Relevant bibliographies by topics / Cultural diversity – schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cultural diversity – schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Cultural diversity – schools"

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Stephens, N. E., and E. L. Averitt. "Cultural Diversity in Action." Journal of Visual Impairment & Blindness 87, no. 6 (1993): 188–90. http://dx.doi.org/10.1177/0145482x9308700610.

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The Arizona Schools for the Deaf and the Blind have a multicultural population of students that has led to multiple opportunities to enrich the school programs and enhance each student's life. This article describes two such programs: multicultural diversity and vocational planning and work experience.
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Alas, Ruth, and Mohamed Mousa. "Cultural diversity and business schools’ curricula: a case from Egypt." Problems and Perspectives in Management 14, no. 2 (2016): 130–37. http://dx.doi.org/10.21511/ppm.14(2-1).2016.01.

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The French Ecole Supérieure Libre des Sciences Commercial Appliquées (ESLSCA) in Paris is one of the most important global culturally diverse private business schools in terms of its number of branches and its history. ESLSCA has had a branch in Cairo in Egypt for about 17 years. This qualitative study seeks to focus on ESLSCA-Egypt branch to investigate the extent to which cultural diversity is included in its MBA curricula. The main methods for collecting data are document analysis, a number of semi-structured interviews, and a review of relevant literature. The study findings have meaningfu
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Gibińska, Marta. "Shakespeare’s Cultural Diversity." Linguaculture 2017, no. 2 (2017): 18–30. http://dx.doi.org/10.1515/lincu-2017-0015.

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Abstract 400 hundred years of Shakespeare's presence in world-wide theatres, schools, literature, film, and even languages must give us pause. It is worth reflecting on what there is in the texts that have come down to us that answers this great and obviously most diversified horizon of reception. The paper will try to present Shakespearean plots, characters and themes and examine them for their potential to become appropriated into the very centres of multiple cultural polysystems.
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Bubeliene, Daiva, and Gediminas Merkys. "SCHOOL'S CULTURAL DIVERSITY: WHAT IS THE DIFFERENCE BETWEEN "SCHOOL OF HAPPINESS" AND "SCHOOL -PRISON"?" SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 53. http://dx.doi.org/10.17770/sie2019vol2.3884.

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Five years ago, a questionnaire for senior pupils "Safe School - A Safe Child" was launched in Lithuania. It is a standard inventory containing 160 primary items that are distributed into 38 sub-scales and ultimately into 8 psychometric scales with unusual goodness of fit. At the moment, 2072 pupils' answers appear on the basis of statistical rationing, and 40 different schools in the country are evaluated. A cluster analysis was carried out with scale estimates that reflect the child's psychological well-being and school well-being. In this way, schools were identified at the base of the rati
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Szabó, Tamás. "The Management of Diversity in Schoolscapes." Apples - Journal of Applied Language Studies 9, no. 1 (2015): 23–51. http://dx.doi.org/10.17011/apples/2015090102.

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The material environment of formal education (i.e., schoolscape) is determined not only by laws and local regulations, but by the visual practices of the given institution as well. Inscriptions and cultural symbols placed on the façade and the walls of the school building are tools for orienting the choice between various cultural and linguistic values and ideologies (Johnson 1980; Brown 2012). Based on photographs and research interviews collected in Budapest, I analyse both the material environments of four schools and the metadiscourses through which such spaces are interpreted and regulate
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Block, Karen, Lisa Gibbs, Susie Macfarlane, and Mardie Townsend. "Promoting appreciation of cultural diversity and inclusion with the Stephanie Alexander Kitchen Garden Program." Journal for Multicultural Education 9, no. 1 (2015): 2–9. http://dx.doi.org/10.1108/jme-01-2014-0007.

