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Gotowe bibliografie tematyczne / Education – effect of multiculturalism on

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Gotowa bibliografia na temat „Education – effect of multiculturalism on”

Autor: Grafiati

Data publikacji: 28 lipca 2024

Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "Education – effect of multiculturalism on"

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Park, Jae-Ok, i Wan-Jeong Lee. "The Effect of an Integrated Multiculturalism Education Program on Children's Multiculturalism Acceptance". Journal of Korean Home Management Association 31, nr 3 (30.06.2013): 93–112. http://dx.doi.org/10.7466/jkhma.2013.31.3.093.

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Fozia, Qurat ul Aein. "Multiculturalism, Muslims and Citizenship: A Thereotical Debate". ICR Journal 12, nr 1 (30.06.2021): 114–32. http://dx.doi.org/10.52282/icr.v12i1.812.

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Over the last few decades, the term ‘multiculturalism’ has been in debate. This is not only because of issues surrounding cultural diversity, racism, or ‘the minority versus the majority’, but also because of religious differences, especially regarding Muslims in the West. Many queries have been raised about the inclusion of Muslims in European society as they seem to be barbaric and alien, especially after the events of 9/11 in the USA and 7/7 in London. This paper discusses the various complex debates surrounding the term ‘multiculturalism’ in the work of political philosophers like Tariq Modood, Bhikhu Parekh, Will Kymlicka, and others. It first introduces the term ‘multiculturalism’ as interpreted by different scholars and discusses the reasons for its current retreat. Multiculturalism is said to be challenging for religious groups, especially Muslims, because of its incompatibility with liberalism, considered to be the key element of Western civilisation. Therefore, this paper attempts to describe multiculturalism’s relationship with citizenship and the long-term effect of national identity on civil society. It also discusses some basic concepts, like equality and dialogue, in relation to multiculturalism and tries to bring out the differences between liberal equality and the equality experienced under multiculturalism. This paper concludes with some policy recommendations for the adjustment of illiberal minorities (Muslims) within liberal societies (Europe) in the present world of super-diversity.

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Haj, Habil Syahril, i Imron Rossidy. "Implementasi Nilai-nilai Multikulturalisme dalam Pembelajaran Pendidikan Agama Islam di SMAN 1 Kota Batu". ISLAMIKA 6, nr 3 (1.07.2024): 1380–91. http://dx.doi.org/10.36088/islamika.v6i3.5152.

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This research explores the application of multiculturalism values in the teaching of Islamic Religious Education at SMAN 1 Kota Batu. Considering that Indonesia is a country with diverse ethnicities, nations, and religions, an inclusive educational strategy is needed to enhance tolerance and respect for differences. This research's primary focus is on the planning and implementation of multiculturalism values in the teaching of Islamic Religious Education. With a case study methodology, this research employs a qualitative approach. Observation, interviews, and documentation were used to gather data. The findings of the study indicate that the planning aligns with the profile of Pancasila student reinforcement and the application of a contextual approach, teaching that includes cultural diversity, collaborative activities, and character education, thereby providing a positive effect on multiculturalism values in the teaching of Islamic Religious Education.

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Akkaya, Sumeyra, Seda Sahin i Burcu Gezer Sen. "An Investigation of the Relationship between Prospective Teachers’ Attitudes towards Multiculturality and Refugee Students". Shanlax International Journal of Education 9, S2-Sep (15.09.2021): 164–74. http://dx.doi.org/10.34293/education.v9is2-sep.4381.

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Multiculturalism refers to the existence of different social groups in society. Multiculturalism advocates a society in which no culture is dominant. Multiculturalism is a fact of life for many people. Multiculturalism and globalization affect how people organize the world around them and how they see themselves and others. Multicultural education offers an educational program that concerns not only specific minorities but also all social groups. Today, with the effect of globalization, teachers and students can participate in educational activities all over the world. This situation requires educators to approach multicultural education positively in order to ensure equality of opportunity in education. In this study, it is aimed to examine the relationship between prospective primary school teachers and pre-school teacher candidates’ attitudes towards multiculturalism and refugee students. The article summarizes the information on multicultural education, which is one of the reflections of globalization on education, and refugee students and equal opportunities in education. The research was carried out with the relational survey model, one of the quantitative research methods. In the study, it was determined that the sum of multicultural attitudes increased the general level of attitude towards refugee students. Another result of the research is that the sum of multicultural attitudes increases the level of communication, adaptation and efficiency. In the study, the communication scores of the preschool teaching department were also found to be higher than the communication scores of the primary school teaching department.

