Rozprawy doktorskie na temat „Multicultural policy”

After the Syrian Civil War began, refugee exodus gained unprecedented momentum. Turkey, as one of the major destinations of Syrian refugees, experienced problems regarding the accommodation of a high number of refugees (Dorman, 2014; UNICEF, 2014; USAID, 2015). The scholars widely debated the problems regarding educating refugee (Akkaya, 2013; Arabaci et al. 2013), but the available studies do not focus on experiences of refugee students in the schools.

This dissertation study, therefore, examines the schooling experiences of Syrian child refugees in a Turkish public school with a developing conceptual framework named as Middle East Refugee Protection Model (MRPM). The MRPM originates as a result of the different expectations and motives among the host countries located in Europe and the Middle East.

This study uses Critical Qualitative Research. The data is collected through interviews and classroom observations. I employed the reconstructive data analysis strategies and used NVivo qualitative data analysis software to analyze the data.

The results show that the Syrian refugee students’ experiences in the school in Turkey are not dependent on the liability of the legal instruments but social norms and values. The school staff and classroom teachers use a child-centric approach to educate and integrate refugee students through accentuating values such as transparency and honesty, determination and commitment, and approving authority. Syrian refugee students in the public school face challenges due to their language skills, the host communities’ social expectations, and the lack of sustainable refugee education policy. As they continue facing challenges, refugee students begin constructing survival skills and these survival skills help them become an independent being and develop a sense of agency.

Based on the interpretation of the results, I have created two models to explain the refugee education strategies in the school, and how refugee students make sense of the school staff's approach in educating them. The first model is the refugee education and protection model. It explains the concepts and principles that school staff uses to regulate their refugee education system. The second model is agency and independence development, which explains the stages that refugee students go through to be an agent and an independent student. This dissertation suggests theoretical, political and practical implications of the use of models and effective strategies for educating refugees.

Because of marriage-immigrants and migrant-workers, demographic diversity has rapidly increased in South Korea since the late 1990s. Discourses of multicultural education have arisen in the field of early childhood education; they have focused on having children with diverse linguistic backgrounds adapt to Korean language and customs. What are the national goals of multicultural education policies for young children in Korea? This study investigated multicultural education policies for young children. Critical Discourse Analysis was used to examine values and hidden ideologies in policy texts. Findings demonstrate that, by borrowing and selecting favorite words from Western multicultural education models or theories, policymakers reframed early childhood multicultural education to assimilate ethnic minorities in Korea. National educational institutions functioned as the dominant form of producing and controlling the notion of multicultural family and education. It is recommended that policymakers in Korea consider experiences of teachers and voices of parents and children from culturally diverse backgrounds in developing multicultural education programs.

Despite the growing population of Muslim students in U.S. public schools, few empirically grounded studies appear in the literature that have reported the opinions and viewpoints about U.S. public schools from the perspective of Muslim parents. This study deeply investigates the perceptions Muslim parents hold about U.S. public schools and focuses on how Muslim identity and other factors shape those views. Q Methodology, a mixed methods technique for the systematic study of subjectivity, is applied to reveal and analyze a varied set of distinct models of shared viewpoints held by Muslim parents about public schools in the U.S. Data were analyzed from 54 Muslim parents in the metropolitan New York City region. This study identified and examined 8 models of shared viewpoints held by Muslim parents. Further analysis demonstrated the relative prevalence of each of the revealed shared viewpoints about U.S. public schools and ways in which the identified models reflect disagreements, consensus, and absence of salience in views about U.S. public schools. Muslim parents’ Muslim identity, their experience attending schools in the U.S., their children’s experience attending schools in the U.S., their experience as school teachers or administrators, their gender, and their highest level of education were examined to predict the likelihood a parent would share views with a particular Q model. Understanding the shared viewpoints of Muslim parents can be useful for educational policymakers, leaders, and teachers, who must ensure an effective and comfortable learning environment for all of their students.