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Purpose – The purpose of this paper is to present emergent findings from an evaluation of the Stephanie Alexander Kitchen Garden (SAKG) Program showing that the program promoted appreciation of cultural diversity and inclusion of culturally diverse groups. Design/methodology/approach – The findings reported here are from the qualitative component of a mixed-method, nonrandomized, pre- and post-comparison evaluation study. Focus groups and interviews were held with school principals, teachers, program specialist staff, parents, volunteers and children at the program schools. Findings – In a cul
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Mohd Yusof, Najeemah. "Cultural Diversity among Students in Malaysian Secondary Schools." International Journal of the Humanities: Annual Review 7, no. 3 (2009): 35–50. http://dx.doi.org/10.18848/1447-9508/cgp/v07i03/42649.

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Afolayan, Johnson A. "The Implication of Cultural Diversity in American Schools." To Improve the Academy 13, no. 1 (1994): 135–46. http://dx.doi.org/10.1002/j.2334-4822.1994.tb00262.x.

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Cousik, Rama. "Cultural and functional diversity in the elementary classroom: strategies for teachers." Journal for Multicultural Education 9, no. 2 (2015): 54–67. http://dx.doi.org/10.1108/jme-03-2015-0010.

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Purpose – This paper aims to discuss current issues and provide suggestions for solutions. Today’s classrooms across schools in the USA are increasingly diverse. This diversity encompasses students from a myriad of cultural and linguistic and backgrounds’ academic performance levels. Teacher training programs and schools are making efforts to enhance teacher knowledge in regards to this cultural and functional diversity. Problems continue to exist because it is challenging to clearly perceive the connections between the two and identify cultural basis for school performance. Design/methodology
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Ingraham, Colette L., and Joel Meyers. "Introduction to Multicultural and Cross-Cultural Consultation in Schools: Cultural Diversity Issues in School Consultation." School Psychology Review 29, no. 3 (2000): 315–19. http://dx.doi.org/10.1080/02796015.2000.12086017.

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Dissertations / Theses on the topic "Cultural diversity – schools"

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Sargazi, Hossnieh. "Managing linguistic and cultural diversity in Merseyside's primary schools : theory, policy and practice." Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6120/.

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Throughout the English-speaking world, minority language children (LMC) or children who speak English as an additional language (EAL) are being educated in mainstream classrooms where they have little or no opportunity to use their mother tongue. This study investigates how educators at primary schools in Merseyside, where English is usually the only language in the classroom, respond to the educational and academic needs (linguistic, cognitive) of LMC/EAL children. It addresses socio-linguistic issues, teaching strategies and instructional approaches related to linguistic development and acad
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Robinson, Jeanene N. "“With Liberty and Justice for All”: Assessing Cultural Competency in Schools." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1120058449.

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Spradley, Mackie V. "The Beliefs and Expectations of Effective Secondary Choral Teachers in Culturally Diverse Schools." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271902/.

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Through the years, educational theorists and researchers have been interested in a possible relationship between teachers' effectiveness and their beliefs and expectations. Three concepts underpinned this work: teacher effectiveness, cultural diversity, and teachers' beliefs and expectations. The premise of the study was that the beliefs and expectations of effective secondary choral teachers are related to the social-cultural contexts in which they teach. The study implemented critical discourse analysis as the theoretical framework and the in-depth phenomenological long interview for data co
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Georgiou, Emilia. "Constructions of cultural diversity and intercultural education : critical ethnographic case studies of Greek-Cypriot primary schools." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31060.

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This thesis critically examines constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools. Since 2008 the Cyprus Ministry of Education has officially adopted the Europeanized rhetoric of intercultural education and inclusion as the most effective approach to the increasing diversity in schools. As part of the wider reform of the education system aiming at the creation of the ‘democratic’ and ‘humane’ school, a new curriculum was introduced in 2010 to promote equality of opportunity for access, participation and attainment. Drawing on relevant key theoreti
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Robinson, Jeanene Nicole. ""With liberty and justice for all" assessing cultural competency in schools /." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1120058449.

