Teses / dissertações sobre o tema "Culturally responsive school model"
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Feola, Frank J. "Culturally Responsive Professional Development through Conceptual Change: A Case Study of Substitute Teachers in Urban School Districts". Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1247838651.
Texto completo da fonteAbstract. Title from PDF t.p. (viewed on July 29, 2009). Includes bibliographical references (p. 376-390). Available online via the OhioLINK ETD Center and also available in print.
McLaughlin, Sarah L. "Enhancing Culturally Responsive Practice in a District: Engaging Families through Culturally Responsive Practice". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108810.
Texto completo da fonteAs the populations of public schools in the United States grow increasingly more diverse, it is critical for district and school leaders to understand how educators make sense of their responsibility to improve outcomes for historically marginalized students. Culturally responsive practice (CRP) is a framework of beliefs and practices to enhance these students’ success. Additionally, it is well established that family engagement in schools also supports student achievement. This qualitative case study explores the intersection of CRP and family engagement by focusing on two research questions: (1) How do educators understand CRP in efforts to engage families of marginalized students and (2) How do educators enact that understanding in practice? It is part of a larger case study examining understanding and enactment of CRP in a diverse Massachusetts school district. Along with Mapp’s (2013) Dual Capacity Building Framework of family engagement, I apply Maitlis’ (2005) organizational sensemaking theory to data collected from semi-structured interviews, document review and an online survey. Findings reveal that educators understood CRP in regards to family engagement as the need to know students and families and recognize differences in their cultures. Also, educator understanding emanates from both personal and professional experiences including learning from colleagues, students and families. However, educators lack a common definition or understanding of CRP in regards to family engagement. Consequently, family engagement practices vary and tend to be more traditional versus reflective of CRP. This study revealed the need for stronger district direction and support for CRP and family engagement
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Rogers, Tina C. "Enhancing Culturally Responsive Practice in a District: A District's Support of Principals' Culturally Responsive Leadership Practice". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108776.
Texto completo da fonteThis qualitative single-site case study examined how district administrators in one racially, culturally, and linguistically diverse Massachusetts school district supported and strengthened principals’ culturally responsive leadership practice. Building coherent culture and structures that provide space to critically self-reflect and collaboratively learn are essential. Data collection included interviews with district administrators and principals, observations of leadership meetings, document review, and a survey. Findings revealed district administrators established collaborative relationships with principals by employing a coherent service-oriented approach. Participants perceived the intentionality of the superintendent’s efforts as foundational to building trust, however prior experiences with district leadership impeded these efforts. The superintendent controlled sensemaking to signal equity as a district priority, yet the lack of a shared understanding of culturally responsive practice led participants to conflate culturally responsive practice with other district endorsed equity practices. Attempts were made to align structures and tools to equity priorities, however culturally responsive practices were subsumed within other equity initiatives creating variance in the perception of the effectiveness of how structures and tools support principals’ culturally responsive leadership practice. Implications include developing a district definition of culturally responsive practice and using equity practices as a scaffold to support principals’ understanding and enactment of culturally responsive practices that bring critical self-reflection and conversations about racial and cultural bias to the forefront. Future research may extend this study to analyze sensegiving interactions and examine the impact of these interactions on principals’ culturally responsive leadership practice
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Vergara, Victor H. "Culturally Responsive School Leadership For Latino/a Students Success". PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3770.
Texto completo da fonteByrd-Wright, Angela Nicole. "How Culturally Responsive Leaders and Teachers Influence the Mathematics Performance of High School and Middle School African American Students in One Urban Virginia School Division". Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97061.
