No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

The purpose of this project is to address the growing need for multicultural education through the use of art. It identifies several approaches to teaching multicultural education and the importance it has on the development of today's students.

Researchers in schools have had differing interpretations of effective implementation of response to intervention (RTI) models that have resulted in educators' confusion and misperceptions of the programs, especially with elementary English language learner (ELL) students. The purpose of this case study of 4 schools in an urban school district in the midwest was to explore how teachers used experiential, linguistic, and culturally responsive research-based instructional strategies in their classes to meet the needs of ELLs. Additionally, the RTI team process was explored to discover what experiential, linguistic, and culturally responsive research-based indicators they considered during the RTI decision making process regarding ELLs referred for Tier 2 intervention in reading. Two conceptual frameworks, Sheltered Instruction Observation Protocol and World-Class Design and Assessment RTI2 protocol, operationalized the topic and guided the study. Results were derived from individual semistructured interviews with district instructional coaches and review of referral and recommendation documentation. Data were coded and a thematic analysis was conducted. Findings included the themes of misalignment of Tier 1 core instruction and Tier 2 intervention, inadequate teacher preparation, and limited differentiated support services. A professional learning project for teachers in the district was created based on the findings of this case study. The social change implications for results of the study and the project may be increased capacity building for teachers in inclusive classrooms and a precise and consistent understanding of the RTI model by all stakeholders. The study makes an original contribution to research on RTI implementation with ELLs at the local level and the results can be of value to other districts serving similar populations.

The 2010 census indicated that African Americans constitute just over 13% of the United States population, but accounts for over 40% of the prison population (U.S. Department of Justice, 2013). African-Americans are imprisoned at a ratio of 5:1 times of their White counterparts (Simon, 2016). This massive incarceration has resulted in a higher incidence of mental health issues (Justice, 2014), of not just the incarcerated individuals, but also immediate family members. Studies have shown that children of incarcerated parents are at increased risk for both internalizing and externalizing behavior problems, cognitive delays and difficulties in school (Shafer, 2013). Therefore, the purpose of this study is to investigate the lived experiences of family members of incarcerated African American males, facing mental illnesses. The study will utilize Intersectionality and the Critical Race Theory as the theoretical frameworks, and will employ a phenomenological qualitative approach. Purposive sampling technique will be used to select participants in Northwest Arkansas.

The motivation for this thesis stems from my own personal decade long struggle learning Mandarin Chinese. The inherent difficulty of mastering this intricate language too often will leave students feeling bewildered, confused, frustrated, and even hopeless. Having walked down this path myself, I was inspired me to investigate how the Chinese language educational landscape could be improved. What are its shortcomings? What are its strengths? How can the journeys of future Chinese language learners be made easier? The research investigates the ongoing discussion of native and non-native speaking teachers. Teacher surveys, student surveys, student classwork, and classroom observations are utilized to glean up close and firsthand insight into the advantages and disadvantages of a native Chinese speaking teacher versus a native English speaking teacher. The research involves native and non-native speaking Chinese language teachers in an effort to elicit organic, accurate data about teachers’ classroom habits. The results of the experiments are not intended to “reveal the better teacher” among native and non-native speakers, rather they aim to contribute to an important discourse on the roles a native tongue plays in a foreign language classroom; a discourse that is still in its infancy. This contribution could be used by those who employ, evaluate, and administer Chinese language teachers and programs, and in turn improve the quality of Mandarin Chinese academic programs.