Дисертації з теми "Multiethnic Education"
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Yi, Lin. "Education, cultural difference and social mobility in multiethnic northwest China." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/4c28b046-f4bb-4120-8d3b-84e70fbef37c.
Повний текст джерелаWijesekera, Harsha Dulari. "Students' ethnolinguistic identities in multiethnic, bilingual education classrooms in Sri Lanka." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/119217/1/Harsha%20Dulari_Wijesekera_Thesis.pdf.
Повний текст джерелаRantala, Marjo, and Helena Stålhandske. "Belize : How school can work in a multilingual and multiethnic country." Thesis, Linköping University, Department of Educational Science (IUV), 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-633.
Повний текст джерелаThis essay is about schools in Belize and how they handle the variety of cultures and languages. The study is based on observations and interviews made in four different schools. We spent one week in each school and every school represent one specific ethnic group. These ethnic groups are Creole, Maya, Garifuna and Mestiso. The interviews treat the different ethnic groups, their view of school and their relationship to the other ethnic groups living in Belize. To give an understanding about Belize we also present some common facts about the country which we have got from various books.
Echeverri-Sucerquia, Paula Andrea. "Parent Engagement and Cultural Capital: Negotiating Culture in a Multilingual/Multiethnic School." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/217.
Повний текст джерелаSchultz, Ruth Anne. "The role of multiethnic art education in the American public schools of the 1990's." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.
Повний текст джерелаSource: Masters Abstracts International, Volume: 45-06, page: 2751. Abstract precedes thesis as [3] preliminary leaves. Typescript. Includes bibliographical references (leaves 65-69).
Deka, Mayuri. "Why should I read this? The Reasons and Pedagogical Tools for a Multiethnic Literature Classroom." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227642880.
Повний текст джерелаTitle from OhioLINK ETD abstract webpage (viewed Feb. 2, 2010) Advisor: Mark Bracher. Keywords: Literature; Multiethnic; Pedagogy. Includes bibliographical references.
Heinrich, Lisa M. "MULTICULTURAL MUSIC EDUCATION: SECOND-GRADE STUDENTS’ RESPONSES TO UNFAMILIAR MUSICS." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1260496852.
Повний текст джерелаAbstract. Title from PDF t.p. (viewed on Dec. 15, 2009). Includes bibliographical references (p. 52-55). Available online via the OhioLINK ETD Center and also available in print.
Lesuma, Caryn Joan Lefaga. "Windows and Mirrors: Selecting Multiethnic Young Adult Fiction to Increase Adolescent Engagement with Academic and Cultural Literacy." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3516.
Повний текст джерела西野, 節男, та Setsuo Nishino. "マレーシアにおける教育改革とイスラーム化政策 : 価値多元化への対応をめぐって". 日本教育学会, 1997. http://hdl.handle.net/2237/10867.
Повний текст джерелаPinheiro, Aquiles Santos. "Identidade, língua e cultura: usos sociais e políticos do Nheengatu na comunidade indígena do Cartucho, no Médio Rio Negro AM." Universidade Federal do Amazonas, 2011. http://tede.ufam.edu.br/handle/tede/2883.
