Relevant bibliographies by topics / Multicultural education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Multicultural education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Multicultural education"

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Ha, Seongran, and Gyunyeol Park. "Multicultural Society and Multicultural Education." Journal of Humanities and Social sciences 21 12, no. 4 (August 31, 2021): 2239–50. http://dx.doi.org/10.22143/hss21.12.4.159.

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Vázquez Gómez, Gonzalo. "Multicultural education." Educar 16 (February 1, 1989): 7. http://dx.doi.org/10.5565/rev/educar.508.

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Dean, Ann V., Spencer J. Salend, and Lorraine Taylor. "Multicultural Education." TEACHING Exceptional Children 26, no. 1 (September 1993): 40–43. http://dx.doi.org/10.1177/004005999302600110.

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Gottlieb, Esther E. "Multicultural Education." Educational Administration Quarterly 31, no. 4 (November 1995): 658–65. http://dx.doi.org/10.1177/0013161x9503100410.

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Cochran-Smith, Marilyn. "Multicultural Education." Journal of Teacher Education 52, no. 2 (March 2001): 91–93. http://dx.doi.org/10.1177/0022487101052002001.

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Manning, M. Lee. "Multicultural Education." Middle School Journal 21, no. 1 (September 1989): 14–16. http://dx.doi.org/10.1080/00940771.1989.11495932.

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Rothenberg, Dianne. "Multicultural Education." Middle School Journal 24, no. 4 (March 1993): 73–75. http://dx.doi.org/10.1080/00940771.1993.11495381.

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Cravener, Patricia. "Multicultural Education." Nurse Educator 21, no. 4 (July 1996): 6–7. http://dx.doi.org/10.1097/00006223-199607000-00005.

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Mitter, Wolfgang. "Multicultural education." Prospects 22, no. 1 (March 1992): 31–40. http://dx.doi.org/10.1007/bf02196517.

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Chepyator-Thomson, Jepkorir Rose. "Multicultural Education." Journal of Physical Education, Recreation & Dance 65, no. 9 (December 1994): 31–32. http://dx.doi.org/10.1080/07303084.1994.10606998.

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Dissertations / Theses on the topic "Multicultural education"

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Silverman, Karen M. "Multicultural art education /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1548.html.

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Thesis (M.S.)--Central Connecticut State University, 1999.
Thesis advisor: Dr. Cassandra Broadus-Garcia. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Art]." Includes bibliographical references (leaves 65-68).
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Rosé, M. Alejandra. "Education students' perceptions of multicultural education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23767.pdf.

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Takahashi, Mika. "Multicultural preservice teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0005/MQ29572.pdf.

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Takahashi, Mika. "Multicultural preservice teacher education." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26762.

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This study examined instructional strategies and their impacts on preservice teachers' attitude toward multicultural issues and learners. A qualitative phenomenological approach is used for this study because of my philosophical belief in multiple realities.
The research site was a classroom of the Multi-Cultured/Multi-Racial course offered by the Faculty of Education in an English University located in the Montreal area. The studied course was a compulsory preservice teacher training course implemented for the first time in response to the requirement of the Ministry of Education in Quebec.
The data were gathered through classroom observation, questionnaires distributed to preservice teachers in the classroom, interviews with five preservice teachers enrolled in the studied course, and an interview with the course director.
Sessions of cooperative learning and discussions following videos seemed to be effective to deepen preservice teachers' understandings of multicultural issues and teaching. The effects that the studied course had on preservice teachers differed among respondents depending on their previous experience. Preservice teachers with minimal multicultural experience felt that they learned a lot from the course, whereas preservice teachers with more multicultural experience felt that the course fell short of their expectations.
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Goodman, Brandie M. "Teachers' perceptions of multicultural education /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131464901.pdf.

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Taylor, Tina. "Teachers attitudes' toward multicultural education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999taylort.pdf.

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Pearson, Ann Marie. "The importance of multicultural education." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1603.

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Hwang, Kyu-ho. "Liberal education in a multicultural society." Thesis, King's College London (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338483.

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Yas, Arlene Marion. "Perceptions of educational slides : implications for multicultural and development education." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26636.

