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Journal articles on the topic 'And multicultural education;educational assessment'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Geleta, Abeya, and Frew Amsale. "An Assessment of Educational leaders’ Multicultural Competences in Ethiopian Public Universities." European Scientific Journal, ESJ 12, no. 10 (2016): 387. http://dx.doi.org/10.19044/esj.2016.v12n10p387.

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Multicultural Competences of higher education leaders refer directly to the multicultural knowledge, attitudes and skills of the leaders which is the focus of the present study. The demographic changes and the subsequent diversity in Ethiopian HEIs strongly demands the HEIs to be multiculturally competent, their leaders should in turn have the necessary multicultural competencies. In line with this, the multicultural competences of the educational leaders of Ethiopian public universities were investigated. The mixed-methods research approach was used in the study, including semistructured inte

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Helms-Lorenz, Michelle, and Fons J. R. Van de Vijver. "Cognitive Assessment in Education in a Multicultural Society." European Journal of Psychological Assessment 11, no. 3 (1995): 158–69. http://dx.doi.org/10.1027/1015-5759.11.3.158.

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The question is raised whether instruments used for cognitive assessment in educational settings such as school achievement tests and intelligence tests are adequate for a multicultural society. Empirical studies often show that migrant pupils score consistently lower on these tests than native pupils. Various factors are discussed that can challenge the equivalence (and hence, the comparability) of the test scores obtained in these groups such as intergroup differences in verbal skills, in cultural values and norms, and in test-wiseness. Commonly applied remedies to enhance the suitability of

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Stobart, Gordon. "Fairness in multicultural assessment systems." Assessment in Education: Principles, Policy & Practice 12, no. 3 (2005): 275–87. http://dx.doi.org/10.1080/09695940500337249.

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Suzuki, Lisa A., Charlene M. Alexander, Pei-Ying Lin, and Kathleen M. Duffy. "Psychopathology in the schools: Multicultural factors that impact assessment and intervention." Psychology in the Schools 43, no. 4 (2006): 429–38. http://dx.doi.org/10.1002/pits.20157.

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Mazid, Sukron, Sauqi Futaqi, and Farikah Farikah. "THE CONCEPT OF “FREEDOM OF LEARNING” IN A MULTICULTURAL EDUCATION PERSPECTIVE." Ta'dib 24, no. 1 (2021): 70. http://dx.doi.org/10.31958/jt.v24i1.2759.

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This paper seeks to examine the concept of “Merdeka Belajar” or “Freedom of Learning” which was initiated by the Indonesian Minister of Education and Culture, Nadiem Makarim. The study of freedom of learning uses text study with content analysis method. The concept of “Freedom of Learning” is very interesting when studied with a multicultural education perspective. Moreover, the two concepts have the same relevance and spirit, namely freedom and justice in the human resources development context, particularly through the educational process. Based on the results, the implementation of “Merdeka

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Fatmawati, Laila, Ayu Siti Khotijah, and Vera Yuli Erviana. "EDUCATIONAL STORY BOOK BASED ON TOLERANCE CHARACTER AS AN INNOVATION OF INTRODUCING MULTICULTURAL EDUCATION." Jurnal Penelitian Pendidikan 35, no. 2 (2018): 155–66. http://dx.doi.org/10.15294/jpp.v35i2.15868.

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Multicultural education is still very foreign to elementary school teachers and students. Need innovation in introducing multicultural education to elementary school students through educational story book. The aims of this study are: 1) developing educational story book based on tolerance character, 2) knowing the feasibility of the educational story book based on experts’ judgment, 3) knowing the responses of teachers and students after using educational story book. The development procedure adopted Borg and Gall model. Data collection techniques were questionnaires and interviews. Data anal

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Calero, Maria Dolores, and Sara Mata. "MIGRATION AT SCHOOLS: MAKING EDUCATION OF PRESCHOOL CHILDREN FLEXIBLE THROUGH DYNAMIC ASSESSMENT." Problems of Education in the 21st Century 49, no. 1 (2012): 6–14. http://dx.doi.org/10.33225/pec/12.49.06.