Повний текст джерелаCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
Taking language as a cultural diacritic and as mark of ethnic identity, I develop in this text, an argument that seeks to establish a relationship between identity, language and culture. The focus of the approach is oriented for the empirical context of the emergence of new collective identities indigenous. The objective is to demonstrate the processes of reconstruction of ethnic identity from the handling and/or mobilization of the diacritic signs that can be used to demarcate the "ethnic boundaries" of a culture. The analysis covers the empirical context of the middle Rio Negro region, more specifically the Cartucho indigenous community, located on the island of Wabada in the Middle Rio Negro Indigenous Lands II - AM. From this perspective, the object of study the research present are the social and political uses of language General Amazon (the Nheengatu) that derives historically the Tupinamba and was adopted as the franca language during the colonial period establishing the communication and social interaction between indigenous and non-indigenous. Currently, this language is still spoken in the entire region of Rio Negro and is used by many people as an instrument of ethnic identity affirmation, as observed among The Bare, whose original language is no longer spoken. The choice of the Indigenous Land Middle Rio Negro - II is due to cultural and linguistic diversity existing in this region. The main reason given in the anthropological literature for the maintenance of this multiethnic complex is the persistence of linguistic exogamy and patrilocal residence, i.e. in this region men usually marry women who speak a language different from yours. In such circumstances, children grow up speaking two languages. However, the language that identifies the person, the village and the ethnic group is mainly the language of the father and not the language of the linguistic group of the mother. Indeed, they are speakers that dominate three or more languages which are spoken in daily life and in the family. These native language speakers are still to able understand other indigenous languages spoken in the community, as well as Portuguese, but between them they speak predominantly Nheengatu. This scenario presents itself as the ideal for the study of social and political uses of Nheengatu due to be a context of bi-and multilingualism. The initial question is to know the reasons why certain languages are spoken or not, depending on the social context or situations of collective communication and social interaction, circumstantial or otherwise, in that speakers are in concrete achievements in domains social of language. The hypothesis that guiding this research is a that the Nheengatu was consolidated as a franca language, and for this reason, became the instrument that enables communication and social interaction, serving as a inter-ethnics mediator in the region of and even more, has established itself as the native language or traditional language, that has been adopted by various ethnic groups who have lost their native tongues, as is the case the Bare people. The method adopted for carrying out the fieldwork research was participant observation. Data collection was performed by authorized recordings of individual interviews and collective, that is, in speech in public meetings of the Association of Indigenous Communities and Riparian - ACIR, as well as social events, sports and cultural community.
Tomando a linguagem como um diacrítico cultural e como marca da identidade étnica, desenvolvo neste texto, um argumento que busca estabelecer uma relação entre linguagem, identidade e cultura. O foco da abordagem é orientada para o contexto empírico da emergência de novas identidades coletivas indígenas. O objetivo é demonstrar os processos de reconstrução da identidade étnica a partir da manipulação e/ou mobilização dos sinais diacríticos que podem ser usados para demarcar as fronteiras étnicas de uma cultura. A análise abrange o contexto empírico da região do Médio do Rio Negro, mais especificamente a comunidade indígena do Cartucho, localizada na ilha de Wabada nas Terras Indígenas Médio Rio Negro II - AM. A partir desta perspectiva, o objeto de estudo do presente pesquisa são os usos sociais e políticos da Língua Geral Amazônica (o Nheengatu) que deriva historicamente o Tupinambá e foi adotado como a língua franca durante o período colonial que institui a comunicação ea interação social entre indígenas e não-indígenas. Atualmente, essa língua ainda é falada em toda a região do Rio Negro e é usado por muitas pessoas como um instrumento de afirmação da identidade étnica, como observado entre os Baré, cuja língua original não é mais falada. A escolha da Terra Indígena Médio Rio Negro - II é devido à diversidade cultural e linguística existente nesta região. A principal razão apontada na literatura antropológica para a manutenção deste complexo multi-étnico é a persistência da exogamia linguística e residência patrilocal, ou seja, nesta região os homens geralmente se casam com mulheres que falam uma língua diferente da sua. Em tais circunstâncias, as crianças crescem falando dois idiomas. No entanto, a linguagem que identifica a pessoa, a aldeia e o grupo étnico é, principalmente, a linguagem do pai e não o idioma do grupo linguístico da mãe. Na verdade, eles são falantes que dominam três ou mais línguas que são faladas na vida diária e na família. Estes falantes nativos ainda são capazes de compreender outras línguas indígenas faladas na comunidade, bem como o Português, mas entre eles, falam predominantemente o Nheengatu. Este cenário apresenta-se como a ideal para o estudo dos usos sociais e políticos do Nheengatu, devido a ser um contexto de bi-e multilinguismo. A pergunta inicial é conhecer as razões pelas quais certas línguas são faladas ou não, dependendo do contexto social ou situações de comunicação coletiva e a interação social, circunstancial ou não, em que os falantes estão em realizações concretas nos domínios sociais da linguagem. A hipótese que norteiam esta pesquisa é que o Nheengatu consolidou-se como uma língua franca, e por esta razão, tornou-se o instrumento que permite a comunicação e interação social, servindo como mediador inter-étnico na região e, mais que isso, estabeleceu -se como a língua materna ou tradicional, e tem sido adotada por vários grupos étnicos que perderam suas línguas nativas, como é o caso do povo Baré. O método adotado para a realização da pesquisa de campo foi a observação participante. A coleta de dados foi realizada por gravações autorizadas de entrevistas individuais e coletivas, isto é, em discurso em reuniões públicas da Associação das Comunidades Indígenas e Ribeirinhas - ACIR, bem como eventos sociais, desportivos e da comunidade cultural.