Texto completo da fonteDoctor of Education
The purpose of this study was to determine if culturally responsive behaviors of high school and middle school principals influence the behaviors of mathematics teachers resulting in building conceptual understanding of their students; and, how teachers' culturally responsive actions impact the mathematics performance of African American students. The synthesis of the literature review and the results of this study could provide information that would assist school leaders and teachers in not only understanding their respective roles impacting and influencing the mathematics performance of African American students at the high school and middle school levels, but also understanding the pedagogical, conceptual understanding, and leadership practices and factors that can lead to this improvement. A qualitative study design was used in one urban Virginia school division encompassing a preliminary screening of high school and middle school principals and mathematics teachers; observations of high school and middle school principals and mathematics teachers; and, a culminating culturally responsive leadership practices survey. The researcher sought to examine (1) To what extent, if any, do principals at the high school and middle school levels that exemplify culturally responsive leadership influence mathematics teachers' use of culturally responsive teaching that results in building conceptual understanding in mathematics? and, (2) To what extent, if any, do culturally responsive teaching practices impact the mathematics performance of African American students at the high school and middle levels? Data from division-wide assessments demonstrated that the students of culturally responsive teachers performed better and with a reduced achievement gap between African American and White students compared to teachers not having self-identified with high levels of cultural responsiveness. Observations from the high school and middle school principals and mathematics teachers revealed specific behaviors and strategies used consistently across the sample. From the findings, implications for practices and recommendations for future studies were rendered.
Vaughn, Timothy Wayne Jr. "CULTURALLY RESPONSIVE LEADERSHIP: REIMAGINING THE 21ST CENTURY URBAN PRINCIPAL". Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1479904824392231.
Texto completo da fonteCohen, Matthew. "Culturally Responsive Teaching in the 21st Century: Elementary School Teachers' Perceptions of Culturally Responsive Teaching and Their Characterizations of its Implementation Process". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384851047.
Texto completo da fonteMamat, Nordin. "Culturally responsive pre-school education : multicultural Malaysia on a small scale". Thesis, University of Strathclyde, 2012. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=16825.
Texto completo da fonteRoybal, Diana M. "Influence of Culturally Responsive Education on School Climate within a Title School| Case Study". Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975760.
Texto completo da fonteThrough interviews with the principal, teachers, and parents, the researcher describes how teacher training and implementation of culturally responsive education (CRE) has influenced the climate in a Title I school. Educators teaching in schools that serve racially diverse students from low socio-economic communities face challenges that lead to low teacher morale, high discipline, and low student achievement. The problem is that these indicators often result in a negative school climate. CRE training provides teachers with knowledge and skills to help teachers better connect with and teach racially diverse students. In addition to the interviews, another point of data collection included the review of seven years of suspension rates and discipline referrals for Black and Latino children at the selected Title I school to determine if there was a decline following the training and implementation of CRE practices. Principals are key to leading change in their schools. Schools that fall in the Title I category present unique and significant challenges for improvement. Research shows that schools with a positive climate reflect low rates of discipline, higher student learning, strong relationships among staff and students, and higher teacher morale. The narrative data tables presented in this study indicate improvements in the overall school climate with emerging themes in relationship, culturally responsive education, school climate, and decreased discipline. There was more than a 30% decline in suspensions and more than a 25% decline in office referrals for Black and Latino students at the selected Title I school.
Thompson, Lucinda R. "Teachers' perceptions toward culturally responsive teaching of African American high school students". Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708714.
Texto completo da fonteThe purpose of this qualitative, exploratory case study was to explore teachers’ perceptions toward culturally responsive teaching (CRT) of African American high school students in reading and language arts classrooms. Reading scores have increased for both African American and Caucasian students, but on average, African American students do not perform as well on reading tests as their Caucasian peers. Fifteen reading and language arts teachers from one high school in Florida were interviewed using a semistructured, open-ended interview format. Analysis of the data led to answers to the research questions for the study. The findings indicate that teachers are not prepared to teach in culturally responsive ways. The findings add to the current literature indicating that teachers support CRT but struggle to apply the strategies because of a lack of CRT training and culturally enriched reading material. Based on the findings, leaders are encouraged to engage teachers in conversations to become aware of their cultural biases, acquire knowledge of CRT, evaluate the CRT practices of teachers to determine what CRT strategies and support are needed for teachers, develop a CRT professional development plan and require all school personnel to participate in training, provide supplemental culturally enriched material for teachers to use in the classroom, and follow-up with teachers to evaluate additional needs.
