Pour voir les autres types de publications sur ce sujet consultez le lien suivant : Education, Secondary – Cross-cultural studies.
Thèses sur le sujet « Education, Secondary – Cross-cultural studies »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les 50 meilleures thèses pour votre recherche sur le sujet « Education, Secondary – Cross-cultural studies ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Parcourez les thèses sur diverses disciplines et organisez correctement votre bibliographie.
1
Chow, Kwok-lim, and 周國廉. "To find the determinants for effective science education throughcross-national studies at the junior secondary level." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959313.
Texte intégral
2
Zimmerman, Paul. "Cultural Tradition and Cultural Change in Postcommunist Poland| A Secondary Data Analysis." Thesis, Grand Canyon University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617584.
Texte intégralRésumé :
<p> Nations sharing similar historical, linguistic, and social backgrounds tend to cluster around the same cultural values systems. However, changing socioenvironmental conditions drive cultural values systems to change over time. This study compared changing cultural values in Poland in the postcommunist era with values in the Czech Republic and Slovenia, using factorial ANOVA of published data from the European Values Survey and World Values Survey. The hypotheses were: (a) cultural values in Poland have moved from traditionalist values toward secularism; (b) Poland's rate of cultural values movement was more moderate than either the Czech Republic or Slovenia; and (c) the higher degree of religiousness in Poland mirrored the slower rate of movement toward secularism. The study participants were 20,038 adults from the Czech Republic, Poland, and Slovenia. Findings showed 10 of 19 cultural values in Poland showed moderate movement toward secularism, confirming that traditional cultural values in Poland had decreased. However, the findings also showed cultural migration in Poland preserved strong traditional family and religious values despite the influence of far reaching social, economic, and political changes. This study revealed two important points: (a) as cultural values within groups of nations change, cultural values in similar clusters of nations tend to move in the same direction, and (b) deeply held traditional values tend to preserve the differentiation between nations, even as process of cultural values change continues.</p>
3
Henry-Keon, Nadene Anne. "Hailing the hero: Critical cultural studies, subjectivity and girls in vocational high school." Thesis, University of Ottawa (Canada), 2000. http://hdl.handle.net/10393/9040.
Texte intégralRésumé :
Language allows us to narrate our stories. Creating ourselves as subjects is a function of language practices mobilized in complex and contradictory negotiations of the texts we engage, in the contexts in which they appear. This qualitative, interpretive study examines how seven, grade nine, female adolescent girls engage popular culture texts and practices to constitute themselves subjectively in vocational high school. The study shows that discursive representations of gender, desire, race and class critically inform and are informed by female adolescents' negotiation of their everyday lived experiences. In particular, it finds that female adolescents engage the discursive practice of anger to name their being and becoming.
4
Powell, Scott M. "Perceptions of Appalachian Students about Post-Secondary Education." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210366687.
Texte intégral
5
White, Carol. "Sixth form general studies: some aspects of curriculum development in English schools foundation schools withparticular reference to King George Vth School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955514.
Texte intégral
6
Cha, Lynda Park. "Cultural care students' and teachers' perspectives on caring /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337267.
Texte intégralRésumé :
Thesis (Ph.D.)--Indiana University, Dept. of Curriculum Studies, 2008.<br>Title from PDF t.p. (viewed on Jul 28, 2009). Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4611. Adviser: David Flinders.
7
Flores-Vance, Margarita. "The Role of Cultural Capital from Home and School Settings and Its Influence on Student Engagement| A Narrative Inquiry." Thesis, University of Redlands, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587402.
Texte intégralRésumé :
<p> Hispanic students' life experiences are influenced by factors related to cultural capital that are imbedded in the fabric of the family's culture and interwoven in the tapestry of the school setting in relationship to student engagement. Many researchers have argued that middle-to-upper class parents who possess high-status capital know how to navigate a school system that is congruent with the dominant group. In contrast, working-class minority parents are perceived as lacking cultural capital, and consequently struggle to access school resources necessary to benefit their children's educational attainment. This dissertation is concerned with examining how the role of cultural capital from home and school settings influence student engagement of Hispanic students, by using the theoretical framework derived from Bourdieu's (1986) <i>cultural capital</i>. This qualitative narrative inquiry looked at 30 participants comprised of two administrators, three counselors, seven teachers, nine parents and their nine students from the only high school in a small bedroom community located in one of the largest counties in Southern California. The authentic "voices" of the participants were captured through individual face-to-face audio taped interviews, which were coordinated, transcribed and synthesized over a three month period. The data was triangulated using the responses of the participants to answer the three research questions. The analysis of the findings revealed that minority Hispanic students possess familial and school cultural capital that influences student engagement. This work implies that Hispanic students have access to cultural capital at school through the extra assistance received from teachers and counselors, coupled with parent's strong desire not only to see their children succeed in academia but also vicariously fulfill the parent's own personal academic and career dreams and aspirations. Recommendations were made to inform educators how to avoid assumptions that Hispanic working-class students lack cultural capital. </p>
8
Chow, Kwok-lim. "To find the determinants for effective science education through cross-national studies at the junior secondary level." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810627.
Texte intégral
9
Kaparou, Maria. "Instructional leadership in a cross-country comparative context : case studies in English and Greek high performing secondary schools." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/61913/.
Texte intégralRésumé :
This thesis focuses on the application of the model of instructional leadership at high-performing secondary schools in England and Greece. This helped the researcher to develop a model of instructional leadership in a centralised context. A qualitative multiple case design allowed detailed data to be collected on four high performing secondary schools, using the interpretivist paradigm. The enquiry was conducted using mixed methods, including semi-structured interviews with various data sets (stakeholders) within and outside the school, observation of leadership practice and meetings, and scrutiny of relevant macro and micro policy documents. The three-layer comparative framework designed to identify the similarities and differences in leadership variables within and across the countries, shed light on the cross-case analysis of the case studies within a centralised (Greece) and a partially decentralised (England) education context. The empirical lessons from this study show that instructional leadership is implemented in different ways in diverse contexts. The findings from the two Greek case study schools are interwoven with the official multi-dimensional role of Greek headteachers, which leaves little space for undertaking instructional leadership dimensions. In the absence of such official instructional leadership 'actors', teachers' leadership has been expanding, and the research identifies aspects of informal collaborative leadership practices in Greece. In contrast, the decentralization of school activities creates the platform for the emergence of shared and distributed leadership within the English context, while various school actors have direct and indirect involvement in pedagogical leadership for school improvement. This cross-country comparative study provides new evidence about how instructional leadership is contextually bounded and inevitably influenced by the extent and nature of centralisation or decentralisation in the education system.
