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Dissertations / Theses on the topic 'And multicultural education;educational assessment'

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Published: 4 June 2021

Last updated: 19 February 2022

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1

Kobus, Doni Kwolek. "An Investigation Of The "Cume Assessment," An Instrument Designed To Measure Third Grade Children's Understanding Of Selected Cross-Cultural/Multicultural Concepts." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3184.

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Purpose. The purpose of this study was to investigate an instrument, the Cross-cultural Understandings in Multicultural Education (CUME) Assessment, which was devised to measure third grade students' understandings of selected crosscultural/ multicultural concepts. These concepts were derived from a cultural anthropological perspective of human similarities and differences. Procedures. The study examined the reliability and validity of the CUME Assessment, a multiple-choice, domain referenced test consisting of twenty-one items based on seven instructional objectives. Third grade students, who

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Sanchez, Maria-Elena. "Validation Of Assessment Indicators Of General Patterns Of Psycholinguistic And Cognitive Abilities Of Young Spanish-Speaking Children (Bilingual, Translation, Tests, Language Development)." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3528.

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Problem. Most of the diagnostic tools available for the assessment of language and cognition in early childhood education have been designed for fluent English-speakers. Few instruments include items appropriate to the needs of Spanish-speaking children with limited English Proficiency (LEP). Available Spanish language test are translations of English tools and have not been standardized among the Hispanic population. Classroom teachers and education specialists need an appropriately validated Spanish test for educational planning and programing of LEP Spanish-speaking children. Purpose. The p

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Chiang, Lung-chiuan. "An Assessment of Diversity Competence among College Seniors: An Exploratory Study." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1725.

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In our increasingly diverse global workforce, both employers and institutions of higher learning want to know if colleges and universities equip their students with adequate cultural competence skills. Reliable instruments to measure cultural competence levels for a general student body are not widely available, however. In this report, a self-developed 33-item instrument was designed to assess college seniors’ cultural competence levels, including sub-scales for cultural awareness and cultural knowledge. An expert panel was selected to establish content validity. A pilot study was conducted t

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Cano, Urena Araceli Berenice. "The role of a school psychologist| Non-discriminatory assessment of English language learners." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147324.

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<p> Given the disproportionate numbers of English Language Learners (ELLs) in Special Education, the method by which students are being assessed for Special Education must be examined further. Because these practices have real consequences for students’ educational placements in schools, it is necessary to understand what factors are important in conduction a non-discriminatory assessment.</p><p> Currently, there is literature on how to conduct a non-discriminatory assessment; however, there is very little information known about how these practices are or are not being implemented in

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Ahmad, Itrat. "An assessment framework for empowering students in a multicultural society." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23316.

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The purpose of this study is to describe, apply and critique an assessment framework, namely, 'Student-Centred Assessment' based on concepts presented by Stiggins (1994). The theoretical basis is found in the literature dealing with multiculturalism and education, the forces promoting change in assessment, and the current status of assessment methods.<br>The analysis of the 'Student-Centred Assessment' reveals that in such a framework there is a constant interaction between the student and the assessor leading to student engagement and that there is a need for changes in the assessment practic

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Stinson, Loma. "Diversity Curricula Mandates in Higher Education: A Student Impact Assessment." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/729.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Psychology

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Asfari, Amin. "An Empirical Assessment of Multicultural Education Programs in Reducing Islamophobia on a College Campus." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3275.

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Anti-Muslim prejudice has increased precipitously since the attacks of September 11, 2001, including prejudicial effects related to socio-cultural differences on college campuses. The purpose of this quasi-experimental exploratory research was to understand the effectiveness of multicultural education programs (MEPs) in reducing anti-Muslim prejudice in higher education. Grounded in intergroup threat theory and frame analysis, it was hypothesized that students who are not engaged in multicultural affairs will perceive Muslims as more threatening and will therefore hold more prejudiced views th

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Kirksey, Augustin Kellie Nicole. "A nationwide assessment of multicultural counseling competencies of rehabilitation practitioners in the private sector /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399451959829.