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Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2005.<br>Title from second page of PDF document. Document formatted into pages; contains [3], vi, 75 p. : ill. Includes bibliographical references (p. 35-37).
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Annandale, Neil O. "States' School Crisis Planning Materials: An Analysis of Cross-Cultural Considerations and Sensitivity to Student Diversity." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1484.pdf.

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Paniagua, Rodríguez Alejandro. "Parent participation in schools: limits, logics and possibilities third sector organizations, immigrant families and special education." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/297702.

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La importancia de la participación de las familias en la escuela ha sido históricamente un argumento clave a la hora de analizar los problemas educativos y proponer reformas e iniciativas. Durante los últimos años, esta noción ha cobrado nueva fuerza como consecuencia de la crisis económica, el incremento de la diversidad de los estudiantes en las aulas y la creciente presión que reciben las escuelas para mejorar sus resultados. Esta investigación discute el alcance y la forma de esta ideología de la participació
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Kagee, Mogamat Habib. "Teachers’ understanding and managing of religious and cultural diversity in an independent Islamic school." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19966.

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Thesis (MEdPsych)-- Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: The purpose of this study was to explore teachers‟ understanding of inclusive education within an independent Islamic school. The research was designed to explore the way the values and principles of tolerance and respect for religious and cultural diversity might be accommodated or promoted within an independent Islamic school in South Africa. Such schools are guided by the aims and objectives of Islamic education, as defined at the First World Conference on Muslim Education held in Makkah, Saudi Arabia in 1977. However,
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Liphapang, Maphoka Christina. "Inclusive education in the South African context : analysing how cultural diversity is accommodated in five former model c schools in Bloemfontein." Thesis, Bloemfontein : Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/90.

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Thesis (Phd.) - Central University of Technology, Free State, 2008<br>This study investigates whether five former Model C schools in Bloemfontein are inclusive of diverse cultures found among their learner population. In apartheid South Africa segregation on the basis of racial and cultural difference was policy. Therefore, post apartheid legislation and policies, coupled with the fact that inclusion is not always understood or welcomed where people are used to segregated systems necessitated this investigation. The study was qualitative in nature and Buskens-Meulenberg’s Free Attitude Inte
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Ekmekci, Onur Tunc. "Defining General Conservation Principles Forprimary Schools Of Rum Minority In Istanbul." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615161/index.pdf.

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In this thesis, it is aimed to make a study on Primary Schools of Rum Minority in Istanbul, and in light of this study, to define general principles for conservation studies on these schools. Rum Minority had an important part in social and cultural life in Istanbul and in late 19th Century, their impact in the city increased with their financial power, especially in Beyoglu. Increase in number of schools they built also occurred in the same timeline. Schools built in and after this term by Rum Minority were built as important public buildings of a minority group and possess strong authenticit
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Books on the topic "Cultural diversity – schools"

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Clear egg: Cultural diversity in America's schools & society. Univers de Presse, 1999.

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G, Reagan Timothy, and Martinez Linda P, eds. Multiculturalism and TQE: Addressing cultural diversity in schools. Corwin Press, 1994.

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Cultural diversity, liberal pluralism and schools: Isaiah Berlin and education. Routledge, 2006.

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Cultural diversity in Catholic schools: Challenges and opportunities for Catholic educators. National Catholic Educational Association, 1996.

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Toward mutual ground: Pluralism, religious education and diversity in Irish schools. The Columba Press, 2013.

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Obiakor, Festus E. It even happens in "good" schools: Responding to cultural diversity in today's classrooms. Corwin Press, 2000.

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Science, Department of Education &. A Survey of the use schools make of museums for learningabout ethnic and cultural diversity. Department of Education and Science, 1989.

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1948-, Ward Christopher R., ed. Multiculturalism and education: Diversity and its impact on schools and society. State University of New York Press, 1994.

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Defending religious diversity in public schools: a practical guide for building our democracy and our education. Praeger, 2009.

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Science, Department of Education &. Report by HM Inspectors on a survey of the use schools make of museums for learning about ethnic and cultural diversity. Department of Education and Science, 1989.