10
Duplantier, Karen Taylor. "The Lived Experiences of Adolescent Males Who Have Participated in a Holy Cross Immersion Service-Learning Project." Thesis, University of Holy Cross, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842710.
Texte intégralRésumé :
<p> This qualitative study sought to examine the Holy Cross Immersion, a service-learning trip for senior boys at Holy Cross School, New Orleans, Louisiana. The specific focus of the study is whether the experience increased the participants’ awareness of social justice issues, leading to future civic involvement. Individual interviews were conducted with nine young men who participated in an Immersion service-learning experience as seniors in high school between the years of 2011 and 2014. A focus group followed with three of the participants. I kept a journal throughout the interviews to document observations. Data were collected from the journal and interviews and analyzed using qualitative phenomenological methods. Findings of this study suggest that the Holy Cross Immersion service-learning trip is effective in helping adolescent males understand the marginalized in society, increasing their awareness of social justice issues, and contributing to their desire to volunteer.</p><p>
11
Davenport, Courtney K. "Cross-age peer mentoring for at-risk youth| A grant proposal project." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523095.
Texte intégralRésumé :
<p> The purpose of this project was to develop a grant proposal and identify a potential funding source for the purpose of expanding a cross-age mentoring program to increase school participation and decrease dropout rates of students in one high school and middle school in San Antonio, Texas. The program is designed to target and strengthen non-academic factors such as family connectedness, community involvement, and self-esteem which have been shown to contribute to school dropout rates. An extensive literature review increased knowledge about dropout rates among Hispanics and individuals who come from economically disadvantaged backgrounds and provided information about evidenced-based mentoring programs that the grant writer then used to design a best-practice program. A search for potential finding sources via the internet resulted in the selection of Kronkosky Charitable Foundation as the best funding source for this project. A grant was then written to support the expansion of a cross-age mentoring program at Harlandale High School and Harlandale Middle School in San Antonio, Texas.</p>
12
White, Carol. "Sixth form general studies : some aspects of curriculum development in English schools foundation schools with particular reference to King George Vth School /." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12318097.
Texte intégral
13
Navarro, Candy. "Exploring Latinidad| Latina Voice and Cultural Awareness in a Catholic Female Single-Sex High School." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10157571.
Texte intégralRésumé :
<p> This study focused on the perceptions of 16 Latina students regarding their cultural school climate as well as the thoughts of two administrators and six teachers at an all-female Catholic high school. Students revealed that, while they felt very supported by the school’s faculty and administration, they revealed that their culture was not fully embraced and/or represented in their educational curriculum and school’s practices. Students also alluded to deliberately choosing and valuing to spend their free time with their family over their classmates. Further, they felt disconnected from their school’s mission, which emphasized sisterhood among students. Furthermore, bicultural students provided a unique perspective often not fitting the Latina and/or dominant culture at the school.</p>
14
Yah, Veronica. "Una cadena de esperanza| How Latino male English language learners use community cultural wealth in challenging negative educational experiences." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574905.
Texte intégralRésumé :
<p> Latino males from an English Language Learner (ELL) background are not successfully graduating from high school and going to college. This study seeks to understand this phenomenon through narratives of young Latino males in the Los Angeles area. Guided by Yosso's theory community cultural wealth theory, this qualitative study examines the challenges experienced by Latino males in their high school English Language Learner programs, and how these challenges were met. community cultural wealth theory provides six tenets of capital that communities of color possess: aspirational, familial, linguistic, social, navigational, and resistance. These types of cultural wealth exist in the lives of students and can assist students in attaining successful educational outcomes. Interviews with 16 Latino male ELLs between the ages of 18 to 25 were conducted over a 2-month period. The 16 Latino male ELLs were divided into groupings of high school graduates in college, high school graduates, high school students finishing their diploma requirements, and high school dropouts. Along with these interviews, four parent interviews were also conducted in order to gain a holistic perspective of the Latino males' experiences. Latino male ELLs illustrated the utilization of multiple forms of community cultural capital in their narratives; forms of social, linguistic, and navigational capital made a difference in Latino male ELLs that reported not only finishing high school, but also attending college. Conclusions of the study will be used to make recommendations for improvements in counseling services, assisting newly arrived ELLs to high school, and specific changes to policy.</p>
15
Henry, James H. "The Influence of Social Media Technology on Generation iY's Ability to Communicate Face to Face in Their Academic Careers." Thesis, Gonzaga University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1572998.
Texte intégralRésumé :
<p> This thesis investigates how Generation iY students perceive that social media and / or texting technology has influenced their ability to track and comprehend the subtleties of face-to-face communication within an academic setting. Generation iY is defined as those born between the years 1982 to 2004. Also involved in this study are members of the faculty and staff that teach Generation iY. The theories being applied and examined in this study include, Postman's Technology Ecology, McLuhan's Media Ecology, and Ong's Orality and Literacy. These theories while addressing different aspects of technological change, all agree that the change is all encompassing with every advancement in technology. The study consisted of four focus groups. Two groups consist of Generation iY, and two groups of faculty and staff. Comparative analysis was utilized to point out the similarities and differences between the focus groups. This study has revealed that while Generation iY said that they prefer face to face communication; they are intimidated, fearful of judgment, overwhelmed, and lack the sense of responsibility that is inherent with face-to-face communication. They find social media and texting a more comfortable means of communication because it requires less effort and minimizes consequences. The quotes given by the Generation iYers in this study are in accord with what Elmore (2010), writes about them, Generation iY is isolated yet connected. Generation iY has an overdeveloped attachment to their peer group via social media. The faculty of Generation iY cites this as a major reason why Generation iY struggle with critical thinking. Weiler (2004), supports these concerns as she indicates that they gather information for the wrong reasons. They use critical thinking in order to prove their beliefs right to their peer group instead of trying to find answers to problems.</p>
16
Baker, Adelita Gonzales. "Levanten La Mano Si Me Entienden: Receptive Bilinguals’ Linguistic and Cultural Perceptions in Secondary Spanish Classes." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799503/.