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Jung, Byongsam. "Effects of Multiculturalism Education for KOREAN MILITARY CADETS". J-Institute 1, nr 2 (30.12.2016): 7–18. http://dx.doi.org/10.22471/terror-ism.2016.1.2.07.

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Jung, Byong-sam. "Effects of Multiculturalism Education for KOREAN MILITARY CADETS". J-Institute 1, nr 2 (30.12.2016): 7–18. http://dx.doi.org/10.22471/terrorism.2016.1.2.07.

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Atun Sakurina, Imro, i Khuriyah Khuriyah. "PAI TEACHER DESIGN TO DEVELOP MULTICUTURALISM EDUCATION AT MADRASAH ALIYAH". Ilmuna: Jurnal Studi Pendidikan Agama Islam 5, nr 2 (26.09.2023): 170–85. http://dx.doi.org/10.54437/ilmuna.v5i2.846.

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this research is aimed describe how PAI teacher design in developing educational multiculturalism at MAN 1 Karanganyar. This research used descriptive qualitative approach and PAI teacher of the school as informants. In collecting data, the researcher used observation, documentation, and interview. The research results are the teachers have an understanding of diversity, multiculturalism, and hold on to human principles and values to develop educational multiculturalism. When the teaching and learning process the teachers mostly has used various approaches, strategies, and methods in accordance students’ characteristic that is implementing Negotiated Blended Learning. The teachers also avoided discriminatory effect by asking class administrator such as chairman and vice, also male and female students as gender representative. PAI teachers considered that the students as individual, who are from different backgrounds and characteristics, so that the teachers are able to foster awareness of mutual tolerance, respect each other. It was done by selecting learning model which cause to emerge cooperation and harmony that is cooperative learning. In creating equity for students, the teachers rolled students’ seats, and all students male and female were given equal opportunity to ask, and express their opinion. The next, the teachers has integrated learning materials with tribes, races, religions, cultures, ethnicities, and customs diversity in Indonesia.

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Pin, Kang Yi, i Chong Yew Yoong. "Effects of Multiculturalism: Piano teaching in Chinese Universities". Environment-Behaviour Proceedings Journal 7, SI9 (30.10.2022): 305–10. http://dx.doi.org/10.21834/ebpj.v7isi9.4279.

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Driven by today's international trend of multicultural education, the change from a single to a diversified music education curriculum in Chinese universities has become one of the most urgent issues to be improved and solved in Chinese music education. This paper analyzes the history of multicultural music education and its development status in Chinese college piano teaching. Finally, it puts forward new research suggestions to improve the quality of piano teaching in colleges and universities and promote the development of multicultural music education in China's colleges and universities.

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Premazzi, Viviana. "Internationalisation and Multiculturalism in Schools". Malta Journal of Education 1, nr 1 (16.09.2020): 74–81. http://dx.doi.org/10.62695/vgrm6089.

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The increase in the population of foreigners residing in Malta and subsequently in ethnic, cultural and linguistic diversity has had multiple implications, particularly with regard to the social composition of the community and its effect on social cohesion. The number of foreign minors has increased in the Maltese education system in the last few years, stressing the deep structural and socio-cultural changes in the Maltese society. This is a distinctively Maltese situation: this rate is not comparable with other countries where the “transformation” took a longer time. Another important aspect is the so-called polycentrism (i.e. the presence of a number of different nationalities within the classrooms). This is a peculiar element which intervenes in the daily life of schools, where managers and teachers have to develop strategies for managing a plethora of different socio-linguistic backgrounds in each classroom.

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Maslakcı, Ahmet, Harun Sesen i Lütfi Sürücü. "Multiculturalism, positive psychological capital and students' entrepreneurial intentions". Education + Training 63, nr 4 (4.02.2021): 597–612. http://dx.doi.org/10.1108/et-04-2020-0073.