Bagci, Sabahat C. "Cross-ethnic friendships in multiethnic educational settings : consequences for psychological, academic and motivational outcomes among young adolescents." Thesis, Goldsmiths College (University of London), 2014. http://research.gold.ac.uk/11030/.
Повний текст джерелаRitucci, Raffaella. "Bambine e ragazzi bilingui nelle classi multietniche di Torino." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19485.
Повний текст джерелаThe Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement. This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language. Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education. MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy.
L'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico. Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera. All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace. L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale.
Pica, Cinzia. "Children's perceptions of interethnic/interracial friendships in a multiethnic school context." 2008. https://scholarworks.umass.edu/dissertations/AAI3325116.
Повний текст джерелаMcBride, Roxie A. "Multicultural education utilizing multiethnic children's literature in fourth grade classrooms a descriptive case study /." 1997. http://catalog.hathitrust.org/api/volumes/oclc/39271361.html.
Повний текст джерелаWong, Andrew Hon Cheung. "The Prevalence of Ethnicity-related Victimization in Urban Multiethnic Schools." Thesis, 2009. http://hdl.handle.net/1807/18127.
Повний текст джерелаPereira, Braga Luciana. "Les pratiques de quatre directions d'écoles secondaires en milieu pluriethnique: une étude exploratoire montréalaise." Thèse, 2018. http://hdl.handle.net/1866/21881.
Повний текст джерелаKoubeissy, Rola. "Une étude multicas des pratiques de soutien des enseignants du primaire auprès d’élèves immigrants." Thèse, 2014. http://hdl.handle.net/1866/12052.
Повний текст джерелаThis research studies teaching practices that support immigrant students recently arrived in Quebec. In most cases, those students have limited French proficiency and are required to be integrated into regular primary classes. A qualitative study was conducted with two teachers and their three immigrant students. Data collection was based on: 1) Classroom observation that allowed for documenting teaching support practices in real classroom context, 2) One to one interviews with teachers to understand their reasons when applying their supporting practices, 3) One to one interviews with students to comprehend their points of view regarding teaching support practices. Furthermore, some of the student’s written work was analysed. The research data is presented using a multi-case study that describes teaching practices for each participating teacher. For each case-study, the data was categorised based on twenty two supporting sequences described in regards to the context of each class. Then, the data was analysed using two theoretical complementary approaches: the teaching work analysis framework, and the cultural-historical approach. The results of this research emphasize on the significance of teaching practice that is co-constructed by collaborative interactions occurring between the teachers and their students. These interactions are defined by students and teachers mutual contributions correlated to specific classroom factors. The analysis of teacher’s reasons shows that implementing and processing of teaching support practices are influenced by the decisions that teachers must make momentarily when they encounter a student difficulty. Teachers’ decisions result from an inner negotiation process. Teachers have to choose quickly between implementing supporting practices and maintaining their on-going prescribed tasks. This negotiation process is continued between the teacher and the student during their interactions in order to co-construct the support practice. The concepts borrowed from historical-cultural approach facilitate understanding the dialectical relationship between the student and the teacher during their interfaces. Both the teacher and the student adjust their behaviors towards each other to re-define the meaning of difficulty. Consequently, teaching support practices are shaped concurrently by the teacher’s inner negotiation process and the external negotiation with their students, and also influenced by the context factors of the class. This research main contribution is reinforcing and developing our understanding to teaching practices of support in the context of the regular classroom.