Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 90-95).

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 102-112).

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ed. D.)--Illinois State University, 2005. / Title from title page screen, viewed September 27, 2006. Dissertation Committee: Michael A. Lorber (chair), Joaquin A. Ruiz-Vila, Temba Bassoppo-Moyo, Adel Al-Bataineh. Includes bibliographical references (leaves 66-70) and abstract. Also available in print.

Thesis (Ph. D.)--University of Nevada, Reno, 2006. / "December, 2006." Includes bibliographical references. Online version available on the World Wide Web.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 105-111). Also available on the Internet.

Thesis (DTech (Education))--Cape Peninsula University of Technology, 2009 / This study explores how fifty primary school teachers in the Cape Peninsula, South Africa understand the concept diversity and how they indicate that they manage diversity in their classrooms. The study locates the discussion on diversity and classroom practice within the context of socio-political change in South Africa. Classrooms in South Africa today encompass an array of races, languages, traditions, belief systems and religions. This reflects a shift from the apartheid past where leamer populations were more homogenous. With this shift in leamer demography, teachers face multiple and complex issues that may challenge many of their educational practices and assumptions. The key theoretical concepts underpinning this study were those of critical pedagogy and critical multiculturalism. These concepts were deemed appropriate because of the location of the study within a framework of social justice. Qualitative research was employed in the collection of the data. Teachers' understanding of diversity and their accounts of how they manage diversity were explored through questionnaires, interviews and a focus group discussion. The study showed that diversity was understood by the teachers in the study as an all-encompassing concept underscored by notions of social justice, multiculturalism and leaming styles. The study drew attention to the interconnectedness of race, socio-economic factors, language, religion, learning styles and resources as the main issues that teachers confront in the classrooms. These issues are common across the former racially-based departments of education; however different social conditions led to different issues being prioritized by the teachers. Teachers acknowledged the importance and need to incorporate diversity issues into their learning areas and daily classroom practice to improve the life chances of learners. They indicated that, despite policy changes supporting diversity education, they had not been formally prepared for their new roles. On the whole, they managed diversity through multiculturalism, social activities, assimilation and a caring approach.

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