Franklin, Elizabeth Maria. "Stakeholders' Perceptions and Practice of Culturally Responsive Pedagogy in a Private School". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181201.
Texto completo da fonteMany culturally responsive theorists support culturally responsive pedagogy for closing the achievement gap in the rapidly changing demographics of America’s education system. The purpose of this case study was to examine stakeholders’ perceptions and practice of culturally responsive pedagogy in St. Andrew Academy (pseudonym), a Catholic NativityMiguel school located in a Midwest metropolitan area. The goals were: (a) to examine middle school teachers’ and the principal’s perceptions of culturally responsive pedagogy and extent of culturally responsive teaching implemented in the school, (b) to examine how parents perceived culturally responsive caring relationships with teachers and the principal, and (c) to examine the degree to which St. Andrew Academy demonstrated culturally responsiveness in staff meetings, professional development training, parent-teacher conferences, and school social events.
The results of this study revealed that middle school teachers and the school principal were unanimous in their lack of comprehension and practice of culturally responsive pedagogy. The teachers in their response indicated that they did not receive adequate professional development or training consistent with culturally responsive teaching. The principal in his response indicated that he was in fact a culturally responsive leader but argued that his staff did not understand culturally responsive pedagogical procedures. The survey results indicated that parents were unanimous in their perception that the teachers and the principal of St Andrew Academy provided a positive caring school environment. The results also suggested that the parents at St. Andrew Academy had a passive versus collaborative role in participating and making decisions about their children’s education. The results of the study showed that staff at St. Andrew Academy lacked the ability to communicate verbally with most parents because of their inability to speak the Spanish language.
This study offered a number of recommendations. The results showed that St. Andrew Academy could make the following improvements: (a) challenging social inequalities by examining their own bias and prejudice (b) undergoing a process of learning about and embracing all the cultures represented in their school, (c) providing true academic diversity in their teaching strategies and school environment, (d) implementing well-designed culturally responsive professional development training and (e) taking the initiative to improve the practice of culturally responsive pedagogy through partnership with parents, the school staff and culturally responsive stakeholders. It is the administrator’s responsibility to challenge all school staff to embrace culturally responsive pedagogy in order to enrich academic success for every student.
Booth, Monique Latoya. "Elementary Assistant Principals' Self-Perceived Preparedness to Lead Diverse Schools through the Lens of the Culturally Responsive School Leadership Framework". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/102630.
Texto completo da fonteDoctor of Education
The purpose of this study was to investigate elementary assistant principals' perceptions of their preparedness to lead in diverse school settings through the lens of the CRSL framework. The results of this study offer awareness into the perceptions of assistant principals' preparedness to lead in diverse school settings. Additionally, the study results identify CRSL practices utilized by assistant principals. It also discusses their professional development. In this quantitative study, a survey research design was used. The study was conducted in a PK-12 suburban public-school division in Central Virginia; the study sample included 26 elementary assistant principals. The research questions guiding this study were as follows: (1) To what extent do assistant principals perceive they are prepared to lead in diverse school settings? (2) What components of the CRSL framework do assistant principals currently utilize in their leadership practice? (3) What are self-reported professional development needs for assistant principals to lead in diverse schools? Results indicated that assistant principals perceive they are prepared to lead in diverse school settings as the building principal and that their duties and responsibilities have prepared them. Additionally, assistant principals indicated a need for professional growth opportunities focused on supporting the development of culturally responsive teachers in their schools and engaging students, parents, and Indigenous contexts. Recommendations for future studies and implications for practice were provided.
Woodrow, Kelli Ellen. "Culturally responsive middle school science: A case study of needs, demands, and challenges". Connect to online resource, 2007. 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:3273663.
Texto completo da fonteVan, Ooyen Heather. "Examining culturally responsive education in the context of an elementary school science unit". Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/29404.
Texto completo da fonteBryant, Debra. "Factors Potentially Influencing Suspensions at an Affiliated Charter High School". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6179.