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The problem investigated was the analysis of connotative meaning of educational materials. Slides of Third World plantation workers were rated on two 15-scale semantic differential forms by a group of Scottish teacher trainees. The scales, generated from general qualitative guidelines found in multicultural and development education literature, were tested for their relevance to the specific experimental materials in a pilot study. The persons depicted in the slides were labelled with different descriptive terms - loaded and neutral. Each subject was exposed to one type of label. The results demonstrated that the persons depicted in the slides were not perceived to be presented in an equal manner. Although both persons received mostly negative ratings, the image of the tea picker was generally rated more positively than that of the plantation worker. The overall photographs were also responded to differentially. The picker slide received more positive responses than did the worker slide. The adjective scales were grouped together into clusters and analysed for treatment and interaction effects. Treatment labels significantly affected at least some of the ratings. In the case of the plantation worker, the loaded label guided the viewers to more positive perceptions, at least on certain scale clusters. The discovery that more intense judgements were less affected by label treatment indicated that viewers' responses were influenced by their own personal attitudes towards the individual depicted as well as by the manner in which the individual was presented. The relationship between person perception and slide evaluation was not found to be statistically significant. More indepth research is required to determine the actual behaviour resulting from the attitudes revealed in the present type of study. Would teachers or teacher trainees actually use these slides in the classroom environment? And would they refer to the individuals depicted in the derogatory fashion implied by some of the judgements expressed? And finally, what effects would such negative teacher attitudes have on their pupils?
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Meier, Lori T. "Social Studies Education in a Multicultural Society (Elementary Education)." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etsu-oer/7.

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The materials in this OER collection are designed to complement the course, Social Studies Education in a Multicultural Society. This course, designed for senior-level students in an elementary education teacher preparation program, explores the foundations, themes, content, and pedagogies of elementary social studies education in a multicultural society. Presented as a series of video episodes, each episode focuses on a foundational element of social studies teaching and learning. From curriculum frameworks to national social studies publications to historical thinking to geographic awareness, each episode is meant to support the development of the elementary social studies teacher.
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Books on the topic "Multicultural education"

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Centre for Educational Research and Innovation. Multicultural education. Paris: OECD, 1987.

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Centre for Educational Research and Innovation., ed. Multicultural education. Paris, France: Organisation for Economic Co-operation and Development, 1987.

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Ghosh, Ratna. Redefining multicultural education. 2nd ed. Scarborough, ON: Nelson Thomson Learning, 2002.

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Baptiste, H. Prentice, and Jeanette Haynes Writer, eds. Visioning Multicultural Education. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095644.

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Atwater, Mary M., Melody Russell, and Malcolm B. Butler, eds. Multicultural Science Education. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7651-7.

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Barbara, Wilkerson, ed. Multicultural religious education. Birmingham, Ala: Religious Education Press, 1997.

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Barry, Bleidt, ed. Multicultural pharmaceutical education. New York: Pharmaceutical Products Press, 1996.

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Barry, Bleidt, ed. Multicultural pharmaceutical education. New York: Pharmaceutical Products Press, 1992.

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Wright, Handel Kashope, Michael Singh, and Richard Race, eds. Precarious International Multicultural Education. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-894-0.

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Ramsey, Patricia G. Multicultural education: A sourcebook. 2nd ed. New York: RoutledgeFalmer, 2003.

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Book chapters on the topic "Multicultural education"

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Asher, Nina. "Multicultural Education." In Encyclopedia of Adolescence, 1805–10. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_315.

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Gonzalez, Teresa. "Multicultural Education." In Encyclopedia of Child Behavior and Development, 980–82. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1862.

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Asher, Nina. "Multicultural Education." In Encyclopedia of Adolescence, 2432–38. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_315.

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Chan, Elaine. "Multicultural Education." In Encyclopedia of Cross-Cultural School Psychology, 632–37. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_263.

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Dhillon, Pradeep A., and J. Mark Halstead. "Multicultural Education." In The Blackwell Guide to the Philosophy of Education, 146–61. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996294.ch9.

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Ford, Donna Y. "Multicultural Curriculum." In Multicultural Gifted Education, 105–75. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236788-6.

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Ford, Donna Y. "Multicultural Instruction." In Multicultural Gifted Education, 177–207. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236788-7.

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Ford, Donna Y. "Educator Preparation in Gifted and Multicultural Education." In Multicultural Gifted Education, 33–50. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236788-3.

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Marshall, Patricia L. "The Continuing Multicultural Education of a Black Teacher Educator." In Visioning Multicultural Education, 25–43. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095644-4.

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Guo, Rongxing, Uradyn E. Bulag, Michael A. Crang, Thomas Heberer, Eui-Gak Hwang, James A. Millward, Morris Rossabi, Gerard A. Postiglione, Chih-yu Shih, and Nicholas Tapp. "Education and Science and Technology." In Multicultural China, 287–316. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44113-8_7.

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Conference papers on the topic "Multicultural education"

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Svyridiuk, Olha, Svitlana Shumaieva, and Vitalii Svyrydiuk. "Multicultural Education: Ukrainian Challenges." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/62.