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Migration processes are part of the globalized world in which we live. Although much of the migration experience is enriching for both the immigrant and the receiving environment, its difficulties remain. One area where difficulties are visible is the educational environment. Education policies, typically based on structured curricula, are not adapted to the peculiarities of immigrant children, who often produce lower academic outcomes. The main trouble with this situation is that performance and social problems do not appear until the child has spent several years at school. Dynamic assessmen

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Duraković, Emina, Britta Marion Feigl, Bettina Marion Fischer, et al. "Dialogic Global Studies for multicultural technology assessment." Multicultural Education & Technology Journal 6, no. 4 (2012): 261–86. http://dx.doi.org/10.1108/17504971211279527.

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Sternberg, Robert J. "A Triarchic Approach to the Understanding and Assessment of Intelligence in Multicultural Populations." Journal of School Psychology 37, no. 2 (1999): 145–59. http://dx.doi.org/10.1016/s0022-4405(98)00029-6.

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Arsal, Zeki. "The examination of courses in the teacher education programs in terms of multicultural education." Journal for Multicultural Education 9, no. 4 (2015): 263–75. http://dx.doi.org/10.1108/jme-11-2014-0035.

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Purpose – The aim of this study is to examine the pedagogy courses of teacher education programs implemented in two universities in Turkey and the USA in terms of multicultural education. The teaching practices in the pedagogy courses of teacher education programs in the USA might have multicultural education principles, and they could be models for teacher educators in Turkey. In addition, this study can contribute to the cross-cultural studies on teacher education between the USA and Turkey. Design/methodology/approach – Ten teacher educators participated in the study; all of them had experi

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Bempa, Manti S., and Asiah T. Pido. "Evaluasi Sistem Pendidikan Multikultural dalam Pengembangan Diri Peserta Didik di SMP Negeri 1 Kota Gorontalo." Jurnal Ilmiah AL-Jauhari: Jurnal Studi Islam dan Interdisipliner 5, no. 1 (2020): 77–98. http://dx.doi.org/10.30603/jiaj.v5i1.1300.

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Multicultural education offers alternatives through strategic applications and educational concepts based on the use of diversity in people's lives, especially students, such as ethnic, cultural, linguistic, religious, and racial diversity. This study aims to describe the evaluation steps of the multicultural education system in the self-development of students in junior high schools Negeri 1 Gorontalo City. The method used is a qualitative approach, with observation and interview techniques. The results showed that the steps in evaluating the multicultural education system in student se

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Figueroa, Richard A., and Julius M. Sassenrath. "A longitudinal study of the predictive validity of the system of multicultural pluralstic assessment (SOMPA)." Psychology in the Schools 26, no. 1 (1989): 5–19. http://dx.doi.org/10.1002/1520-6807(198901)26:1<5::aid-pits2310260102>3.0.co;2-d.

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Obiakor, Festus E. "Self-Concept of African-American Students: An Operational Model for Special Education." Exceptional Children 59, no. 2 (1992): 160–67. http://dx.doi.org/10.1177/001440299205900209.

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African-American students who fail in school programs are presumed to have a “low” self-concept. However, this view fails to recognize self-concept as an observable, describable, situation-specific, and measurable phenomenon. In addition, it ignores the cultural biases and prejudices inherent in current self-concept assessment tools. In contrast, the operational model of self-concept, which defines self-descriptive behavior, permits identification of styles, strengths, and weaknesses in the areas of self-concept. The article explores methods for enhancing self-concepts of African-American stud

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Leonard, Jack Ellyson. "The validity of a performance based assessment for aspiring school leaders." education policy analysis archives 26 (December 10, 2018): 163. http://dx.doi.org/10.14507/epaa.26.3924.

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This paper introduces the new Massachusetts Performance Assessment for Leaders (PAL) and uses critical policy analysis to re-examine the validity evidence (using the 2014 Standards for Educational and Psychological Testing and a theory of multicultural validity) for the use and interpretation of the PAL in regards to emerging school leadership. Data sources include two years of PAL test documentation plus candidate surveys and interviews with program directors. The author’s role as a test user, faculty instructor, and certified test scorer afforded access to student work, student communication

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Golubeva, Irina, and Ivett Rita Guntersdorfer. "Preparing Professionals for Working in Multicultural and Democratic Europe: Two Pedagogical Programs – Their Assessment and Collaborations." Pedagogika 128, no. 4 (2017): 39–54. http://dx.doi.org/10.15823/p.2017.53.