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PurposeGlobalisation has made higher education increasingly multicultural. Although multicultural university students' attitudes and interactions with different cultures affect their academic success as well as entrepreneurial intentions, only a few studies have analysed this topic. Therefore, this study examined the assumption that positive psychological capital (PsyCap) mediates the relationship between attitudes towards multiculturalism and entrepreneurial intentions.Design/methodology/approachA model was proposed and empirically tested 564 university students in Northern Cyprus. Data were analysed using SPSS 23 and AMOS 18 using the PROCESS Macro and Bootstrap methods.FindingsThe results indicated that improving university students' attitudes towards multiculturalism will have a beneficial effect on their entrepreneurial intentions. Moreover, PsyCap is a mediator variable on the relationship between multicultural attitudes and entrepreneurial intentions.Research limitations/implicationsThis study contributes to the literature by theoretically and empirically examining how attitudes towards multiculturalism and PsyCap impact university students' entrepreneurial intentions. Its limitations can be overcome through future research.Practical implicationsThe study's findings are valid in two areas: (1) assisting policymakers, researchers and academics to better understand the critical influence of university students' attitudes towards multiculturalism on their entrepreneurial intentions, particularly since this topic had not been extensively studied; (2) advancing theoretical discussions by examining the positive effects of internal factors such as PsyCap in terms of multicultural attitudes and entrepreneurial intentions.Social implicationsThe study provides empirical evidence that academics and university administrators should pay attention to multicultural attitudes to increase university students' entrepreneurial intentions. Hence, it focused on the relationship between multicultural society, entrepreneurial intentions, and PsyCap.Originality/valueAttitudes towards multiculturalism influence students' entrepreneurial intentions through PsyCap. The context of cultural values and multiculturalism determines the premises of entrepreneurial intentions. This study is unique and innovative as it brings a new focus to academic literature.

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Rozprawy doktorskie na temat "Education – effect of multiculturalism on"

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Olson, Brandy. "The effect of multicultural training on preservice teachers' attitudes toward multiculturalism and cultural diversity". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001olsonb.pdf.

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Carling, Rylee. "Damsel in Distress or Princess in Power? Traditional Masculinity and Femininity in Young Adult Novelizations of Cinderella and the Effects on Agency". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8758.

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Retellings of classic fairy tales have become increasingly popular in the past decade, but little research has been done on the novelizations written for a young adult (YA) audience. Critical multicultural analysis determining the effect of race, gender, disability, and more has been completed for both original fairy tale retellings and fairy tale retellings for children, but scholars have neglected popular YA novelizations. This study aims to determine how traditional masculinity and femininity affect agency in both male and female characters in YA novelizations of Cinderella. To examine the role of traditional masculinity and femininity in young adult novelizations of Cinderella, a qualitative study was designed to look at the five main archetypal characters of Cinderella, the prince, the stepmother and stepsisters, and the fairy godmother. The study used critical multicultural analysis as defined by Botelho & Rudman (2009) to examine uses of agency and other utilization of power from the characters, and the Bem Sex Role Inventory (1974) was employed to determine traditionally masculine and feminine traits exhibited by characters. Each novel was analyzed on an individual level to determine how traditional masculinity and femininity affected the agency of the characters, after the books were examined on a broader level to establish themes found across the selection. The general trend seemed to indicate that traditionally feminine traits hinder the agency of female characters while affecting male characters less or not at all. The analysis is followed by a discussion about the implications for both educators and readers of young adult literature.

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Dumm, Tommie Anne. "Multiculturalism". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1999.
Source: Masters Abstracts International, Volume: 45-06, page: 2747. Typescript. Abstract precedes thesis as preliminary leaf. Includes bibliographical references (leaves 88-92).

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Erickson, Cynthia Hale. "Critical multiculturalism and preservice teacher education". [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000118.

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Silverman, Bryan A. "CANADIAN IDENTITY, MULTICULTURALISM, AND A COSMOPOLITAN FUTURE". Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1403361821.

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Desai, Laura E. "Multiculturalism as social justice : embracing the difference /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195154359193.

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Bargouthi, Sa'id. "Ideology, education, and multiculturalism : a study of Jewish education in Israel". Thesis, University of Liverpool, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400401.

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Dietz, Gunther. "Multiculturalism, interculturality and diversity in education an anthropological approach". Münster New York München Berlin Waxmann, 2009. http://d-nb.info/996059059/04.

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Farley, Lisa. "Reading critical multiculturalism as an ethical discourse". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ59169.pdf.

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Nelson, Bethany. "Drama and multiculturalism : power, community and change". Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/45734/.

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This three phase research project, conducted with low-income students of color in an urban high school, addresses the use of process drama and playmaking as primary modes for addressing components of best practice in multicultural education, and altering the reproduction of hegemonic ideologies in schools. Further, the effects of classroom community on the learning outcomes of the project are considered. This is a qualitative study using participant observation as a primary form of data collection, followed by ethnographic interviews. Data analysis followed a primarily inductive process with a focus on the development of grounded theory to explain the outcomes. Discussion of project outcomes are considered in relationship to literature on the nature of ideologies, the ways that public schooling both supports and exacerbates existing dynamics, the suitability of public schools as potential sites of change in these dynamics, and the potential of applied drama/theatre to provide a viable alternative curricular approach for facilitating change in hegemonic reproduction in schools.