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Ukraine is a multinational and multicultural country. Though Ukrainian scientists have studied the issue of multicultural education from different aspects, nevertheless, there is no special or ideal model of multicultural education. That is why we decided to monitor the students’ multicultural education state at secondary schools of Ukraine. In order to identify the state of multicultural education in Ukrainian schools we conducted an empirical study in schools of Cherkasy region among primary, secondary and senior level students. The main method was determined as questionnaire, which is provided for clarification of issues of national-patriotic and multicultural orientation. Accordingly, questionnaires that combined quantitative and qualitative data collection were offered to the 4th, 6th and 11th grade students in some schools in Uman and Uman district, covering 296 respondents. Thus, the monitoring of the state of multicultural education in Ukrainian school education has shown that the problem of multicultural upbringing of children and young people is addressed at the government level, relevant research is conducted, some aspects of multiculturalism are observed in educational programs of some subjects, but the level of multicultural education of students should be higher.
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Sunu, I. Gusti Ketut Arya. "Multicultural Education Management." In 5th Asian Education Symposium 2020 (AES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.023.

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Topcu, Umran, and Cem Topcu. "MULTICULTURAL EDUCATION THROUGH MULTICULTURAL SOUNDS OF İSTANBUL." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2888.

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Kim, Youngsoon, and Seungeun Choi. "Exploring the Elementary Students’ Multicultural Sensitivity through Multicultural Chorus." In Education 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.36.25.

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Ciobotaru, Georgiana. "EDUCATION AND MULTICULTURAL COMMUNITIES." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.1542.

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Topcu, Umran, and Judit Taberna Torres. "MULTICULTURAL EDUCATION IN BARCELONA." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0520.

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Hu, Jiatong. "Analysis on Chinese Multicultural Education System Modelling After American Multicultural Education and Suggestions." In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.121.

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Andersone, Rudite, and Ineta Helmane. "Interdisciplinary Education in Multicultural Environment." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.002.

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Hasanah, Dhia, and Yanty Wirza. "Students’ Identity in Multicultural Education." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.017.

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Prabowo, Alfian Dewan Adhayuda, and Hamim Ilyas. "Multicultural Education in Islamic Perspective." In International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210805.060.

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Reports on the topic "Multicultural education"

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Bailey-Ramos, Erica. Who Matters?: Effective Classroom Management Strategies for Multicultural Elementary Education. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.218.

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Yeo, Marie. South Korean Teachers' Beliefs about Diversity: the Impact on Practice of Multicultural Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3116.

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Greene, Thomas. State policy for multicultural education: an inquiry into policy status and administration, 1968-1984. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.776.

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Crumbly, I. J., and J. Hodges. Multicultural and multilingual approach: Mathematics, science, and engineering education for junior high school minority students and high school administrators. Final report. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/10183043.

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Гарлицька, Тетяна Сергіївна. Формування міжкультурної компетентності як одна з умов запровадження європейських стандартів мовної освіти. Wschodnioeuropejski Institut Psychologii, 2022. http://dx.doi.org/10.31812/123456789/7064.

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Статтю присвячено обґрунтуванню важливості формування міжкультурної компетентності, зокрема у студентів філологів. Реалізація міжкультурної компетентності розглядається як одна з умов запровадження європейських стандартів мовної освіти. Сучасні глобалізаційні процеси, розширення міжкультурних контактів вимагають від освітнього простору України орієнтації на виховання фахівця нового рівня – суб’єкта полікультурного простору. Професійна компетентність фахівців різних галузей стає неможливою без володіння ними міжкультурною компетентністю. Поняття «міжкультурна компетентність» розглядається в роботі як міждисциплінарний феномен та досліджується з позицій філософії, культурології, соціології, психології, педагогіки та лінгводидактики. Особливу увагу зосереджено на зв’язку культури та мови, оскільки мовні знання є інструментом пізнання іншої культури та важливою умовою міжкультурної комунікації. The article raises the problem of importance of intercultural competence forming, in particular among students of philology. The realization of intercultural competence is considered as one of the conditions for establishment of the European standards of language education. Modern globalization processes, expansion of intercultural contacts demand the Ukrainian education to be focused on the new level specialist – the subject of multicultural surrounding. Professional competence of specialists of different fields is impossible without possessing intercultural competence. The concept «intercultural competence» is considered as multidisciplinary phenomenon which is studied from different points of view: philosophical, cultural, sociological, psychological, pedagogical and linguodidactic. The main attention is focused of the connection of culture and language because language competence is the tool for another culture cognition and an important condition of intercultural communication.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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