Texte intégralRésumé :
Receptive bilinguals have been in a dilemma of knowing just enough Spanish to write and aurally comprehend the curriculum at the beginning-intermediate levels of a Spanish language course. This dichotomy in classrooms with mixed-ability learners has created a need to reconsider placement and pedagogical structures tailored for these students in foreign language courses. Thus, this descriptive study examined the perceptions of receptive bilinguals, drawn from two secondary Spanish courses regarding receptive bilinguals’ language use, personal Spanish language abilities and confidence, personal beliefs about the language, and contentment with the course. For this study, 31 participants were selected from two public high schools in a suburb of a large metropolitan area in north Texas. Two surveys, a listening assessment and an online questionnaire, were administered at the end of the academic year. The Likert questionnaire items were analyzed using SPSS software, while open-ended questions were coded for recurrent themes. Analyses revealed four major findings. First, with regard to influence on language use, participants’ grandparents created the most interaction with the Spanish language when compared with the other family groups. In addition, Spanish influence through television, literature, radio, and music contributed to students’ early childhood Spanish learning. Second, as to language preference, although participants perceived English to be the language with which they were most at ease, they were also confident in their Spanish conversational abilities. Third, with respect to perceptions of language abilities, Spanish 2Pre-AP students noticed an increased ability in listening, speaking, and writing the language. In both courses, students’ receptive ability was one of the highest abilities. Receptive bilinguals reflected a sense of pride and passion for the language. They desired to improve their language through their own self-motivation as a way to connect with family. Fourth, and finally, in reporting on course contentment, participants expressed overall contentment with the course, irrespective of the particular course in which they were enrolled; however, some did not agree that all curricular structures were to their benefit. Results indicate a need to place students with receptive bilingual skills in courses designed to meet their specific linguistic characteristics.
17
Lundie, David Charles Athanasius. "The Other in the curriculum : ethnographic case studies on the spiritual, moral, social and cultural dimensions of religious education in sites of value commitment and contestation in the UK." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2654/.
Texte intégralRésumé :
Recent public debates over the place of religious education in the curriculum have focused attention on the threshold status of the subject. While the subject makes claims to an academic standing equal to others in the humanities, for many years its status in the curriculum has relied on a multiplicity of claims as to the effectiveness of religious education in preparing young people for life in a multicultural society. Beginning with an appreciation of the factors which have influenced policymakers and key theorists, this thesis traces the conflicts and controversies in the definition of the subject. Approaches to religious truth claims and cultural practices in the curriculum are evaluated with reference to prominent public critiques of the subject. Although these approaches are neither exhaustive nor exclusive, they form the basis of anxieties about the place of religious education in the curriculum. These anxieties are located within a broader crisis of multiculturalism and anxieties about the role of values in an increasingly performative and examination-driven educational environment. Employing an ethnographic paradigm, a series of in-depth case studies were carried out in secondary schools in Scotland, Northern Ireland and England in 2009, with particular emphasis on students between the ages of 14 and 16. In the course of these case studies, two strands of data analysis emerged, with findings clustered around 10 key themes. A linguistic approach at times takes priority within the analytical framework, while other data lends itself to multimodal analysis, providing rich contextualisation for the linguistic encounters. Focusing on four case studies, some key pedagogical approaches relating to the ways in which religious education deals with religious and cultural commitment and diversity are examined in detail. This analysis, drawing on theological and pedagogical theories, provides a richly contextualised series of findings relating to the spiritual, social and affective dimensions of religious education, in critical sites where identities and truth claims are highly valued and highly contested. The depth and authenticity called for in these contexts go beyond performative and examination-driven approaches, requiring a robust sense of teachers’ professional values and identity. Key strengths emerge in observed practice which are not reflected in pedagogical literature. The empirical findings have relevance to public debate about the aims, practices and models of effectiveness in British RE.
18
Murphy, Adam C. "Perpetuating Nationalist Mythos? Portrayals of Eighteenth Century Ireland in Twentieth Century Irish Secondary School Textbooks." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371792303.
Texte intégral
19
LAW, Yuen Fun Muriel. "Cultivating identities and differences : a case study of the Hong Kong junior secondary economic and public affairs curriculum." Digital Commons @ Lingnan University, 2006. https://commons.ln.edu.hk/cs_etd/10.
Texte intégralRésumé :
This thesis studies the junior secondary EPA curriculum and the complex cultural process of teaching and learning of the curriculum. It draws on theoretical frameworks developed in the field of cultural studies and critical pedagogy, particularly works by Michel Foucault, Stuart Hall, Lawrence Grossberg and Paulo Freire. It investigates how the EPA curricular texts attempt to produce the identity characteristic of "rational, sensitive and active citizens" in contemporary Hong Kong through constructing differences that negate the Other. Through analyzing classroom discursive practices, the thesis examines how the curricular knowledge "interpellates" teachers into subject position to talk about the "rational, sensitive and active citizens".
The curriculum is a vast textual world where different and even competing ideological imperatives and discourses coexist and circulate. This thesis argues that teachers' discourses about the EPA curriculum and their classroom discursive practices have contributed to the creation of tensions and contradictions within the curriculum discourse. Such tensions and contradictions, coming from teachers' beliefs and the cultural resources they possess, may delimit the regulatory effect of the curriculum discourse. As a result, the regulatory power of the curriculum discourse on "suturing" subject positions that form identities of "citizens" is subject to negotiation, and critical pedagogies have a role to play to open up dialogues among the subject positions made available in the curriculum.
20
Rock, Jeana T. "Teaching Another Literacy Across the Curriculum." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1866.