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Książki na temat "Education – effect of multiculturalism on"

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Mason, Rachel. Art education and multiculturalism. London: Croom Helm, 1988.

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Kincheloe, Joe L. Changing multiculturalism. Buckingham [England]: Open University Press, 1997.

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Pattanayak, D. P. Multilingualism and multiculturalism: Britain and India. (London): University of London Institute of Education, 1987.

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British Columbia. Ministry of Education. School district multiculturalism policies. Victoria: Province of British Columbia, Ministry of Education, 1994.

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Rizvi, Fazal. Multiculturalism as an educational policy. Victoria: Deakin University, 1985.

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Salmoni, Barak A. Operational culture for the warfighter: Principles and applications. Wyd. 2. Quantico, Va: Marine Corps University ; Washington, DC, 2011.

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Salmoni, Barak A. Operational culture for the warfighter: Principles and applications. Quantico, VA: Marine Corps University, 2008.

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T, Aguilar Carmencita, i Association of Social Science Educators, Researchers and Trainors, Inc., red. Social science and multiculturalism: Enhancing quality education. [Manila]: Association of Social Science Educators, Researchers and Trainors, 1997.

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Spiteri, Damian. Multiculturalism, Higher Education and Intercultural Communication. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-51367-0.

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Marios, Vryōnidēs, red. The politics of education: Challenging multiculturalism. New York: Routledge, 2011.

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Części książek na temat "Education – effect of multiculturalism on"

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Moore Mensah, Felicia. "Multiculturalism". W Encyclopedia of Science Education, 1–5. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_311-2.

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Moore Mensah, Felicia. "Multiculturalism". W Encyclopedia of Science Education, 668–71. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_311.

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Rata, Elizabeth. "Multiculturalism and Education". W Cultural, Religious and Political Contestations, 107–18. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16003-0_7.

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Willinsky, John. "What was Multiculturalism?" W Precarious International Multicultural Education, 15–39. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-894-0_2.

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Wright, Handel Kashope, Michael Singh i Richard Race. "Multiculturalism and Multicultural Education". W Precarious International Multicultural Education, 3–13. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-894-0_1.

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Williams, Dilafruz R. "Multiculturalism and Sustainability Education". W Social Responsibility and Sustainability, 146–61. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447030-10.

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Gardner, Peter. "Tolerance and Education". W Liberalism, Multiculturalism and Toleration, 83–103. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-22887-4_6.

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Suissa, Judith. "Multiculturalism and Diversity". W International Handbook of Philosophy of Education, 833–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72761-5_60.

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Modood, Tariq. "Multiculturalism and Integration". W Advancing Race and Ethnicity in Education, 145–61. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137274762_10.

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Howard-Hamilton, Mary F., i Kandace G. Hinton. "Oppression and its Effect on College Student Identity Development". W Multiculturalism on Campus, 22–39. Wyd. 2. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446101-4.

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Streszczenia konferencji na temat "Education – effect of multiculturalism on"

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Murdock, Elke, i Dieter Ferrings. "Attitude toward Multiculturalism: Majority in the Minority Perspective". W International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/yabq4465.

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Even within a globalizing world, Luxembourg takes an exceptional position with a foreign population of 44%. In the capital of Luxembourg, home to one-fifth of the country’s population, native members make up only 33% of the population. Outwardly the cosmopolitan diversity is praised, but how does the native population, which finds itself in the minority in its own capital, perceive this increasingly plural composition of society? To investigate this specific “majority-as-minority” perspective, we conducted a quantitative study within a Luxembourg employer (N = 507) with a large native-born workforce. We examined the endorsement of multiculturalism with an adapted version of the Multicultural Ideology Scale and the Societal Participation Subscale of the Multicultural Attitude Scale. We tested the relationships between the endorsement of multiculturalism and demographic variables and different forms of culture contact experiences. The results show that most respondents endorse the idea of a plural society. However, the results also show reluctance towards specific societal participation measures of the allochthonous population. In addition, we found a slight gender effect, with women showing higher endorsement of multiculturalism, but no age effect. Support for multiculturalism is also tied to the educational level achieved. Finally, direct culture contact, operationalized as composition of circle of friends, is also conducive to endorsement of multiculturalism. We discuss the results within an acculturation context, in which majority– minority relationships become increasingly fluid and cultural diversity is positively evaluated and accepted as a norm; conversely, specific behavioral aspects of living together are yet to be aligned.

