial. The overarching global perspective toward bilingual and multilingual education supports literacy in the student's first, second, and including the possibility of a third or more languages to attain socio-political pluralism. This dissertation project will specifically examine the voices of stakeholders in the local community of Flowers Bay, Roatan, Honduras where the mission of bilingual education is a pluralistic society. The goal of the research study is to examine the perspectives and experiences around language learning within the lens of language as a problem, a right, and a resource of stakeholders in their local community. Chapter I of this dissertation includes the problem statement of the research project, a historical and contextual explanation of the land, people, and social movement toward multilingual education on the Bay Islands of Honduras. Chapter II is a review of the literature surrounding the two frameworks in the research project. The first framework I utilize is the public sphere to describe who is or is not included in the conversations of multilingual education within the community of Flowers Bay, Roatan, Honduras. The second framework I utilize is language as a problem, a right, and a resource to describe and analyze the data collected from national policies, field observations, and stakeholders. Chapter III is an in-depth description of the research design, the demographics of the stakeholders in Flowers Bay, the method data collected and analysis of the data. Chapter IV features the findings from the data analysis using the two frameworks outlined in Chapter II. Chapter V offers a discussion of the frameworks and further research projects inspired by this dissertation project. Three themes emerged from framework of language as a right and resource of stakeholder voices from Flowers Bay, Roatan, Honduras: <i>access, economy,</i> and <i>identity.</i> Two themes emerged from the stakeholder voices not represented in the frameworks: <i>resources needed </i> and <i>parent engagement.</i></p>
288

Critical Voices in Action: Teaching for Social Justice in Community-based Art Education

Driskell, Catherine A 20 November 2008 (has links)
If community is defined as a group of teachers, learners, and others who collaborate to achieve common goals, art education that is based on the interests and needs of that community can be identified as community-based art education (CBAE). CBAE programs often have goals that are congruent with educational theory or pedagogy for social justice. In this study five CBAE programs were examined for purposes, goals, instructional methods, and curriculum in order to determine how pedagogy for social justice could be applied to art education in community-based settings. The five CBAE programs were evaluated with a rubric integrating social justice into community-based art education. That information was used to create a set of best instruction practices for teaching for social justice in CBAE, as well as curriculum recommendations.
289

Student Perceptions of Diversity in a Multicultural Education Course in the College of Agriculture and Life Sciences at Texas A&M University

Merten, Kyle 2012 August 1900 (has links)
Over the past 30 years, the population of Texas has continued to grow and become diverse. Undergraduate students at Texas universities preparing to enter the workforce will be faced with working more in diverse environments than those of their parents and grandparents. The purpose of this study was to determine overall student perceptions of diversity in a Multicultural Education course within the College of Agriculture and Life Sciences. The research design used in this study was a one-group pretest-posttest design, with a follow-up retrospective post evaluation at the conclusion of the study to ascertain differences between the pretest and posttest administrative types. The target population consisted of all junior and senior classified students enrolled in ALED 422: Cultural Pluralism in Agriculture for the 2011 fall semester. A purposive convenience sample was taken for the study. During the study 47 students completed the pretest portion while 45 completed posttest and retrospective posttest portion of the study. Two of the participants were lost to attrition. Descriptive statistics were used for reporting the demographics of respondents. Mean scores and frequencies were used to assess students' perceptions of contributions in agriculture and diversity. The sample consisted of 70.20% males and 29.80% females. The ethnic breakdown of the sample was 74.50% White (non-Hispanic), 10.60% Hispanic, 8.50% African American (non-Hispanic), 4.30% Other, and 2.10% Native American. Based on grand mean pretest (M = 3.82, SD = .56) and posttest (M=4.29, SD =.55) findings, results confirm the implementation of a multicultural education course were effective in changing students' perceptions about contributions in agriculture and diversity perceptions. Ten of the fourteen (71.43%) statements were found to have statistically significant differences between pretest and posttest measurements. Based on grand means for the pretest (M = 3.84, SD = 1.04) and posttest (M=4.29, SD =1.15), results confirm the implementation of a multicultural education course to discuss contributions in agriculture were effective in changing students' perceptions about contributions in agriculture. No statistically significant differences were found in age, permanent residence, and size of graduating class related to students' perceptions of diversity. Also, no statistical significant difference was found in the administration of a pretest and posttest versus a retrospective posttest.
290

Discursive participation in a curriculum and professional development program for Anangu teachers /

Atkinson, Karen Unknown Date (has links)
Thesis (MEducation)--University of South Australia, 2001.

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