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There has been continuous debate concerning policies and practices regarding intercultural education in the multicultural Europe and intercultural competence has become one of the crucial issues today. There is an urgent need to educate students about the limitations of using their own cultural frame to interpret and evaluate people belonging to a different cultural background. For quite long intercultural communication courses were typically offered for students in Education, International Relations, Business, and a like programs, while this subject was out of scope until the last few years i

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Perneth Pareja, Leidy Laura. "Violencias epistémicas y acciones pedagógicas de resistencia en el Estado multicultural." REVISTA CONTROVERSIA, no. 209 (December 5, 2017): 41–90. http://dx.doi.org/10.54118/controver.vi209.1095.

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Las reflexiones que se presentan en este artículo surgen en el contexto del proyecto “Educación intercultural por la defensa de los derechos de los grupos étnicos”, desarrollado por el Centro de Investigación y Educación Popular/Programa por la Paz (Cinep/PPP) en Cartagena, sur de La Guajira y Sierra Nevada de Santa Marta. A partir del trabajo con maestros y maestras wayúu, wiwas, afrodescendientes y mestizos, se argumenta que, en el marco de la relación entre los grupos étnicos y el Estado Multicultural, la etnoeducación y la educación propia –como política educativa– no logra transformar la

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Prastyawati, Lia, and Farida Hanum. "PENGEMBANGAN MODEL PEMBELAJARAN PENDIDIKAN MULTIKULTURAL BERBASIS PROYEK DI SMA." Harmoni Sosial: Jurnal Pendidikan IPS 2, no. 1 (2015): 21–29. http://dx.doi.org/10.21831/hsjpi.v2i1.4600.

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Penelitian ini bertujuan untuk mengembangkan model pembelajaran pendidikan multikultural di SMA, yang meliputi: 1) mengembangkan model pembelajaran pendidikan multikultural yang sesuai diterapkan dalam mata pelajaran sosiologi di SMA dan; 2) mengetahui kelayakan produk hasil pengembangan model pembelajaran pendidikan multikultural pada mata pelajaran sosiologi di SMA. Penelitian ini merupakan penelitian pengembangan yang mengacu pada model pengembangan 4D Thiagarajan yang meliputi empat tahap yaitu define, design, develop dan disseminate. Hasil penelitian terdiri dari: 1) model pembelajaran pe

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MacDonald, Ruth. "What is Cultural Competency?" British Journal of Occupational Therapy 61, no. 7 (1998): 325–28. http://dx.doi.org/10.1177/030802269806100709.

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The concept of cultural competency has been discussed in recent United Kingdom occupational therapy literature. It is suggested that there is an additional competency that the practitioner requires in order to ensure effective practice. Wells's (1996) model of multicultural competency education, consisting of knowledge, self-exploration and skills, is proposed as a tool to develop this competency. Strategies are used within the Discipline of Occupational Therapy at the University College of Ripon and York St John and these are presented within the Wells model. Using the model of multicultural

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Aga Mohd Jaladin, Rafidah, Noh Amit, Azad Athahiri Anuar, et al. "Development of a continuous professional development training module based on multicultural counselling competency for professional counsellors in Malaysia." Journal of Adult and Continuing Education 26, no. 2 (2019): 242–61. http://dx.doi.org/10.1177/1477971419896375.

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The aim of this study was to develop a continuous professional development training module based on multicultural counselling competency for professional counsellors in Malaysia. The research methodology comprised three phases: (i) training need assessment using survey method, (ii) module design and development and (iii) module evaluation using an experimental design. First, the Multicultural Counselling Competency Survey-Malaysian Counsellor Edition questionnaire was used to collect data from 116 professional counsellors from various work settings. The results clearly indicated the need for c

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Young, Jemimah L., Bettie Ray Butler, Inna N. Dolzhenko, and Tameka N. Ardrey. "Deconstructing teacher quality in urban early childhood education." Journal for Multicultural Education 12, no. 1 (2018): 25–34. http://dx.doi.org/10.1108/jme-08-2016-0046.