Texto completo da fonteGates, Tracy. "Culturally responsive literacy instruction: a case study of a Fe y Alegria school in Bolivia". Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/405.
Texto completo da fonteAnderson, Daniel S. "Enhancing Culturally Responsive Practice in a District: Central Office Administrators' Sensemaking and Sensegiving of Cultural Responsiveness". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108820.
Texto completo da fonteCulturally responsive practice (CRP) by educators is an essential tool to serve increasingly diverse public-school populations. This study examines the sensemaking and sensegiving that district central office administrators undertake regarding what it means for educators to be culturally responsive practitioners. This dissertation used a case study of a mid-sized urban district which has not yet undertaken systematic effort on CRP to explore three research questions: (1) How do district administrators understand what it means for educators to be culturally responsive practitioners? (2) How do district administrators seek to influence the cultural responsiveness of educators? (3) What does evidence suggest about the efficacy of these efforts to influence the cultural responsiveness of educators? Data included interviews with seven district administrators and nineteen teachers, a survey of 33 educators in the district, and a review of internal district documents. Findings included that administrators had limited understanding of CRP, though they believe it to be important. They connected CRP to methodologies and practices in which they were more fluent. Sensegiving by district administrators was more effective at conveying the importance of CRP than its meaning or how to implement it. Absent a shared definition of CRP, but with heavy signaling of its importance, educators developed varying conceptions through their sensemaking. This case study suggests several implications for research, policy, and practice, including for the study of sensemaking in multi-layered organizations grappling with multiple changes and for implementation by school districts of CRP, as well as barriers to such implementation
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Robinson, Lynda Marie Cesare. "Educational Leadership in the Age Of Diversity: A Case Study of Middle School Principals' Cultural Awareness and Influence in Relation to Teachers' Cultural Awareness and the Use of Culturally Responsive Curriculum and Pedagogy in Classrooms". Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194476.
Texto completo da fonteBondima, Michelle Harris. "The nature of culturally responsive pedagogy in two urban African American middle school science classrooms". College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1369.
Texto completo da fonteThesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Namatovu, Winnifred Kiwanuka. "Middle School Mathematics Teachers' Understanding of Culturally Relevant and Responsive Teaching Practices: A Qualitative Study". University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692.
Texto completo da fonteMcGill, Robert James. "Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students". UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/850.
Texto completo da fonteWilliams, Kamilah Aisha. "BETWEEN BLEAKNESS AND HOPE IN A LARGE URBAN SCHOOL DISTRICT: CULTURALLY RESPONSIVE PEDAGOGY IN SPECIAL EDUCATION". Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1403035434.
Texto completo da fonteCurtin, Ellen Mary. "Students' and Teachers' Perceptions of Culturally Responsive Teaching: A Case Study of an Urban Middle School". Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3351/.
Texto completo da fontePellegrino, Mark J. "Leadership Practices That Support Marginalized Students: Culturally Responsive Discipline for African American, Hispanic, and Latinx Students". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108800.
Texto completo da fonteTraditionally, schools have suspended students of color at significantly higher rates than White students. Culturally responsive classroom practices have been found to reduce these disparities. This exploratory case study examined whether or not teachers with low discipline referrals for African American and Hispanic/Latinx students from a midsized urban Massachusetts district report using culturally responsive discipline practices, and how their principal fosters these practices. It was part of a larger group study that examined how school and district leaders support marginalized students. Data was collected over a four-month period using semi-structured interviews with two principals and nine teachers in two schools. Interview questions were based on the Double-Check Framework (Hershfeldt etl al., 2009) which identifies culturally responsive discipline practices. Data showed that teachers with low office discipline referrals might embrace culturally responsive practices, at least to a limited degree. Additionally, while principals reported that they provided culturally responsive professional learning activities for teachers, teachers interviewed did not attribute their practices to these efforts. Results suggest that school leaders should cultivate positive relationships between students and staff to reduce discipline disparities
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Greenwood, James Jason. "Enhancing Culturally Responsive Practice in a District: How Teachers Make Sense of Their Cultural Proficiency". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108809.