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Hung, Shao-Ting Alan. "Alternative EFL assessment integrating electronic portfolios into the classroom /." [Bloomington, Ind.] : Indiana University, 2006. 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:3215202.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Adviser: Martha Nyikos. "Title from dissertation home page (viewed June 18, 2007)."

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Ellis, Jacqueline Caroline. "English Language Learners: A Correlational Study of the Relationship Between A Proficiency Level Assessment and End of Course Test Scores at one Georgia High School." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1847.

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Understanding the language of one’s cultural environment is important for effective communication and function. As such, students entering U.S. schools from foreign countries are given access to English to Speakers of Other Languages (ESOL) programs and they are referred to as English Language Learner (ELL) students. This dissertation examined the correlation of ELL ACCESS Composite Performance Level (CPL) score to the End of Course tests (EOCTs) and the Georgia High School Graduation Tests (GHSGTs) in the four content courses (language arts, mathematics, science, and social studies). A premis

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Ruiz, Yaneli M. "Latinos en La Educación: El Nuevo Valor de La Cultura Latina." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/390.

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Este papel, primero pretende presentar un enfoque informativo de como la cultura latina impacta la educación—con el deseo que se termine por reconocer el verdadero valor de la educación. Segundo, espera que se reconozca en la cultura latina que deben adoptar el conocimiento que a fin de avanzarse en los Estados Unidos, hay que empezar la educación desde temprana edad y alcanzar al menos un título de licenciatura. Tanto la educación de infancia temprana como la educación en la primaria, secundaria, preparatoria, y universidad contribuyen para preparar a los estudiantes latinos para enfrentar y

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Varier, Divya. "A Case Study Examining Formative Assessment in a Postsecondary English Language Program." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/4016.

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This study examined the formative assessment practices of three teachers in English as a Second Language (ESL) classrooms using a sociocultural theoretical framework. The study was conducted in a postsecondary ESL setting at a large public university in the southeastern United States. Using an embedded mixed methods design, this study employed teacher interviews and classroom observations to address the overarching question: What individual and contextual factors are present in the formative assessment practices of participant ESL teachers? The study also explored the relationship between stud

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Carrigan, Abigail Bennett. ""That's the test?" Washback Effects of an Alternative Assessment in a Culturally Heterogeneous EAP University Class." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2994.

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To determine learner attitudes toward an alternative assessment, additional washback effects, and possible relationships between cultures of learning and learner attitudes, a mixed methods study was conducted in an advanced multicultural EAP (English for Academic Purposes) class in the USA, where a poster project was implemented as a summative assessment. Qualitative and quantitative data from a pre- and post-test questionnaire as well as classroom observations and an interview with the instructor were used to investigate learners' attitudes towards the assessment. The twenty-four participants

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Hinson, Danny. "English Proficiency & Academic Performance of International Students at a Small Baptist University." TopSCHOLAR®, 1992. https://digitalcommons.wku.edu/theses/2477.

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The predictive reliability of the Test of English as a Foreign Language (TOEFL) as a predictor of academic success of international students at Belmont University, a small Baptist university, was examined. Data were collected and examined on 168 international students. They were profiled by gender, language background, Test of English as a Foreign Language (TOEFL) score, grade point average achieved, and major area of study. No significant correlation was found between TOEFL scores and academic achievement as measured by CPA. However, significant correlation was found between major field of st

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Yusof, Azah. "A Study of Why Some Learners are More Successful than Others at Acquiring a Second Language: The Roles of Personality, Attitude & Motivation." TopSCHOLAR®, 1996. https://digitalcommons.wku.edu/theses/3029.

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The purpose of this thesis is to convey and to support my belief that learners' affective domain, which consist of their personalities, attitudes, and motivation are responsible for causing the variation in the levels of second language proficiency of second language learners. My concern is to point out or support others who believe that second language learners are not machines that are able and willing to be programmed; they have feelings and attitudes which in turn govern their personalities and motivation. I also believe that the main focus of second language teaching should be on the "per

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Forrest, Scott N. "Making sense of exit exam policies: A phenomenological study of English language development teachers." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/828.