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Purpose The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers’ educational background may have on kindergarten readiness for African American children in urban early learning settings. Design/methodology/approach Research has identified high-quality early education as a significant contributor to the academic success and development of young children. This paper examines current conceptualizations and trends in early childhood educa

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Mischenko, Elena S., and José Carlos Quadrado. "Engineering Educators Pedagogical Training and System of Pedagogical Education Quality Assessment Based on Multi-Criteria Approach." ITM Web of Conferences 35 (2020): 08002. http://dx.doi.org/10.1051/itmconf/20203508002.

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The EngineeriNg educaTors pEdagogical tRaining (ENTER) project aims at creating a novel multicultural and international approach for formal post-graduate professional and pedagogical education for engineering educators. It is focused on low cost and convenience, thus strongly based on e-learning technologies, whenever feasible, and designed with the objective of being internationally recognized and accredited. It is proposed a hierarchy of 3 structured educational programs for engineering educators, in the context of the European Qualifications Framework for Lifelong Learning. The methodology

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Matuszak, Alla F., Olga Yu Pavlova, Alexandra V. Zyryanova, Elizaveta V. Kalugina, Vera G. Ulyanova, and Yulia A. Akhkamova. "Training future teachers to work in a multicultural environment." Perspectives of Science and Education 52, no. 4 (2021): 132–46. http://dx.doi.org/10.32744/pse.2021.4.9.

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The multicultural nature of the environment in which the modern educational process is carried out imposes on the teacher the obligation to be able to work with children of different ethnic groups, different beliefs, from different cultures. Since, in practice, most novice teachers are not ready for effective activity in a multicultural environment, the purpose of the research was to study training pedagogical students to work in a multicultural environment. In the research the following methods were used: analysis of pedagogical literature on the issue; pedagogical experiment (the one group p

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Newell, Markeda, and Joshua Looser. "Does context matter? An analysis of training in multicultural assessment, consultation, and intervention between school psychologists in urban and rural contexts." Psychology in the Schools 55, no. 1 (2017): 85–92. http://dx.doi.org/10.1002/pits.22093.

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Alt, Dorit, and Nirit Raichel. "Higher Education Students’ Perceptions of and Attitudes Towards Peer Assessment in Multicultural Classrooms." Asia-Pacific Education Researcher 29, no. 6 (2020): 567–80. http://dx.doi.org/10.1007/s40299-020-00507-z.

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Cibelli Hibben, Kristen, Beth-Ellen Pennell, and Lesli Scott. "Interviewer effects in multicultural, multinational and multiregional surveys." Quality Assurance in Education 26, no. 2 (2018): 278–89. http://dx.doi.org/10.1108/qae-06-2017-0032.

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Purpose At the invitation of the Programme for the International Assessment of Adult Competencies (PIAAC), this paper aims to examine advances in survey interviewer monitoring and make recommendations on minimizing the effect of interviewers on survey results. Design/methodology/approach The authors first provide an overview of the most recent literature on interviewer effects, quality assurance and quality control. Here, they draw upon recent publications such as the cross-cultural survey guidelines (www.ccsg.isr.umich.edu) and newly published or in-press material specifically addressing thes

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van de Vijver, Fons J. R., and Karen Phalet. "Assessment in Multicultural Groups: The Role of Acculturation." Applied Psychology 53, no. 2 (2004): 215–36. http://dx.doi.org/10.1111/j.1464-0597.2004.00169.x.

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Zakharova, Larisa M., and Tatiana A. Chibisova. "Formation of intercultural competence among schoolchildren in Great Britain." Revista Amazonia Investiga 10, no. 37 (2021): 146–54. http://dx.doi.org/10.34069/ai/2021.37.01.15.