Texte intégralRésumé :
Advances in communication technology have allowed for new ways for high school teachers to incorporate these technologies into their classroom practice. However, most teachers are uninformed about media literacy pedagogy. This study investigated how using a collaborative professional development group influenced teachers' understanding and use of media literacy concepts in their current practice. A professional development group with teachers from different content areas met for five months to study the theory and methodology of media literacy. This collaborative group provided opportunities for teachers to develop and share analytical and productions skills in media literacy, as well as design lessons utilizing media literacy principles appropriate to each teacher's field of study in order to facilitate better student understanding and application of media literacy as well as discipline-specific knowledge and skills. Results indicate positive development for the participants in using media literacy in their current instruction if adequate time and technology resources are available and that professional development groups for teachers of various content areas are an effective way to introduce them to media literacy.
21
Ndungu, Naomy W. G. "A blessing or curse on efficacy: Impact of cultural norms on the learning experiences of Somali immigrant girls." Ashland University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1575763393311021.
Texte intégral
22
Graves, Valerie. "A CULTURAL LENS INTO THE STORY UNDERNEATH: A RESOURCE GUIDE OF AFRICAN AMERICAN ART, ARTISTS AND CULTURE FOR ART EDUCATION." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3595.
Texte intégralRésumé :
The goal of this study is to create a qualitative resource guide of African American culture, art, and artists for an art education curriculum. This project encompasses four main themes to reflect an area of African American culture via a work of art created by an African American artist. These themes are, Family with the sub themes African American Male, Matriarch, and Children; Spirit with the sub themes Faith, Spirituality, and Inspiration; Identity with the sub themes Artist’s Voice, Triumph, and Hope and Vision; Community with the sub themes Ancestors, Social Issues, and Cultural Voice. These themes constitute a basis depictive of the African American culture at a deeper level as resounded by ethicist Peter J. Paris’s reflection of the culture’s foundational building blocks, God, community, family, and person (Paris, 2004).
This thesis looks beyond the composition, artistic essentials, historical relevance, and biographical sketches of the artists, to create an accessible and effective way to approach African American culture thematically. The resource provides connecting elements into a culture that has contributed to the very essence of the larger American culture.
23
Jenigar, Andrea Rita. "Nahnh Laysna Ajanib [We Are Not Foreigners]: Bridging Cultural Gaps Through Middle Eastern Young Adult Literature in the Secondary Language Arts Classroom." Ohio University Honors Tutorial College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1429880989.
Texte intégral
24
Ornelas, Gabriela R. "The District's Stepchild: The Total Erasure of Low-Income Latinx Students' Needs at Continuation High Schools." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pitzer_theses/83.
Texte intégralRésumé :
My study explores the underlying factors that allow systemic structural issues to exist within continuation high schools which result in the low educational performance of low-income Latinx continuation students. My study focuses on educators’ experiences, as I conducted 20 in-depth, semi-structured interviews with Southern California continuation high school teachers. I focused on the following areas of study: the teacher’s career, the teacher’s interactions with students, and the teacher’s opinions regarding their accessibility to funding and resources. My findings indicate that teachers, the outer community, and school-board administrators utilize cultural deficit thinking and stigmatization as tools of total erasure to exchange low-income Latinx students’ social identities with racist and classist stereotypes; in consequence, these mechanisms allow the district to impose invisibility on students’ academic and emotional needs in order to justify the formation and maintenance of institutional challenges for administrators’ fiscal benefit. Overall, these results reaffirm that our educational system reproduces social inequality; the total erasure of low-income Latinx continuation students’ academic and emotional needs permits the persistence of systemic structural issues informed by racist and classist stereotypes. My research calls for avenues of communication between administrators, teachers, and the outer community to address institutional barriers and, subsequently, establish equitable funding distributions to promote continuation high school students’ educational success with an understanding of the increased academic, emotional, and social needs of low-income Latinx students.
25
Ra'oof, Miranda L. "Afrocentric Pedagogy as a Transformative Educational Practice." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600106.
Texte intégralRésumé :
<p> This mixed-methods study analyzed the effectiveness of the practices and attitudes of selected African American teachers who use culturally relevant and responsive Afrocentric pedagogies as the instructional foundation for improved academic outcomes with their African American students. The theory of Afrocentricity was used as the philosophical framework to study their pedagogy. Afrocentricity is a mode of thought and practice in which in African people are placed at the center of their own history and culture; engages them as subjects rather than objects; and approaches them with respect for their interests, values, and perspectives (Asante 1980, 2003). Concepts employed from this theoretical framework provided a lens for the triangulation of qualitative and quantitative data collected and analyzed. The setting for this study was a private Afrocentric prekindergarten through 8th-grade school. The participants in this study were 3 African American teachers. Data collected and analyzed supported using culturally relevant and responsive pedagogy to produce improved academic outcomes for students of color (Boykin, 1984, 1994; Hale-Benson, 1986; King, 1991; Ladson-Billings, 1994; Shujaa, 1995; Villegas, 1991).</p><p> Findings suggested that in selected academic settings improved academic performance occurred for African American students when teachers used culture relevant and responsive pedagogy. The following themes were embedded in the pedagogy: self-determination, academic empowerment, cultural empowerment, and family/community empowerment. The findings implied a need for teachers and teacher-training institutions to re-examine, recommit, and re-institute culturally relevant and responsive pedagogy that respects and addresses the culture, education, and social improvement for positive academic outcomes for all children.</p><p> <i>Keywords:</i> Afrocentricity, Afrocentric Pedagogy, achievement gap, culturally responsive pedagogy.</p>
26
Siamoo, Peter N. "Developing the Instructional Leadership Skills of High School Principals in Tanzania: A Problem-Based Learning Approach." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/984.
Texte intégralRésumé :
Underachievement among secondary students in Tanzania is tragic: the failure rate on the national exams after the fourth year is between 65 to 100 percent (Mushi, 2011). The literature affirms that student learning is primarily improved by enhancing quality classroom instruction while the second most impactful strategy is consistent school leadership to ensure that effective practices are utilized in the classroom (Blase & Blase, 2004; Chenoweth & Everhart, 2002; Fink & Markholt, 2011; Leithwood, Louis, Anderson, & Wahlstrom, 2004; Leithwood, Harris, & Strauss, 2010; Marzano, Waters, & McNulty, 2005). Despite the research, the researcher's pilot study revealed that there is currently little or no oversight of classroom instruction in most Tanzanian secondary schools. This paradox yielded two research questions: 1. Can Tanzanian schools leaders improve the quality of classroom instruction in order to enhance student learning and performance by employing systematic, fair, and culturally relevant teacher evaluation techniques? 2. Are the teacher evaluation tools developed for American school systems suitable to serve the Tanzanian school system or must they be adapted into the Tanzanian cultural context?