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There is a lack of understanding regarding how sensemaking could be incorporated into a professional development program to improve teacher quality and student achievement. The lived experiences of high school English language development teachers as they interpret English language development and one state's high school exit exam instructional policies were explored in this phenomenological study. The conceptual framework that supported this study is based on the theory of sensemaking, the processes by which educators interpret and implement policies. The participants were English language de

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Bowser, Audrey Denise. "Transforming teacher education to support multicultural technology pedagogy an assessment of preservice teachers' beliefs about multiculturalism and diversity /." [Ames, Iowa : Iowa State University], 2008.

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Spencer-Iiams, Jennifer W. "Passage reading fluency in Spanish and English| The relation to state assessment outcomes in English for students in a dual-language context." Thesis, University of Oregon, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589569.

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<p> The United States is experiencing an increase in young students developing literacy in English and Spanish. Schools providing dual-language English/Spanish instruction need technically adequate tools to assess reading skills in the languages of instruction, and interpretation of results needs to acknowledge the complexity of cross-linguistic learning. Although passage reading fluency in English strongly predicts overall reading proficiency in English in the primary grades and there is some indication that passage reading fluency in Spanish provides equivalent information regarding Spanish

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O'Neil, Maya Elin. "Development and initial validation of a measure of multicultural competence stage of change." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/11749.

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xiv, 134 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Recent mandates for increased multicultural competence training in a variety of fields have stimulated a growing need for reliable and valid multicultural competence assessment instruments. Existing instruments have demonstrated varying levels of reliability and validity in assessing multicultural knowledge, awareness, and skills and have been critiqued for limitations in scope, applicability, and ability to capture the developmental nature of multicu

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Stortz, John. "The effects of teacher race in the elementary school on student achievement test scores." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/626.

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The racial and gender composition of elementary school teachers does not match those of the students and this may be contributing to an inequity of achievement scores between African American and European American students. This ex post facto causal comparative study compared three levels of elementary school diversity personnel staffing on Grade 4 African American student Criterion-Referenced Competency Test (CRCT) scores and differences between male African American scores and female African American scores in a suburban Atlanta county. Nine intentionally selected elementary schools were cho

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Zhang, Vivian. "Cultural Studies in the Mandarin-English Dual Immersion Classroom: A Case Study." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1071.

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This thesis uses a Mandarin-English dual immersion program at a Southern California public elementary school as a case study to examine how culture is taught and learned in the dual immersion setting. Based on classroom observations and interviews with students, staff, and parents, this thesis argues that concepts of “China” and “Chinese culture” are conveyed, constructed, and negotiated by students as well as teachers, both implicitly and explicitly.

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Ambe-Cohen, Rossy. "Hospitality Education Assessment: A Case Study on the Learning Experience of Chinese Students in a 4-year Program at a U.S. Institution." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2296.

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The purpose of this study was to investigate the learning experience of Chinese hospitality students in a 4-year program at a U.S. institution in order to bridge the gap between Chinese and American education. This study could challenge traditional education and produce more culturally savvy and diverse graduates, in a field as personal and interactive as Hospitality Management, it could also help American students who want to study, work or teach in China, as they would be knowledgeable of the cultural and educational differences. This study used a qualitative approach. The researcher conduct

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Chavez, Reyes Denise. "An Assessment of the Factors that Increase the Likeliness of Hispanic Students to Attend Higher Education in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3474.

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From 2000 to 2014 the number of Hispanics grew 230%, representing an 8.6% of the national's youth (Tennessee Higher Education Commission, 2016). Although the population is growing, the educational attainment does not reflect this growth. This research tries to identify what factors influence individuals' decision to pursue higher education in rural Tennessee. Intrinsic (grit, hardiness, and motivation to lead) and extrinsic factors (Status in the U.S., caregivers’ education, involvement in high school and others) were explored. Sixty-six complete responses were submitted to our online survey.

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Courtright, Camelia A. "Integrating Reading into Math Instruction to Increase Academic Achievement of English Language Learners." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/78.