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The study identifies the term intercultural competence and distinguishes its main components. The authors examine the experience of Great Britain in the formation of this competence among schoolchildren in the historical perspective from the beginning of the twentieth century to the present. The study of the main methods used in multicultural classes in Great Britain and in many countries of Europe made it possible to group them according to the components of intercultural competence. In order to identify the level of development of this competence among future teachers themselves, there were

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Harris, Kathleen C. "Collaboration Within a Multicultural Society." Remedial and Special Education 17, no. 6 (1996): 355–62. http://dx.doi.org/10.1177/074193259601700606.

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The author discusses perspectives and offers suggestions for the development of multicultural competence in each of the following Areas: understanding one's perspective in relation to culturally diverse collaborators, using effective interpersonal and communication strategies in a multicultural context, understanding the role(s) assumed by collaborators who work with students who are culturally and linguistically diverse, and Promoting the use of appropriate assessment and instructional strategies. Collaborators skilled in these areas are necessary to enhance the success of the growing numbers

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Nielsen, T. Rune, Kurt Segers, Valérie Vanderaspoilden, et al. "Validation of the Rowland Universal Dementia Assessment Scale (RUDAS) in a multicultural sample across five Western European countries: diagnostic accuracy and normative data." International Psychogeriatrics 31, no. 2 (2018): 287–96. http://dx.doi.org/10.1017/s1041610218000832.

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ABSTRACTBackground:With increasing cultural diversity and growing elderly immigrant populations in Western European countries, the availability of brief cognitive screening instruments adequate for assessment of dementia in people from diverse backgrounds becomes increasingly important. The aim of the present study was to investigate diagnostic accuracy of the Rowland Universal Dementia Assessment Scale (RUDAS) in a multicultural sample and to calculate normative data as a basis for demographic adjustment of RUDAS scores.Methods:The study was a prospective international cross-sectional multi-c

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Spiliotopoulos, Valia. "Lessons learned from immersion in western Canada’s multilingual and multicultural post-secondary context across the disciplines." OLBI Working Papers 9 (June 21, 2018): 1–25. http://dx.doi.org/10.18192/olbiwp.v9i0.2340.

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The current educational context in post-secondary institutions world-wide is characterized by a widening participation agenda, and is greatly impacted by trends in globalization and internationalization (Burbules & Torres, 2000, Ilieva, Beck, & Waterstone, 2014). This multilingual and multicultural educational context brings about many opportunities and challenges for students, faculty, and other internal and external stakeholders (Arkoudis et al, 2012; Hafernick & Wiant, 2012; Murray, 2016). Given Canada’s increasing involvement in offering programs predominantly in English to int

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Olmos-Gómez, Mª del Carmen, Ligia Isabel Estrada-Vidal, Francisca Ruiz-Garzón, Rafael López-Cordero, and Laila Mohamed-Mohand. "Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices." Sustainability 11, no. 24 (2019): 7222. http://dx.doi.org/10.3390/su11247222.

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The aim of the present research was to uncover the opinions of future teachers about whether the formative knowledge of education for sustainability received in seminars during their practicums improved their competencies in sustainability and their values in educational teaching for their future classroom practice. The study entailed qualitative research with a thematic analysis. Semi-structured interviews comprising 14 questions, which were validated by 15 experts, were used to solicit the opinions of 52 future teachers with respect to the importance of sustainability and the development of

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Stevens, Peter A. J. "Exploring the Importance of Teachers' Institutional Structure on the Development of Teachers' Standards of Assessment in Belgium." Sociology of Education 80, no. 4 (2007): 314–29. http://dx.doi.org/10.1177/003804070708000402.

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While a large body of research has focused on the effects of teachers' educational standards and/or expectations of different types of pupils related to pupils' ability, race/ethnicity, gender, and/or social class, there has been much less research on how such standards/expectations are formed by teachers' institutional structure. Previous research on the impact of institutional factors on teachers' pedagogy and curriculum has suggested the usefulness of a particular embedded, ecological model in studying the development of teachers' standards/expectations of pupils. This article uses ethnogra

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McKelvey, Robert S. "Handbook of Multicultural Mental Health: Assessment and Treatment of Diverse Populations." Journal of the American Academy of Child & Adolescent Psychiatry 40, no. 10 (2001): 1239–40. http://dx.doi.org/10.1097/00004583-200110000-00022.