Despite the growth in the US population of persons of color and the need for allied health professionals to improve healthcare disparity, people of color make up only 20% of the total enrollment in professional occupational therapy education programs (American Occupational Therapy Association [AOTA], 2016a). Inequalities in the participation of people of color can lead to diminished educational experiences for all students, isolation for occupational therapy students and professionals of color, and decreased healthcare quality for minority clients. This five phase, qualitative interpretive/constructivist study explored the academic experiences of occupational therapists of color, guided by the following research questions:

1. How do occupational therapy practitioners of color ascribe meaning to their educational experiences in their OT program?

2. How do occupational therapy practitioners of color describe their perceived facilitators and barriers to educational success?

3. In what ways do occupational therapy students/practitioners of color navigate their culture of origin and the majority White culture in order to succeed in occupational therapy educational programs and in professional practice?

AOTA (2016b) professionals (N=14) were solicited by email through their Multicultural, Diversity and Inclusion Network and participated in Phases I, II, and III. Participants completed demographic and interest questionnaires in Phase I; a reflective questionnaire regarding educational facilitators and barriers in Phase II; and depth interviews in Phase III. Using Colaizzi’s data analysis strategy (Colaizzi,1978), the results of the Phase III interviews were used to complete the Phase IV elite informant interviews with OT leaders (N=4). Phase V consisted of a document analysis of historical and current policy documents.

Six themes emerged from this study: 1) Decision to Enroll in an OT program, 2) Educational Program Culture, 3) Faculty Relationships, 4) Peer Relationships, 5) Student Resilience, and 6) Working Professionals.These results reveal participant persistence towards professional OT goals; however, academic and leadership success did not shield participants from marginalization or racism. These results may inform OT professionals regarding enrollment strategies for students of color and the imperative for student-centered program standards and zero- tolerance policies regarding discrimination within OT educational programs.

The achievement gap between Students of Color and their Euro American counterparts has persisted for decades. Too many Students of Color are becoming disinterested in high school curricula and are being pushed out prior to graduation. This mixed-methods study identified the perspectives of California high school board members toward Ethnic Studies (ES) curricula and the extent to which these perspectives informed public policy. This study was completed in two phases. In Phase I, a link to a survey was sent to all California high school board members, which elicited quantitative data. In Phase II, semistandardized interviews that generated qualitative data were completed with a stratified sample of participants who indicated interest in being interviewed in Phase I. With the use of inductive coding, themes were identified that more deeply explored some of the results of the survey.

The findings revealed that most school board members were supportive of ES as an elective, but less supportive of ES as a graduation requirement. School board members supportive of ES in this survey were primarily Euro American, fourth generation or higher, had taken ES before, and identified as Democrat. Fourth generation or higher respondents’ higher level of support than second-generation respondents were a difference that had statistical significance. Findings also showed board member perspectives can be understood on a continuum. Board members identified as change agents on this spectrum had already taken steps to establish ES and were working to alter district culture to further advance ES in their districts.

This study employed a model of basic qualitative research which explored teachers’ pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples and then provided a reflection on how they implemented this curriculum. The data showed that these teachers understood the value of providing a culturally responsive pedagogy in their classrooms. Despite this, for numerous reasons, teachers struggled to develop and then apply culturally responsive pedagogy that aligned with models described in literature.

When searching for pluralistic models of bilingual education, looking globally for examples is beneficial. The overarching global perspective toward bilingual and multilingual education supports literacy in the student's first, second, and including the possibility of a third or more languages to attain socio-political pluralism. This dissertation project will specifically examine the voices of stakeholders in the local community of Flowers Bay, Roatan, Honduras where the mission of bilingual education is a pluralistic society. The goal of the research study is to examine the perspectives and experiences around language learning within the lens of language as a problem, a right, and a resource of stakeholders in their local community. Chapter I of this dissertation includes the problem statement of the research project, a historical and contextual explanation of the land, people, and social movement toward multilingual education on the Bay Islands of Honduras. Chapter II is a review of the literature surrounding the two frameworks in the research project. The first framework I utilize is the public sphere to describe who is or is not included in the conversations of multilingual education within the community of Flowers Bay, Roatan, Honduras. The second framework I utilize is language as a problem, a right, and a resource to describe and analyze the data collected from national policies, field observations, and stakeholders. Chapter III is an in-depth description of the research design, the demographics of the stakeholders in Flowers Bay, the method data collected and analysis of the data. Chapter IV features the findings from the data analysis using the two frameworks outlined in Chapter II. Chapter V offers a discussion of the frameworks and further research projects inspired by this dissertation project. Three themes emerged from framework of language as a right and resource of stakeholder voices from Flowers Bay, Roatan, Honduras: access, economy, and identity. Two themes emerged from the stakeholder voices not represented in the frameworks: resources needed and parent engagement.