Using a Problem-Based Learning [PBL] method, the researcher field-tested and refined The Curriculum for Training Secondary School Leaders, and a workshop in which it was taught. The workshop and its curriculum provided instruction in Evaluation and Supervision of Classroom Instruction (ESCI) to Tanzanian Head Masters and Mistresses (HMs), or as commonly referred to as principals in America, in an effort to develop their pedagogical leadership skills. During the workshop, HMs refined the American-designed evaluation tools to make them culturally relevant to a Tanzanian context. After attending the six-day intensive ESCI workshop, participants indicated in surveys that they felt capable of providing support and coaching to their teachers and capable of assisting teachers in their efforts to improve their pedagogical skills. The researcher provided additional workshops for teachers and HMs at their school sites to support educators in the implementation of ESCI. Qualitative research demonstrated teachers also had favorable post-workshop reactions to ESCI. Though the implementation of the product and training will be further assessed in 2014, the initial qualitative results from post-workshop surveys strongly confirmed that HMs developed confidence, skill, and competence in employing ESCI, thus increasing the likelihood that HMs would employ ESCI in their own schools in the year to come.
27
Guan, Eng Ho. "Exploring the socio-cultural structure of formal ESL instruction in classroom talk : a case study of a secondary school in Brunei /." Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phg913.pdf.
Texte intégral
28
Bukasa, Kadima. "Influence of Intercultural Experiences Abroad on African American High School Students." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636902.
Texte intégralRésumé :
<p> African American high school students are underrepresented in study abroad programs, and their lack of intercultural skills and international understanding can impede their personal and professional development, and limit their career opportunities. The purpose of this descriptive qualitative case study was to explore the influence of intercultural experiences through study abroad and immersion programs on African American high school students’ intercultural competence. The conceptual framework drew on 2 theories: Bennett’s development model of intercultural sensitivity and Kolb’s experiential learning. Data from interviews and focus groups with 13 African American high school students, 2 parents, and 2 teachers as well as documents and field notes from a Northeast United States urban high school addressed the research questions pertaining to how students perceived travel abroad that fostered intercultural competence skills as well as how teachers and parents perceived students’ personal development. Findings resulted from provisional codes used to identify pattern of codes, and central themes that indicated predeparture seminars and reflective practices enhanced intercultural skills. The portfolios suggested that most students became more reflective and accepting of cultural differences after their sojourn abroad. Recommendations based on the findings suggest increasing homestay experiences and planning and predeparture trainings. Future research is needed on how to attract more male African American students to such programs. The findings may contribute to positive social change by encouraging investment in homestay study abroad and immersion programs with adequate preparation and planning at inner city high schools that might foster intercultural competence skills.</p><p>
29
Mills, Bonnie K. "Intercultural and academic transitions: A study of the gap between Chinese secondary schools and western universities." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/254.
Texte intégralRésumé :
China is the top sending country of international students to Western universities. Chinese students can benefit a country's economy and aid in internationalizing campuses, providing opportunities for students to develop global competencies. However, as the number of Chinese students is increasing, so is the awareness of their difficulties in acculturating to the Western system of higher education. The literature attributes some of these difficulties to cultural, academic, and social factors. Filling a gap in the research, this cross-level study compares the preparation programs of four different types of secondary institutions. Results of surveys and interviews were correlated between faculty and alumni evaluating satisfaction and effectiveness of university preparation. The students generally were satisfied with their preparation training as compared to the faculty at the secondary schools. Results of this study will help bridge the gap of eradicating the difficulties Chinese students face in the Western higher education system.
30
Woo, Jung-Im. "Culture teaching in EFL through computer/critical thinking." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1677.
Texte intégralRésumé :
The purpose of this project is to develop computer-assisted language learning (CALL) lesson plans using the Internet and to offer an example for academic senior high school teachers in South Korea of exemplary treatment of cultural topics that promote critical thinking and incorporate crosscultural understanding based on cooperative learning.
31
Finau, Lynette Suliana Sikahema. "Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1629127636689077.
Texte intégral
32
Agiro, Christa Preston. "A Comparative Critical Discourse Analysis of Teacher Editions of Secondary American Literature Textbooks Adopted for Use in Christian and Public Schools." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1251483565.
Texte intégral
33
Gabriel, Sérgio de Souza. "Ensinando o futuro no ensino médio: uma investigação." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-20052009-151104/.