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The majority of the school population at the research site struggles in reading and mathematics, particularly the English language learner (ELL) students. ELL students typically score lower than non-ELL students and perform at various levels of English language proficiency in reading and math. The purpose of the study was to identify and implement effective research-based strategies during math instruction to support and increase ELL students’ academic performance. This experimental research was composed of a between-subjects approach with a pre- and posttest control group design with a simple

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Magee, Ariana T. "Sheltered Instruction versus Mainstream Classroom – The Impact of Classroom Placement and Other Factors on the Achievement of English Language Learners in Science: Implications for Educational Leaders." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/77.

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The purpose of this study was to examine 9th and 10th grade ELL students’ science class placement - sheltered ESL class or non-sheltered mainstream class - and determine if there was a difference in their levels of achievement based on placement. Unlike other academic courses, science incorporates its own terminology that can be difficult for even mainstream non-ELLs to understand. With the goal for English Language Learners to develop scientific proficiency, ELLs must gain an understanding of science substance and practice exploratory propensities for the brain. This is unthinkable without an

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Grijalva, Rina Cecilia. "Power and standards an emerging culture on the border and lost in translation /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2007. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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WILLIAMS, JENNIFER E. "SELF-REPORTED MUTICULTURAL COUNSELING COMPETENCE OF COUNSELING STUDENTS IN OHIO, INDIANA, AND KENTUCKY: STARTING WITH THE PERSON IN THE MIRROR." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990801456.

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MORALES, MARIA ISABEL. "Parent Involvement in Contested Times: A Brief Analysis of the Effects of Anti-Immigrant Policies on Latinx Immigrant Parent Involvement." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/135.

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How do perceived community and school cultural values affect Latinx immigrant parents’ decisions to engage with their children’s schools? What lessons might their experiences have for our understanding of parent involvement beyond the parameters of traditional models of parent involvement? Engaging parents as advocates for school success in the home is particularly important for English Language Learners (ELs). Tapping into the experiences of EL parents is a resource educators can use to increase parental involvement and, consequently, student academic achievement. This qualitative case study

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Nelson, Delore. "Meeting the Needs of English Language Learners in Mississippi Through Professional Development." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5108.

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The problem addressed in this study is that Native American and Hispanic English language learners (ELLs) in a rural Mississippi school district are not performing at the same level as non-ELLs. The purpose of this qualitative case study was to investigate the perceived causes of ELL failure and low academic performance on district and state assessments and in general education classes. Guided by Vygotsky's theory of development, which supports teachers and students remaining active in the learning process, research questions focused on what instructional practices general education teachers u

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Higgins, Cybele Marie. "A Linguistic Needs Assessment of a Latino Community." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4819.

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Latino communities frequently face barriers in the midst of largely English speaking and mostly Anglo-American culture surrounding communities. These surrounding communities often may be somewhat resistant to adjusting to their changing populations. This case study is a linguistic needs assessment of a Latino community in a small city and neighboring town in the Northwest. Discussed are experiences, needs, and opinions of thirty Latina mother participants in regards to living in this community. Participants, all of whom were monolingual Spanish or limited English proficiency recent immigrants,

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Nave, Patience. "English as a Second Language: Evaluation of a Language Program Designed for & Implemented in the Colombian Oil Company's Research Institute." TopSCHOLAR®, 1989. https://digitalcommons.wku.edu/theses/2692.

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An incredible proliferation of knowledge has generated a critical need for professionals in all fields to have access to current information and research results. Costs for study and research are extremely high, particularly in science fields, and most professionals seek to minimize loss in time and funds by avoiding duplication of efforts. Language is often a handicap, preventing the voluntary sharing of valuable information between individuals and countries, and many recognize the establishment of a universal language as a means of eliminating this unnecessary barrier. English is rapidly bec

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Monago, Emily A. "University Diversity Training Needs Assessment: The Perspectives of African, Latina/o, Asian, Pacific Islander, and Native American Students." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206331223.

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Holland, Christine K. "Classroom Intercultural Competence in Teacher Education Students, Interns, and Alumni." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/473.