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Peyrefitte, Magali. "Prosaic sites of multiculturalism as educational encounters in neo-liberal higher education: Sociological imagination and reflexive teaching and learning in the multicultural classroom." Education, Citizenship and Social Justice 13, no. 3 (2018): 229–41. http://dx.doi.org/10.1177/1746197918793060.

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The article reflects on the pedagogy of a first-year sociology and criminology module that was developed around the idea of ‘Researching the City’ in order to introduce students to the methodological and analytical processes of doing research in social science. Part of the assessment strategy centres around a weekly online diary which enables students to use positionality by way of reflecting on their experience of the city, of London, most specifically, due to the location of the university and the origin of the students. Expanding on Ash Amin’s idea of ‘prosaic sites of multiculturalism’, th

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Sukino, Arief Sukino, Oktariansyah Oktariansyah, and Erwin Erwin. "Pendidikan Multikultural Dalam Pembelajaran Agama Islam di Sekolah Menegah Atas Negeri (SMAN) 1 Kendawangan Kabupaten Ketapang." LITERASI (Jurnal Ilmu Pendidikan) 11, no. 2 (2020): 80. http://dx.doi.org/10.21927/literasi.2020.11(2).80-95.

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<p><strong>Abstract</strong></p><p>Senior High School (SMA) is a strategic educational environment in shaping the personality of multicultural students. Through Islamic Religious Education the strategic role of the school is becoming increasingly apparent because Islamic Education that is carried out properly will bring a positive and productive attitude change. The purpose of this study is to investigate multicultural education in SMAN 1 Kendawangan, which is with a lot of diversity. The method used is descriptive qualitative with a phenomenological approach. The

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Tackett, Jennifer L., and Tsasha Awong. "Thomas M. Achenbach and Leslie A. Rescorla, Multicultural Understanding of Child and Adolescent Psychopathology: Implications for Mental Health Assessment." Journal of Youth and Adolescence 37, no. 4 (2007): 488–91. http://dx.doi.org/10.1007/s10964-007-9229-8.

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DeWitt, Dorothy, and Suet Fong Chan. "Developing Intercultural Communicative Competence: Formative Assessment Tools for Mandarin as a Foreign Language." Malaysian Journal of Learning and Instruction (MJLI) Vol. 16, (No.2) Dec 2019 16, Number 2 (2019): 97–123. http://dx.doi.org/10.32890/mjli2019.16.2.4.

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Purpose - Intercultural communicative competence (ICC) is important in intercultural exchange, to address problems and conflicts which may arise due to miscommunication that results from interlocutors’ diverse cultural and linguistic backgrounds. Interlocutors may have different perceptions and interpretations of communicative behaviour. However, cultural and intercultural aspects seem to be ignored in teaching Mandarin as a foreign language (MFL) in Malaysian higher education institutions. Hence, the ICC level among local MFL learners is unknown. In this study, formative assessments were desi

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Schuman, Andrea. "Help or Hindrance? Staff Perspectives on Developmental Assessment in Multicultural Early Childhood Settings." Mental Retardation 40, no. 4 (2002): 313–20. http://dx.doi.org/10.1352/0047-6765(2002)040<0313:hohspo>2.0.co;2.

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Arestova, Inessa Yuryevna. "Problems of foreign students’ integration into the educational environment of a pedagogical university." Samara Journal of Science 8, no. 3 (2019): 251–56. http://dx.doi.org/10.17816/snv201983302.

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A survey was conducted among foreign students studying at Natural Sciences Education Faculty of the I. Yakovlev Chuvash State Pedagogical University located in Cheboksary, the Republic of Chuvashia, Russia. The methodology was used to diagnose the learning motivation of students and a survey was conducted in order to identify socio-pedagogical conditions of students adaptation to the university. Leading motives have been established that determine the desire of foreign students to obtain higher education in Russian cities. The dynamics of student motivation changes has been revealed. It is als

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Torlone, Francesca, Martina Capaccioli, and Zineb Benalla. "International student mobility, multiculturalism training within the framework of the core contents of a degree programme. The mobility experience between the University of Siena and Al Akhawayn University (AUI)." EDUCATIONAL REFLECTIVE PRACTICES, no. 2 (January 2021): 129–53. http://dx.doi.org/10.3280/erp2020-002006.