Texto completo da fonteWhile the U.S. student body is increasingly racially, ethnically, culturally, and linguistically diverse, the teaching population itself, however, does not mirror this same diversity. As such, there is an urgent need for teachers who can adequately meet the needs of an increasingly diverse student population (Sleeter, 2001). Some teachers are undeniably more successful at the task of educating diverse student populations than others. How then - are these teachers in particular - successfully able to effectively teach students across various lines of difference? The purpose of this qualitative individual study is to explore teachers’ views on how they have developed their cultural proficiency. How do teachers who have been identified by school leaders as particularly effective at teaching diverse student populations develop their culturally responsive practice, and more pointedly - their capacity to effectively teach students from historically marginalized groups (i.e. students from racially minoritized groups or socio-economically disadvantaged groups)? Utilizing a sense-making framework, and gathering information using methods including semi-structured interviews, teacher questionnaires, and reflective journaling, this study uncovers emergent themes and trends in how individual teachers within a diverse Massachusetts school district make sense of the process by which they developed their culturally responsive teaching capacities and practice. If educational leaders form a better understanding of how teachers effectively develop their cultural competencies, then principals and district leaders will be able to use this information to more effectively design professional development programs that sustain teachers’ cultural proficiency and better equip them to successfully serve the increasingly diverse student population
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Castillo, Michel-Anthony. "Culturally Responsive School Leadership in Catholic Education: Practices to Improve Tuition Assistance and Community Outreach for Latino Families". Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/899.
Texto completo da fonteValverde, Carlos Roberto. "Toward a Pedagogy of Compassion: Extracting Principles of Education from Teaching a High School Multicultural Literature Class". Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/271.
Texto completo da fonteMejia, Joel Alejandro. "A Sociocultural Analysis of Latino High School Students' Funds of Knowledge and Implications for Culturally Responsive Engineering Education". DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3969.
Texto completo da fonteBishop, Matthew W. "District Leadership Practices that Foster Equity: Fostering an Ecology of Belonging". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108802.
Texto completo da fonteIn today’s educational landscape many school environments alienate students as they often are not responsive to their cultural and linguistic needs. Culturally Responsive School Leadership (CRSL) is a high leverage strategy that helps meet the needs of culturally and linguistically diverse students by guiding school leaders towards fostering a climate of belonging. While much of the CRSL literature centers around building-level leadership, a gap exists in better understanding district leader efforts to foster a climate of belonging. As part of a larger qualitative study of district leadership practices that foster equity, the purpose of this individual case study was to explore how district leaders in a large Northeast school district foster a climate of belonging. Interview data from ten district leaders as well as an examination of public and local documents provided data for analysis using CRSL as a conceptual framework. Findings indicate that while the district was engaging in some individual CRSL practices by working to promote culturally responsive school environments and engaging students, parents, and local contexts, a systematic and strategic approach to fostering a climate of belonging was absent. Recommendations include developing a district-level, deliberate approach to fostering a climate of belonging, conducting a detailed equity audit, and instituting a comprehensive CRSL professional development plan for building-level leaders. Keywords: Leadership, Equity, Culturally Responsive School Leadership, Climate of Belonging
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Drummey, Sandra. "District Leadership Practices That Foster Equity: How Educational Leaders Enact and Support Culturally Responsive Practices for English Learners". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108803.
Texto completo da fonteDemographic shifts in American society and public schools have increased the urgency among educators and other stakeholders to ensure educational equity and excellence are a reality for all students (Brown, 2007; Dean, 2002; Gay, 2000; Johnson, 2007). One very notable shift in the United States has been the dramatic enrollment increase of English Learner (EL) students. Supporting ELs’ achievement on standardized testing and increasing their graduation rates have been particular challenges, the meeting of which has required school districts to think differently. Culturally responsive school leadership (CRSL) has been one solution, through the application of which districts can focus on teacher preparation, culturally responsive curricula, school inclusiveness and the engagement of students and parents in community contexts. This study is part of a larger study that examined leadership practices that foster equity, included twenty semi-structured interviews of district leaders, school leaders, and teachers. Findings from this study indicate that school leaders have enacted and supported culturally responsive behaviors to educate ELs and suggest how leaders might employ CRSL behaviors for the dual purpose of supporting ELs’ achievement on standardized testing and increasing their graduation rates
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Kreinbring, Heather Hyatt. "The challenges of changing demographics in a midwestern school district: administrative interventions and teachers' responses". Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/533.