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The purpose of this mixed methods study was to explore the impact of a student teaching internship upon the classroom intercultural competence (CIC) of teacher education students and alumni. Phase I employed quantitative methodology to compare the intercultural competence as measured by Ross, Thornson, McDonald, and Arrastia’s (2009) Cross Cultural Competence Inventory (3CI) for three groups. The 3CI is a 63-item survey that uses corresponding questions to assess intercultural competence. Survey items are scored with a 6-point, strongly agree-to-strongly disagree Likert scale (Thornson, 2010).

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Emmons, Molly K. "An Assessment of the Needs of International Students for Student Services at Southern Oregon State College." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5076.

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International students at our institutions of higher education have educational and personal needs which extend beyond the classroom. These needs are supposedly provided for by student personnel services, but little data has been collected which examines how international students use student services, and if their use differs significantly from use by American students. If their perceptions of students services and use of these resources does differ, what does that signify? This study measures the use and perceptions of student services by international and American students at Southern Orego

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Gardenhour, Allison L. "Student Achievement in Response to Intervention Groups." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3009.

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The purpose of this study was to identify components of Response to Intervention (RTI) groups associated with increased student growth on progress monitoring tests. The relationship between student growth scores and fidelity of implementation scores, types of groups, types of interventionists, group setting, group time, and various demographic groups were examined. Seven hundred fifteen students enrolled in reading and math groups in an RTI program at 8 schools in an Upper East Tennessee school system participated in this study. Ten research questions and null hypotheses were analyzed using Pe

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Benditson, Mindi Ellen. "Inside/Outside/In-between: Understanding how Jewish Identity Impacts the Lives and Narratives of Ashkenazi Female Public School Educators." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/11.

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Since Ashkenazi Jews in the United States are not a visible minority, it often becomes difficult to distinguish what/who is a Jew. As many Jewish females may appear to be of the dominant culture, they often get overlooked in discussions and courses on teacher education and multiculturalism/multicultural education. However, their identity as both Jewish and White and the absence of conversation regarding their multiple positions in education and in society can contest, as well as support, their connection to multiculturalism. The purpose of this research was to identify how four middle class As

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Song, Timothy. "Putting Educational Reform Into Practice: The Impact of the No Child Left Behind Act On Students, Teachers, and Schools." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2187.

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This thesis seeks to investigate the effects of the No Child Left Behind Act (NCLB) on U.S. student achievement and teacher effectiveness. By combining the results from various data sources, I am able to indicate the levels of student preparedness, school spending, and specific classroom practices. After an analysis of my results, I suggest that NCLB has found moderate success in increasing the level of math preparedness for younger students from historically disadvantaged backgrounds. On the other hand, the data also suggests that there have been no statistically significant gains in reading

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Oswalt, Meghan. "Perspectives on the College Readiness and Outcome Achievement of Former Intensive English Language Program (IELP) Students." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2512.

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Program evaluation (PE) is important for ESL programs but also difficult. As the scope of PE has grown, student voices have increasingly been included. Alumni provide unique perspectives, but Portland State University's (PSU) Intensive English Language Program (IELP) currently has no exit survey. Furthermore, little research uses alumni data, so this constructivist, mixed-methods study used data triangulation to compare the perceptions of former IELP students with those of three other stakeholder groups -- the topic: IELP student preparedness for PSU. Both online surveys and interviews were co

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Carrasco, Cecilia. "The development of an assessment instrument measuring the Spanish proficiency of first grade students in a bilingual bicultural language arts program." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/319.

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Siebritz, Ubenicia. "An assessment of the recruitment, diversity strategies and initiatives used to promote and retain undergraduate students : the case study of Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71725.

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Thesis (MPA)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: For the past five years, Stellenbosch University (hereafter SU) has worked attentively to improve the diversity profiles of its staff and students, as well as the campus climate. In this regard, as at many other institutions, SU has worked in various ways to promote diversity. To this end, SU has not only invested in a variety of strategies and initiatives to address inequalities that exist in the education system, but has implemented their strategies and initiatives to assist with the diversification of the campus environment.

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Petersen, Douglas B. "Using Static and Dynamic Measures to Estimate Reading Difficulty for Hispanic Children." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/540.