Texte intégralRésumé :
Descreve uma investigação realizada junto a professores do Ensino Médio sobre percepções relacionadas à inovação curriculares na forma de estudos do futuro. Objetivo: Em primeiro lugar, identificar de que maneira os professores entendem o conceito de futuro em suas vidas. Em segundo lugar, identificar percepções e atitudes em relação aos estudos do futuro e à implementação destes junto a alunos do Ensino Médio da cidade de São Paulo. Em terceiro, orientar projetos nas escolas locais que adotassem essa abordagem. Método: Em sua primeira fase, questionário estruturado enviado a 200 professores participantes, no período de março a junho de 2007. Em sua segunda fase, oficina de apresentação realizada nas escolas investigadas e outro questionário estruturado enviado a 80 professores, no período de junho a agosto de 2007. Em sua terceira fase, reuniões com professores e coordenadores das escolas adotantes. Resultados: A primeira fase mostrou que os professores percebem o futuro como um período de tempo entre 10 a 20 anos do presente. Existe uma mistura de otimismo e preocupação em relação ao futuro e a crença de que é necessário um alto grau de preparação para este. A segunda fase mostrou que os professores percebem a relevância em estudar o futuro, principalmente para si mesmos. Entre as ferramentas apresentadas na oficina, técnicas como elaboração de cenários e consulta a especialistas lhes pareceram mais claras e de maior facilidade e relevância para a introdução junto a seus alunos. A terceira fase incluiu a adoção projetos multidisciplinares, propostas curriculares e atividades isoladas, por parte de algumas das escolas. Conclusão: Os professores mostram um grau de preocupação e interesse elevado na preparação de seus alunos para o futuro. Os estudos do futuro oferecem uma alternativa viável para a introdução de projetos e atividades de caráter multidisciplinar que ajudam os jovens a planejar e se preparar para o futuro.<br>It describes an investigation carried out with Secondary School teachers on their perceptions regarding curriculum innovations using a futures studies approach. Aim: Firstly, to identify the ways in which teachers view the concept of future in their lives. Secondly, identify the perceptions and attitudes regarding futures studies and their introduction in the Secondary School classroom in the city of São Paulo. Thirdly, supervise projects in the local schools which adopted such approach. Methodology: In its first phase, a structured questionnaire was sent to the 200 participant teachers, between March and June 2007. In its second phase, a workshop to introduce future studies in the schools under investigation was held, followed by another structured questionnaire, between June and August 2007. In its third phase, meetings with teachers and pedagogical coordinators were held. Results: The first phase showed teachers perceive the future as a period between 10 and 20 years from the present. There is a mix of optimism and worry and a belief that a high level of preparation is required for this future. The second phase showed that teachers perceive the relevance of future studies, particularly for themselves. Among the tools presented in the workshop, the creation of scenarios and the use of expert opinion were those which seemed clearer, more relevant and of easier introduction in the classroom. The third phase included the adoption of cross curricular projects, proposals for curriculum change and attempts at different activities by some of the schools. Conclusion: Teachers show a high level of interest and worry in the preparation of their students for the future. Future studies offer a viable alternative for the introduction of projects and classroom activities of a cross curricular nature that will help young people to plan and prepare for the future.
34
Marichal, Margarita. "Language of Instruction and Puerto Rican First Graders' Ethnic Categorizations." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4802.
Texte intégralRésumé :
The use of subtractive bilingual models in Puerto Rico may influence children's construction of social categorizations. There is a gap in the literature related to linguistics, ethnicity, and systems of education and acculturation of a majority group. The purpose of this multiple case study was to examine the influence of the language of instruction and teachers' communicative practices in private and public schools on first graders' ethnic identity construction in the municipality of San Juan, Puerto Rico. The conceptual framework of the study was based on Markus's unified theory of race and ethnicity, Berry's bidimensional model of acculturation, Tajfel and Turner's social identity theory, and Wimmer's ethnic boundaries multilevel process theory. The research questions concerned how teachers' communicative practices reflected and promoted children's construction of social categorizations, what roles teachers played in ethnic education, and the influences that shaped their cultural knowledge. Purposeful sampling was used to select 2 Spanish speaking and 2 English speaking classrooms form the municipality that could provide information to answer the research questions. Data were collected from classroom observations, structured interviews with teachers, analysis of classroom artifacts, and the use of Zea, Asner-Self, Birman, and Buki's Abbreviated Multidimensional Acculturation Scale. Data were coded and then categorized by theme. The findings of the study demonstrated that teachers' hybridized ethnicity is reflected in communicative practices that influenced children's construction of social categorizations. This study could serve to develop strong cultural awareness policies for education systems and for other countries at risk of losing their language and traditions.
35
Crum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
Texte intégral
36
Velez, Rene. "Perceptions of School Performance Measures: A Study of Principals in the United States and Head Teachers in the United Kingdom Using Q Methodology." UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/275.
Texte intégralRésumé :
Performance measures have been used throughout the business sector as a means to assess productivity, allocate resources, and increase profitability. More recently, they have been utilized to answer increasing calls for accountability in public education. Legislation has been passed in both the United Kingdom and the United States that implements performance measures as a means to measure student achievement and assess school performance. This study, conducted both in the United States and the United Kingdom, examined the perceptions of 15 primary and 15 elementary school leaders with regard to the transnational issue of school performance measures.
Q methodology was used to examine the opinions and perceptions of these leaders for the purpose of providing insight for stakeholders and identifying future areas of research. The data from the participants revealed patterns of opinion within the head teacher group, the principal group, and the participants as a whole. Common opinions included the balanced use of performance measures, the political nature of school performance measures, the appropriate use of standardized test scores, and the consideration of economic and social factors. This study also demonstrated the use of Q methodology in qualitative educational research by both obtaining and analyzing rich and insightful participant data.
37
Walsh-Moorman, Elizabeth A. "Multimodal Composing In Support of Disciplinary Literacy: A Search For Context In ELA and History Classrooms." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1515961727003752.
Texte intégral
38
Sciame, Michelle E. 1958. "Adolescent adjustment to parenthood: A cross-cultural perspective." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291864.
Texte intégralRésumé :
This naturalistic research describes adjustment to parenthood in an ethnically diverse group of out-of-school adolescent mothers enrolled in an educational program. The process of adjustment was investigated, as well as what factors impede or enhance adjustment for these mothers. Ethnic differences were considered along with the role of the educational program. Implications for program planning are discussed. Data collection consisted of interviews, observations, a Life Events Checklist, and a review of program files. Difficult home lives and the frequency of stressful events prior to pregnancy led to a relatively easy adjustment to parenthood for these mothers. Adjustment was enhanced by support; most frequently provided by the program, partners, and families. Partners and families also were the most frequent cause of difficulties that impeded adjustment. The major differences between ethnic groups were in family structure and support systems. The educational program served as a major source of relational support for these mothers.
39
Mun, Jae Hong Daniel. "Transformation of cross-cultural Korean leaders in Taiwanese churches." Thesis, Biola University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619662.
Texte intégralRésumé :
<p> Taiwan and Korea have been categorized in the same cluster of Confucian and hierarchical cultures. However, Korean missionary pastors in Taiwan experience significant cross-cultural differences that directly affect the effectiveness of their leadership among Taiwanese congregants. </p><p> This study discloses the four factors contributing to the effectiveness of select Korean missionary pastors: (a) personal traits, (b) interaction on cross-cultural issues, (c) trust, and (d) spirituality. Working as a whole, four key factors result in a four-fold transformation of leadership: (a) leaders responded to cross-cultural encounters with cognitive discernment, (b) which resulted in movement from authoritarian to servant leadership, (c) which fostered trust among followers, (d) which resulted in movement from servant to transformational leadership. </p><p> The theory in this study on the effectiveness of cross-cultural leaders in Taiwanese context is derived from the ground theory study using in-depth semi-structured interviews, and participant observation.</p>
40
Morrell, Alicia Montana. "Assessing the development of intercultural sensitivity gained through the domestic experiences of first year students." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/698.