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The essay illustrates the results of a university learning experience aimed at verifying the ways in which to manage international student mobility, in order to achieve learning outcomes in the field of multicultural education and radicalization prevention. To obtain this result and to make the acquired learning transferable in the curriculum of the university of origin, we have verified the usefulness of choosing and setting the educational targets within a reference framework consisting of a system of core contents expressed on the basis of the professional knowledge fundamental for their jo

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Moore, Randall S. "Influence of Multicultural Singing Games on Primary School Children'S Attentiveness and Song Preferences in Music Classes." International Journal of Music Education os-39, no. 1 (2002): 31–39. http://dx.doi.org/10.1177/025576140203900104.

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In this study, eight multicultural songs with varying amounts of movement were taught to one hundred ninety-five 4- to 7-year-olds in a school setting during three weeks of daily music lessons. Three observers recorded group and individual attentiveness behavior during 17 hours of music instruction. At the end of the research period, subjects were asked in groups and individually to tell how much they liked the eight songs they had learned. Results indicated over 95% group on-task behavior during music instruction, and attention varied with amount of action in each song. A Spearman correlation

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Kudinov, Sergei, Stanislav Kudinov, Irina Kudinova, Olga Mihailova, and Karina Avagian. "The differences in ethnic identity and patriotism characteristics between Russian and Kazakh students." Zbornik Instituta za pedagoska istrazivanja 51, no. 1 (2019): 285–325. http://dx.doi.org/10.2298/zipi1901285k.

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The article presents the results of an empirical research on patriotism and ethnic identity in Russian (N=187) and Kazakh students (N=156). The research was conducted with the aim of determining similarities and differences in patriotism and ethnic identity characteristics between these two groups of young people. The work uses a set of the following instruments: ?Ethnic Identity Types?, ?Who Am I??, ?The Scale of Expressive Assessment of Feelings Connected with Ethnic Identity?, ?The Scale of Expressive Assessment of Ethnic Identity Manifestation? and ?Patriogramme?. The results obtained show

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Soto-Perez-de-Celis, Enrique, Jessica Vazquez, Heeyoung Kim, et al. "Improving Care for Spanish-Speaking Older Adults with Breast Cancer: Feasibility, Reliability, and Validity of a Self-Administered Spanish Language Geriatric Assessment." Cancers 13, no. 11 (2021): 2685. http://dx.doi.org/10.3390/cancers13112685.

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We evaluated the feasibility, reliability, and validity of a Spanish-language self-administered geriatric assessment (GA) in older (age ≥ 65) Spanish-speaking women with breast cancer in the United States. Eligible participants (n = 181) were recruited and randomized. Feasibility was defined as the participant’s unassisted GA completion rate, completion time, and perception on ease of completion. Reliability and validity were assessed using Spearman’s correlation coefficients. Two-sided p < 0.05 was considered significant. Ninety-eight percent of participants (n = 177) completed the GA at l

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Matthew, Janice L., Anne K. Golin, Mary W. Moore, and Carol Baker. "Use of SOMPA in Identification of Gifted African-American Children." Journal for the Education of the Gifted 15, no. 4 (1992): 344–56. http://dx.doi.org/10.1177/016235329201500404.

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To increase the proportion of elementary minority students identified as gifted, the System of Multicultural Pluralistic Assessment (SOMPA) was employed with minority disadvantaged children in a large urban school district. A group of African-American students in second through fifth grades became eligible for gifted programming when their IQ scores were adjusted using SOMPA procedures. The performance of these SOMPA students on the Ross Test of Higher Cognitive Processes and other measures did not differ from that of a group of African-American gifted students who were identified on the basis

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Finkelstein, Idit, Shira Soffer-Vital, Yael Shraga-Roitman, Revital Cohen-Liverant, and Tsfira Grebelsky-Lichtman. "An Integrative Multi-Dimensional Model of Culturally Relevant Academic Evaluation for the 21st Century." International Journal of Higher Education 11, no. 1 (2021): 187. http://dx.doi.org/10.5430/ijhe.v11n1p187.