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This study investigated the validity of measures that were hypothesized to account for significant variance in English reading ability. During kindergarten, 63 bilingual Hispanic children completed letter identification, English and Spanish phonological awareness, rapid automatized naming, and sentence repetition static assessment tasks. They also completed a dynamic assessment nonsense-word decoding task that yielded pretest to posttest gain score, response to decoding strategy, and temporally related working memory information. One week prior to kindergarten, information was gathered regardi

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Hammad, Mahbuba. "FACTORS INFLUENCING ATTITUDES AND MOTIVATION TOWARD READING ARABIC: THE IMPACT OF LEVELED READING ON THE EXPERIENCES OF LANGUAGE LEARNERS AND TEACHERS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/607.

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This research study employed a mixed methods design with concurrent procedures. The study sought to determine the underlying constructs of Arabic reading attitudes and motivation among university Arabic language learners in the United States; and how students’ reading experiences differ in courses with an Arabic leveled reading intervention, compared to typical/mainstream Arabic courses where the integration of leveled reading is practically non-existent. The study also sought to understand the experience of instructors teaching both of these types of courses simultaneously. The quantitative a

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Mandel, Peggy Lee. "The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1006.

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Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the students affect their early language learning experiences which expose them to the academic language needed to succeed in school. Teachers can help students acquire academic language by introducing words that are within their Zone of Proximal Development and increasing exposure to and use of academic language. This study investigated the effects of increasing structured activities for students to orally interact wit

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Eger, Katharine. "An Analysis of Education Reform in Sub-Saharan Africa." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1419.

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Sub-Saharan Africa continues to fall behind other developing regions regarding educational attainment, despite recent progress in enrollment. This thesis examines a variety of external conditional factors that could contribute to a country’s relative success, in terms of years spent in school using a prediction model that compares years enrolled in secondary education as a foundation to determine over- and under-performing countries in sub-Saharan Africa. By exploring various educational policies, historical patterns, and projects executed in Rwanda, South Africa, Ghana, and Botswana, this the

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REECH, JEFFREY S. "The Assessment of the Spiritual Competency of Marriage and Family Therapy Students: A Partial Replication Study of the Spiritual Competency Scale." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1556878208042635.

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Alzimami, Hessah Khaled. "EVALUATING INTERCULTURAL COMMUNICATIVE COMPETENCE USING MEDIATED SELF-REFLECTION IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/422.

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In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate

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Alvero, Aaron J. "Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2569.

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This thesis explored the integration of automated essay scoring (AES) software into the writing curriculum for high level ESOL students (levels 3, 4, and 5 on a 1-5 scale) at a high school in Miami, Fl. Issues for Haitian Creole speaking students were also explored. The Spanish and Haitian Creole speaking students were given the option to write notes, outlines, and planning sheets in their L1. After using AES in the middle of the writing process as a revision assistant tool, 24 students responded to a Likert Scale questionnaire. The students responded positively to the AES based on the results

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Rios, Yesmi. "A Quantitative Investigation of the Relationship Between English Language Assessments and Academic Performance of Long-Term ELLs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5034.

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Research shows academic literacy is a challenge for students classified as Long-Term English Language Learners (LTELLs). In the pseudonymous Windy Desert School District (WDSD), there are 17,365 students classified as LTELLs. Of these students, the majority are falling short of English academic literacy goals on the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs) test and 67% do not graduate from high school. This quantitative study examined the predictive relationship between ACCESS English language proficiency subscale score

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Irani, Taronish H. "Multicultural Group Screening Form (MGSF): Development of a Pre-Group Screening Form for Use with Diverse Groups at University Counseling Centers." Wright State University Professional Psychology Program / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1308924515.

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Gibson, Sierra M. "Increasing the High School Graduation Rate of Native American Students in Public Schools." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1045.

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Native American students obtain the lowest on-time high school graduation rate among all races and ethnicities in the United States. Through an analysis of previously published literature and seven interviews conducted by the author, this paper sets out to identify the key barriers Native students face when working toward their high school diploma. This paper will argue that, together, a history of abusive educational tactics and an institutionally racist policies and practices adopted by the U.S. Department of Education have made it challenging for Native students to complete high school on t

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