Texte intégralRésumé :
Institutions of higher education in the United States are becoming more and more diverse and nationwide efforts to provide educational access and equity to underrepresented groups of people will only help to increase that diversity. Increased diversity combined with the need for institutions to produce graduates who are capable of living and working in a global society, has created the need for students to possess a set of cognitive and behavioral skills to aide in successful intercultural interactions. Using the Developmental Model of Intercultural Sensitivity and the theory of Cultural Intelligence as frameworks, this research attempts to assess the effect of domestic experiences on intercultural competency and cultural intelligence of first year students at the University of the Pacific. Interview participants were chosen from a sample of eighty-seven students who took the Intercultural Development Inventory and were selected for displaying a great deal or lacked of intercultural sensitivity and cultural intelligence. From these interviews, key lines of thought and experiences were determined to have had positive or negative influences on competency. These results are presented in the form of biographical sketches and supplemented with a discussion of the skills essential to developing greater competency in intercultural sensitivity and cultural intelligence through the curriculum and co-curricular involvements.
41
Man, Daisy Wailing. "Cross-cultural study of test-wiseness." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28772.
Texte intégralRésumé :
The objectives of this study were to investigate the cultural differences in test-wiseness between Chinese and Canadian students; to study the impact of test-wiseness on British Columbia Grade 12 provincial examination results among Chinese students in British Columbia; and to examine the relationship of test-wiseness, and four correlates (verbal ability, achievement motivation, length of residency in Canada, multiple choice experience) among the Chinese students.
The Test of Test-wiseness and Student Survey questionnaire were administered to 41 Grade 12 foreign Chinese students who wrote the provincial examinations in January 1990. Completed test data were compared with the same data from Canadian and Chinese immigrant students who wrote the provincial examination in June 1989. The data were analyzed by a linear regression model.
The results indicated that ethnicity accounted for a significant amount of variance in test-wiseness. Foreign Chinese students were significantly less test-wise than both Canadian and Chinese immigrant students. Foreign Chinese students scored significantly lower than the other two groups in absurd-options, different-options, stem-options link and guessing subtests in the Test of Test-wiseness.
The results also showed that test-wiseness did not account for a significant amount of variance in provincial examination scores (English 12 and Algebra 12). The four correlates together accounted for very little variance in test-wiseness. None of them significantly correlated with test-wiseness, except that length of residency in Canada correlated positively with test-wiseness. Finally, the three ethnic groups showed no significant differences in achievement motivation but foreign Chinese students scored significantly lower than Chinese immigrant students who scored in turn lower than Canadian students in verbal ability.
The findings imply that language plays a crucial part in test-taking situations. With inadequate English language skills, foreign Chinese students were unable to satisfactorily comprehend the test questions, and hence their test performance were very close to what would be expected from random guessing. It is suggested that these students require examination coaching skills as well as improvement in English language skills.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
42
Chimbindi, Felisia. "Strategies used to cater for students with diverse academic backgrounds in the provision of textile, clothing and design programmes: a case study of two universities of technology in Zimbabwe." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4948.
Texte intégralRésumé :
Universities admit students from diverse backgrounds and have an obligation to accommodate all the students in various educational programmes to ensure that they acquire relevant skills and knowledge. The provision of Textile, Clothing and Design programmes to students with diverse academic backgrounds in universities of technology in Zimbabwe has led to various concerns raised by the textile and clothing stakeholders. The concerns include poor performance of students, high student failure rate, high student drop out, late completion of programmes by students, and other problems emanating from curriculum implementation approaches used by the lecturers. This study therefore, sought to find out how students with diverse academic backgrounds are catered for in the provision of TCD programmes in the two sampled universities of technology in Zimbabwe, with a view to assist the students and to enhance the quality of TCD provision. The study adopted a post-positivism paradigm and used a mixed method research approach that integrated concurrent qualitative and quantitative procedures in data collection, analysis and interpretation. A questionnaire, interviews and document analysis were used to collect data from respondents. Purposive sampling procedure was used to select 36 TCD lecturers, 2 universities’ quality assurance directors, 2 TCD faculty deans of studies, and 2 department chairpersons. Collected data were analyzed using statistical and non-statistical procedures. The study revealed that catering for students with diverse academic backgrounds was practiced in the two universities despite the absence of a curriculum implementation policy to guide the provision of TCD programmes to students with diverse academic backgrounds at university level. It emerged that catering for students with diverse academic backgrounds in implementing TCD curricular at the two sampled universities was faced with various challenges that include lack of lecturer training with regard to catering for students from diverse academic backgrounds and inadequate lecturer training in depth TCD subject content knowledge and ICT teaching technology packages. The study also revealed that there is not enough university and stakeholder participation with regards to supporting and monitoring curriculum implementation process to cater for students with diverse academic backgrounds. Although there were challenges encountered in catering for students with diverse academic backgrounds, the study reveals that there are pockets of good practice in some curriculum implementation strategies implemented by the two institutions such as use of student centered teaching and instructional approaches, university support and lecturer commitment to assist the students. The study findings conclude that although catering for TCD students with diverse academic backgrounds was being practiced in the two universities of technology, there are very critical issues observed over the programmes implementation process that include absence of curriculum implementation policy, lack of training of lecturers and inadequate participative TCD stakeholder involvement. Based on the study findings and reviewed literature, the researcher suggests an alternative curriculum implementation framework for catering for students with diverse academic backgrounds that may help improve effectiveness of university programmes implementation.
43
Zhou, Ning, and 周宁. "Solving the Chinese classroom paradox: a cross-cultural comparison on teachers' controlling behaviors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45690625.
Texte intégral
44
McInerney, D. M. (Dennis M. ). 1948. "The psychological determinants of motivation of urban and rural non-traditional Aboriginal students in school settings : a cross-cultural study." Thesis, The University of Sydney, 1989. http://hdl.handle.net/2123/5346.