Nearly 25,000 graduating high school students across California have earned state recognition for achieving proficiency in multiple languages in 2014. This exploratory, mixed-methods study investigated the early implementation of the State Seal of Biliteracy (SSB) in California. Sixty-two district personnel were surveyed, three SSB directors were interviewed, and a document review was conducted. Overall, the study revealed four themes that influence the implementation of the SSB at the district level: Intentional Creation of an Ecology of Biliteracy, Developing Notions for Biliteracy Scripts and Assessment, Privileging Sequential Biliteracy Development—Scarcity of Biliteracy Pathways, and Individual and Collective Agency for Biliteracy. Hornberger's (2003) continua of biliteracy was used as a theoretical framework to analyze this study's findings.

This mixed methods, multisite case study examined the relational ecology of two urban middle schools that had adopted school-wide restorative practices (SWRPs) and the changes that occurred as a result of the reform initiative. The study was conducted in two Title I middle schools in the Oakland Unified School District in California. A positive relational ecology existed in these two urban middle schools which was built on the interacting and interrelated themes of relational trust, being heard, a relational-based, student-centered culture, and a commitment to the principles of social justice. The positive relational ecology created a strong foundation upon which change could occur at the organizational, individual, and pedagogical levels. Various structures within the schools, including circles, instructional leadership teams, student councils, and peer mediation, created space for teachers and students to be heard and empowered, which subsequently facilitated change and growth for many administrators, teachers, and students. High turnover, lack of initial and ongoing training, and the development of quasi- or non-restorative processes jeopardized program fidelity. Findings revealed that in these restorative schools, relational ecology and change were inseparable, and that they moved and influenced each other. A positive relational ecology created an environment that enabled leaders and staff to feel safe as they embarked on the journey of change. Changes in the ways that members of the school communities related to each other on a daily basis provided additional motivation to continue the change effort, and these changes then in turn strengthened the relational ecologies. Findings of this study are significant and have implications for schools and school districts, policy makers, and teacher and leader education. Future research should include longitudinal, mixed methods studies that assess the school culture before and after implementing SWRPs, as well as experimental or quasi-experimental designs that compare restorative and non-restorative schools. Such studies may provide more empirical evidence that links healthy relational ecologies to student achievement, less teacher turnover, decreased conflict, and healthier communities, thereby strengthening the case for rejecting punitive and discriminatory zero tolerance school discipline policies and adopting restorative justice in education instead.

This quantitative study examined the role that metacognition and self-efficacy, through goal-setting practices, play in increasing English proficiency of middle school English learners.

The problem addressed was middle school English learners' lack of awareness of the need to be English proficient before entering high school if they want to be qualified for the A-G college-bound coursework.

A 20-question online survey was used. Students at both schools were given a preintervention survey. This was followed by an intervention at one school, which concluded with a postintervention survey at both schools. Analysis of data gathered from surveys, along with standardized assessment, culminated the study.

A McNemar test was completed to compare each variable between the pre-survey and the post-survey to test the statistical hypotheses of this study. Additionally, percentage comparisons were performed to examine relationships between pre- and post-survey responses with both Likert-scale and time options.

Findings of this study indicate that, for the experimental group, there were substantial percentage increases between pre- and post-surveys, statistically significant findings in more than one area, and a larger percentage increase in English proficiency.

Findings indicate that, for the control group middle school English learner students who did not participate in the cognitive learning intervention, there was little or no difference between the pre- and post-survey results. These findings demonstrate the critical need for metacognive and self-efficacious experiences for Latino middle school English learner students.

The overall positive trends and the statistically significant findings for the experimental group can have a direct implication for strategies used in the education of middle school English learner students. In an age-appropriate manner, cognitive learning interventions, to include increased awareness and goal setting, can be implemented for all Latino middle school English learners.