Texto completo da fonteTanner, Marilee Rose. "What is the Impact of a New Initiative Designed to Stimulate Culturally Responsive Practices in a High Performing Suburban School?" Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563831319342741.
Texto completo da fonteOlukolu, Rona M. "The Relationship of Culturally Responsive Instruction and the Reading Comprehension and Attitude of Struggling Urban Adolescent Readers". FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/910.
Texto completo da fonteTosi, Vanessa Doris. "Teachers' perceptions of creating supportive school environments for children from same-sex parented families". Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60985.
Texto completo da fonteDissertation (MEd)--University of Pretoria, 2016.
Educational Psychology
MEd
Unrestricted
Shabazz, Hanifah. "A case study of an independent black school: implications for developing a culturally sensitive assessment model". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/2352.
Texto completo da fonteFerner, Bernd Richard. "Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education". PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1097.
Texto completo da fonteAnthony-Stevens, Vanessa Erin. "Indigenous Students, Families and Educators Negotiating School Choice and Educational Opportunity: A Critical Ethnographic Case Study of Enduring Struggle and Educational Survivance in a Southwest Charter School". Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293532.
Texto completo da fonteNyomba, Beverly H. "What are the effects of a culturally responsive pedagogy on the mathematics achievement and attitudes of sixth grade African American students in an urban school?" DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1999. http://digitalcommons.auctr.edu/dissertations/3878.
Texto completo da fonteHindin-Miller, Rebeccah. ""Today has been about success": Young mothers' understandings of the ways a school for teenage parents supports success". Thesis, University of Canterbury. Educational Studies and Human Development, 2012. http://hdl.handle.net/10092/7157.
Texto completo da fonteTaylor, Rosalyn. "The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: a Multiphase Mixed Methods Case Study". PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4255.
Texto completo da fonteHowse, Tashana. "A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards". Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5948.
Texto completo da fontePh.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Mathematics Education
King, Lewis Gloria Denise. "Teachers' Expectations and Reading Achievement of African American Middle School Students". ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/150.
Texto completo da fonteRutledge, Marsha L. "The Impact of a Culturally Responsive Intervention on Perceived Career Barriers, Ethnic Identity, Student Motivation and Engagement, and Career Decision Making Self-Efficacy of Middle School Minority Females". VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5807.
Texto completo da fonteLanier, Marilyn. "Investigating Strategies for Enhancing Achievement of Urban African American Students in Middle School Science Classrooms". Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37606.
Texto completo da fontePh. D.
Smith, Meredith Eve. "Somali American Music Participation in Secondary Public School Music Programs:Perceptions of Parents, Community Members, and a Cultural Liaison". The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619102956471355.
Texto completo da fonteGarza, Yvonne. "Effects of Culturally Responsive Child-centered Play Therapy Compared to Curriculum-based Small Group Counseling with Elementary-age Hispanic Children Experiencing Externalizing and Internalizing Behavior Problems: a Preliminary Study". Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4707/.
Texto completo da fonteKane, Julie M. "Engaging Secondary Math Teachers in Breaking Down Barriers for English Learners". Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/950.
Texto completo da fonteGlenn, Tristan L. "Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School". Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4491.
Texto completo da fonteMeans, Vivian Fowler. "Improving Literacy for Diverse Low Socio-Economic Status Middle School Students". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4312.
Texto completo da fonteKuykendall, Tristta M. "BEST MATCH: EVALUATING THE IMPACT OF SERVICE MODELS ON THE MATH ACHIEVEMENT OF CULTURALLY DIFFERENT GIFTED ELEMENTARY LEARNERS". Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu15971023893545.
Texto completo da fonte