Texte intégral
45
Clark, Paul 1965. "A study of two Philippine high schools : a cross-cultural look at the education of girls and boys." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36893.
Texte intégralRésumé :
While most schooling in the Philippines currently takes place in a coeducational setting, it seems apparent that, although they are attending the same high schools, boys and girls are not getting the same education. In many areas of the Philippines, boys' dropout rates are almost three times that of girls'. As more females graduate from college, women are rapidly replacing men in many fields.<br>However, this does not mean that women are leaving their traditional responsibilities in the home. Quite the opposite, women are now finding themselves faced with double the work while men essentially find themselves without the training or skills to adapt to a changing society.<br>This dissertation looks specifically at the schooling of two communities in the central Philippines. Looking at one school from a very rural village and another in a larger city, I examine the historical and sociological traditions of the Philippines and the island of Panay specifically. I investigate the reasons for girls' success while also looking at some reasons for boys' failure. I look closely at students' relationships with their schools, their teachers, their families, and with each other; I am trying to get a sense of how they perceive themselves and their world.<br>This dissertation uses qualitative research methods including lengthy observation and interview of students, families and teachers. It draws from the traditions of phenomenology and grounded theory, and is constructed in an interpretive anthropological tradition in which the narration is in first person singular and, where possible, the present tense.
46
Schaus, Lam E. "Implementing multicultural music education in the elementary schools' music curriculum." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111519.
Texte intégralRésumé :
The study examined the benefits of implementing multicultural music education into an elementary school's music curriculum. Conducted in a region with a culturally diverse student population, the study surveyed in-service music teachers and elementary students' parents on their perceptions of multicultural music education. Meanwhile, a set of experimental classes focused on Chinese music was taught to a diverse class of Grade 5 students to study their reactions and learning outcomes when studying non-Western music. Results indicate that (a) multicultural music needs to be better implemented in Ontario's music curriculum, (b) students receive non-Western music with enthusiasm, and (c) if taught responsibly, learning music from non-Western cultures can expand individual students' musical and cultural horizons, help eliminate stereotypes and discrimination in society, and possibly elevate the status of music education in schools.
47
王革 and Ge Wang. "Understanding ethnic multilingual learners at tertiary level : an ethnographic case study in Yunnan, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hdl.handle.net/10722/193062.
Texte intégralRésumé :
Existing research on multilingual acquisition indicates that multilingual learners confront challenges not only in mastering new linguistic forms, but also in forming new identities, and especially when the languages concerned are socially and linguistically distant. This study shows that ethnic minority students in China (referred in particular as ‘ethnic multilingual learners’ or EMLs in this study) at universities can face more challenges than the ethnic majority, Han, when they choose to study English as their major subject. The Han’s content and method in English learning are straitjacketed upon them. The environment is unfamiliar to EMLs, and the EMLs are often regarded as “strangers” to the place. Their problems include the national examination system, medium of instruction, learning difficulties, psychological issues and cultural exclusion. The current educational policies in China intend to protect the educational rights of ethnic minorities, but ignore the role of education in inheriting and capitalizing their ethnic cultures. The current university curricula mainly focus on subject knowledge building and patriotic education. As a result, the “cultural self-consciousness” and “cultural capital” of EMLs are less emphasized and encouraged. Data are collected on two female ethnic minority students at Yunnan University of Nationalities (YUN) through ethnographic interview, autobiography, oral narrative, online chatting and field observation. It provides information at a micro level, on how the two students, who have successfully navigated through Chinese education system to the tertiary level, try their best to excel in the education system of YUN with English language as their major subject and construct their multiple identities, and what important factors are affecting such identity construction. The findings suggest that they negotiate their multiple identities successfully through their active engagements on and off the university campus to become legitimate participants in various “communities of practice”. These identities are shaped partly by their own heritage and partly by the present sociopolitical realities in China. Drawing mainly on poststructuralist and multicultural education theories, the study also examines the power relationship exercised in YUN and discusses the impact of this power relationship on the identities formation of the target informants. The national and local policies as well as the curriculum structures of YUN are analyzed to identify the implicit power relationship that mainly causes tensions to the education and language learning of EMLs. It is argued that multiculturalism, as a discourse of education, may help to ease the tension between being an ethnic minority and a Chinese national, and reduce the danger of assimilation and marginalization of these EMLs. To achieve the goal of multilingual education based on the notion of multiculturalism, a “collaborative” power relationship which facilitates the empowerment rather than disempowerment of EMLs should be the goal in China according to the framework of “ethnic diversity within national unity”. It is envisaged that with such multicultural mentality, EMLs will be more able to act not only as manpower for raising productivity of the country, but also as agents for social transformation and in the end become citizens of the cosmopolitan world.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
48
LADORES, MINERVA M. "A CROSS-CULTURAL STUDY OF TWO TEACHER EDUCATION TECHNOLOGY CLASSES: UNITED STATES AND THE PHILIPPINES." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116276758.
Texte intégral
49
Kalian, Sharae. "Enriching Cross-Cultural Health Care Curriculum with Elements of Social Psychology." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1573469.
Texte intégralRésumé :
<p> The need for equality has become one of the most deeply talked about subjects in the health care field. One challenge in this area is to reduce health care disparities and improve access to high-quality health care for diverse patients. There is a vast amount of literature on the implementation of cross-cultural competence in health care to reduce health care disparities. Cultural competence strategies include a racial and linguistic staff, culturally competent education and training, and integrated culturally translated signage. The cultural competence approach that is being investigated in this thesis considers the concepts of sociological factors that contribute to a complete understanding of one's culture. This thesis will examine two separate literatures: first, research on the historical culture context, sociocultural behavior and ethnic identity; and second, research on the cultural competence approach in the health care industry.</p><p> A literature review expands this research by applying a theoretical framework based on Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care, Institute of Medicine Principals of Quality, and Minority Populations and Health. A cross-cultural curriculum model through which to consider social psychology variables is presented.</p><p> Keywords: disparities, race, social psychology factors, cross-cultural curriculum, health care.</p>
50
Johnson, Dione Nicole. "Project design of the multicultural education and training structured interview for cultural formulation." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2117.
Texte intégral