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Waszkiewicz, Elizabeth. "Multidimensional Educational Models Recommended by Innovative Agonology – Examples of Physical Education and Music Education". W 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003499.

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Almost all types of education are in some sense multidimensional, even if it is difficult to ascribe formal, or passion-driven, experiential, cognitive-behavioral competences closely related to the subject of education to the teaching subject (an individual or a team). From the perspective of the mission of innovative agonology, the most valuable ways, methods, forms and means of educational activities are those whose use (in a session, in a cycle, or as a ‘passion for life’) stimulates as much as possible some aspect of somatic, mental and social health, but also at least one element (component) of survival.From a broader point of view, i.e. the social mission of evidence-based science, the important premise is that although humans are genetically adapted to operate in terrestrial environments, however, they are also active underground, in water, in the air and in space. In each of these environments, one pole of the continuum of survival possibilities accumulates minimal health criteria, while the opposite pole – a long list of factors that mean inevitable death. This diversity of human operating environments and the roles they fulfill within them implies the legitimacy of recommending very complex educational models, some of which require multilevel selection.Apart from individual career paths, swimming and wrestling (even if pursued without the pressure of sports performance) optimally stimulate the somatic dimension of health (hard-respiratory capacity, strength and endurance of the largest muscle groups and flexibility) compared to other sporting activities. The survival dimension is already diverse. For instance, swimming skills increase the chance of survival in an aquatic environment while hand-to-hand combat skills increase the likelihood of effective self-defense in situations of physical aggression. And wrestling is a contact sport (psychophysical activity involving a permanent ‘dialogue of minds and bodies’), so it qualifies as a model that also stimulates the mental dimension of health. Moreover, in general, also the adepts of other martial arts interact in a peculiar way with the centuries-old heritage of the cultures from which these arts originate (social dimension of health). Unfortunately, the effective and attractive status of educational models based on martial arts is depreciated by the pathology of bloody fights of neo-gladiatorship. These spectacles are promoted and camouflaged in the public sphere precisely under the banner of mixed martial arts (the first part of the phrase ‘mixed’ is only 31.25% of the name).Brazilian capoeira is an example of a multifaceted educational model that combines martial art with music. Although innovative agonology is an appropriate science for formulating justifications at the interface between these two arts (martial art and music), the well-established standards of music education are its competition. These standards include respect for centuries-old traditions and multiculturalism, a commitment to routine with an awareness of the unlimited potential for creating beauty and positive emotions. The coordinating perfectionism of the instrumentalists is also admired. However, a hypothesis is justified: ignoring scientific knowledge (including human motor skills) from areas of activity other than music is the cause of, among other things, interpersonal conflicts (for instance teacher-student) and negative effects encompassing all dimensions of health.

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Gautam, Matma, i Snehal Tambulwadikar. "Design Education and Multiculturalism". W LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.86.

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Design education exists at the cross-disciplinary intersection of sociology, cognitive psychology, technology and material history. In India, as in many other countries which have experienced colonisation, the wave of decolonisation demands questioning the normative ways of knowing, doing and being. The idea of decolonisation is reflected upon as peeling off the layers of dogmas created by other cultures on existing ones. In the wake of decolonisation, there is a rising concern for plural and multicultural societies. The practise of living out day to day varies across the cultures and often ends up alienating or excluding multiplicity of voices. In today's context digital disruption, with added layers of social media, the concept of ‘self’ and the ‘other’, the idea of ‘identity’ has become a complex phenomenon equated with cultural studies. The case study shared through this paper is carried out with students of first year at NID Haryana, in their first year first semester of undergraduate programme, Bachelor in Design. Facilitating a course on Indian Society and Culture for design students, posed a pedagogical challenge to bring together diverse and eclectic approaches while training the students to deepen their understanding of their own subjective positions and exploring cultural narratives in which their design ought to function. The findings and discussion points are an outcome of the assignment attempted by the student during the module inputs ‘Approaches to Indian Culture’, structured using autoethnography research framework. The said assignment was introduced in the context of online education due to Covid -19 where students were encouraged to pay attention to their immediate home environment as a living cultural repository. The day-to-day cultural resources available to us often become invisibilised, in favour of tangible predefined ones like those of museums or tangible objects. The students were encouraged to look at being part of the cultural context, but still retain a distance from which they could question, interrogate and challenge some of the normative assumptions that come as part of belonging to the said cultural context. The paper discusses the need to become aware and situate oneself as a designer in the cultural context that has shaped his/her/their identity and intrinsic motivations. The aspirant designer was subjected to become aware of his/her vulnerable position in the light of his newly acknowledged socio-cultural context through the means of mapping cultural changes in his family over last three generations. This has been instrumental in initiating a journey to engage with cultural change with sensitivity, appreciate and become aware of the role of oneself in making conscious choices. Through this paper, we would like to investigate this process of decolonising the identity of the designer. The paper expands on complexity of aspects mapped by the students, their reflections and probes further on methods, approach that ought to be adopted in the process of decolonising the designer.