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Due to Covid-19, the world has encountered new challenges regarding pedagogy, learning, assessment, and evaluation. In meeting these challenges, there have been rapid changes in learning, and the gap between pedagogy and evaluation has grown. The purpose of this paper is to develop a new evaluative model suitable for the technologically enhanced, multicultural environment of the 21st century. In this article, we develop a unique multidimensional model of Culturally Relevant Academic Evaluation (CRAE) that fills a gap in the scientific literature on evaluation in higher education. The model dep

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López Núñez, María Inmaculada, José Manuel Velasco Retamosa, Jorge García, and Susana Rubio Valdehita. "Multiculturalidad y Ciencias Sociales: El caso de Psicología." Comunitania. Revista Internacional de Trabajo Social y Ciencias Sociales, no. 15 (November 22, 2019): 219. http://dx.doi.org/10.5944/10.5944/comunitania.15.11.

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En los últimos años España ha vivido un incremento sustancial de población inmigrante al recibir cinco millones de personas en menos de 10 años. Actualmente la población inmigrante supone alrededor del 10% de la población. Este proceso implica una responsabilidad conjunta para adaptarse a los cambios y un desafío para la prestación de servicios educativos, sanitarios y asistenciales. El contacto con una nueva cultura conlleva una serie de dificultades que tienen impacto sobre el individuo y estar en el origen, evolución y pronóstico de muchos trastornos de salud mental, rendimiento

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Guerra, Norma S. "Book Review: L. A. Suzuki and J. G. Ponterotto (Eds.) Handbook of Multicultural Assessment: Clinical, Psychological, and Educational Applications (3rd ed.) San Francisco: Jossey-Bass, 2008." Journal of Psychoeducational Assessment 28, no. 3 (2010): 280–83. http://dx.doi.org/10.1177/0734282909351509.

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McGovern, Thomas V., and Samantha Leigh Miller. "Integrating Teacher Behaviors with Character Strengths and Virtues for Faculty Development." Teaching of Psychology 35, no. 4 (2008): 278–85. http://dx.doi.org/10.1080/00986280802374609.

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We describe a model for new and senior faculty members, integrating a behavioral approach to enhancing teaching skills with research from the field of positive psychology on virtues and character strengths. The Teacher Behaviors Checklist (Keeley, Smith, & Buskist, 2006) identifies target behaviors amenable to modification, derived from qualitative descriptors associated with teaching exemplars. The Values in Action Inventory of Strengths (Peterson, Park, & Seligman, 2005) is a self-assessment instrument that yields priority rankings on 24 character strengths and 6 trait-like virtues i

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Kuklina, Svetlana S., та Maya N. Tatarinova. "А Systemic and Structural Analysis of the Component Composition of the Content of Foreign-Language Education". Vestnik Tomskogo gosudarstvennogo universiteta, № 460 (2020): 190–201. http://dx.doi.org/10.17223/15617793/460/23.

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The aim of the article is to undertake a systemic and structural analysis of the component composition of the content of foreign-language education. Achieving this aim contributes to solving a serious problem of conceptualising the need for a coherent modelling of all components of the content of foreign-language education in pursuit of its global target: a gradual development of students as multicultural language personalities. The aim of the article defines the content and sequence of the used works: the concept of the integrity of the didactic notion “educational content”; research papers o

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Mitakidou, Soula, and Konstantia Tamoutseli. "Engaging Learners in Cooperative Learning Through Environmental and Cross-Cultural Activities." Journal of Teacher Education for Sustainability 13, no. 1 (2011): 5–18. http://dx.doi.org/10.2478/v10099-011-0001-5.

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Engaging Learners in Cooperative Learning Through Environmental and Cross-Cultural Activities There is a definite intersection of targets and intentions between education for sustainable development (ESD) and cross-cultural education (CCE), since both ESD and CCE aspire to pursue and develop values such as equity, democracy and quality of life in a multicultural setting. Apart from their common philosophical basis, ESD and CCE endorse similar teaching methods, i.e. experiential and cooperative learning, and pursue the development of abilities such as research interest, critical thought and pol

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