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Race, Richard. "Multiculturalism and the Impacts on Education Policy in England". W Debating Multiculturalism 2. Dialogue Society, 2012. http://dx.doi.org/10.55207/mdhx4698.

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Williams, Ian G. "Multiculturalism and Faith Traditions in the UK: Education, Ethnography, Empiricism and Everyday Lives". W Debating Multiculturalism 2. Dialogue Society, 2012. http://dx.doi.org/10.55207/fwqu8732.

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Sato, Akiko. "Empowering Multiculturalism: Community Interpreter Training Programme". W The Southeast Asian Conference on Education 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2435-5240.2024.37.

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Taqwiem, Ahsani. "Urgency of Character Education Based on Multiculturalism". W 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.3.

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Susanto, Heri. "Perception on Cultural Diversity and Multiculturalism Education". W 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.30.

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Hossain, Kazi. "DIVERSITY & MULTICULTURALISM AS PATHWAYS TO BETTER CITIZENSHIP". W SOCIOINT 2023- 10th International Conference on Education & Education of Social Sciences. International Organization Center of Academic Research, 2023. http://dx.doi.org/10.46529/socioint.202327.

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Komarova, Natalia. "MULTICULTURALISM IN RUSSIA: TENDENCIES AND PROSPECTS". W SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.069.

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DeCicca, Philip, i Harry Krashinsky. The Effect of Education on Overall Fertility. Cambridge, MA: National Bureau of Economic Research, grudzień 2016. http://dx.doi.org/10.3386/w23003.

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Buckles, Kasey, Andreas Hagemann, Ofer Malamud, Melinda Morrill i Abigail Wozniak. The Effect of College Education on Health. Cambridge, MA: National Bureau of Economic Research, lipiec 2013. http://dx.doi.org/10.3386/w19222.

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Cappelen, Alexander, John List, Anya Samek i Bertil Tungodden. The Effect of Early Education on Social Preferences. Cambridge, MA: National Bureau of Economic Research, grudzień 2016. http://dx.doi.org/10.3386/w22898.

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Lee, Sang Yoon (Tim), Nicolas Roys i Ananth Seshadri. The Causal Effect of Parents’ Education on Children’s Earnings. Cambridge, MA: National Bureau of Economic Research, marzec 2024. http://dx.doi.org/10.3386/w32223.

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Cutler, David, Wei Huang i Adriana Lleras-Muney. When Does Education Matter? The Protective Effect of Education for Cohorts Graduating in Bad Times. Cambridge, MA: National Bureau of Economic Research, maj 2014. http://dx.doi.org/10.3386/w20156.

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Cano-Urbina, Javier, i Lance Lochner. The Effect of Education and School Quality on Female Crime. Cambridge, MA: National Bureau of Economic Research, listopad 2017. http://dx.doi.org/10.3386/w24061.

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Meghir, Costas, Mårten Palme i Marieke Schnabel. The Effect of Education Policy on Crime: An Intergenerational Perspective. Cambridge, MA: National Bureau of Economic Research, czerwiec 2012. http://dx.doi.org/10.3386/w18145.

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Angrist, Joshua. The Effect of Veterans Benefits on Veterans' Education and Earnings. Cambridge, MA: National Bureau of Economic Research, październik 1990. http://dx.doi.org/10.3386/w3492.

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Baicker, Katherine, i Nora Gordon. The Effect of Mandated State Education Spending on Total Local Resources. Cambridge, MA: National Bureau of Economic Research, sierpień 2004. http://dx.doi.org/10.3386/w10701.

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Hungerman, Daniel. The Effect of Education on Religion: Evidence from Compulsory Schooling Laws. Cambridge, MA: National Bureau of Economic Research, kwiecień 2011. http://dx.doi.org/10.3386/w16973.

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