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Book chapters on the topic "Cultural diversity – schools"

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López, Luis Enrique. "Chapter 12. Cultural Diversity, Multilingualism and Indigenous Education in Latin America." In Imagining Multilingual Schools, edited by Ofelia García, Tove Skutnabb-Kangas, and María E. Torres-Guzmán. Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598968-013.

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Webb, Michael, and Clint Bracknell. "Educative Power and the Respectful Curricular Inclusion of Aboriginal and Torres Strait Islander Music." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_6.

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AbstractThis chapter argues for the full, respectful curricular inclusion of Aboriginal and Torres Strait Islander music in order to promote a more balanced and equitable social and cultural vision of the nation-state in Australian schools. It challenges views that claim Indigenous cultures have been irretrievably lost or are doomed to extinction, as well as the fixation on musical authenticity. We propose that the gradual broadening of Indigenous musical expressions over time and the musical renaissance of the new millennium have created an unprecedented opportunity for current music educators to experience the educative power of Aboriginal and Torres Strait Islander music. This means that culturally nonexposed music teachers can employ familiar musical-technical approaches to the music even as they begin to more fully investigate the music’s cultural-contextual meanings. The chapter considers issues that impinge on the music’s educative power, especially those relating to its definition, its intended audiences, and pedagogies. It aims to help clear the way for the classroom to become an environment in which students can sense the depth and vitality of contemporary Australian Indigenous music.
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Wertheim, Eleanor, Elizabeth Freeman, and Margot Trinder. "Enhancing Relationships in School Communities: Promoting Cooperative Conflict Resolution and Respect for Cultural Diversity in Schools." In Peace Psychology in Australia. Springer US, 2011. http://dx.doi.org/10.1007/978-1-4614-1403-2_9.

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Wickstrom, Amy, and Ben K. Lim. "Cultural Diversity." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_109.

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Ewert, Alan W., Denise S. Mitten, and Jillisa R. Overholt. "Applications: facilitating healthy connections with nature." In Health and natural landscapes: concepts and applications. CABI, 2021. http://dx.doi.org/10.1079/9781789245400.0006.

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Abstract This book chapter discuss the applications of different bodies of research show similar conclusions: exposure to natural landscapes is an essential part of human development, health, and healing, focusing on children, families, schools, camps, and outdoor programmes, therapeutic applications, diversity, as well as other cultural frameworks (e.g. traditional ecological knowledge, and pilgrimages and iconic landforms).
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Meyer, Elizabeth J. "Transforming School Cultures." In Gender and Sexual Diversity in Schools. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8559-7_7.

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Gasman, Marybeth. "Diversity in Higher Education." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_138.

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Copeland, Pam, and Des Bowden. "Responding to Cultural Diversity and Citizenship." In Learning to Teach in the Primary School. Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-32.

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Reimers, Fernando M. "The Role of Universities Building an Ecosystem of Climate Change Education." In Education and Climate Change. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_1.

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AbstractThis chapter introduces the field of climate change education, noting the paradox that in spite of many efforts at incorporating climate change in education policy and curriculum frameworks, and a diversity of practices in schools, there is little evidence that such efforts are contributing to adaptation, mitigation or reversal of climate change. The chapter reviews the role of international development organizations advocating for and developing frameworks in support of climate change education. This is followed by an analysis of ongoing efforts of climate change education.The chapter argues that more effective education for climate change at the primary and secondary education levels around the world requires context specific strategies that align the specific learning outcomes with the impacts of climate change in that context. Implementing those strategies requires the development of institutional capacity in schools that is aligned to the stage of institutional development of the school. The chapter explains how a multidisciplinary framework that accounts for the cultural, psychological, professional, institutional and political dimensions of the change process can support the development of collaboration and coherence in implementing those climate change education strategies. Those strategies need to also specify the particular populations that need to develop such competencies and the optimal means of delivery. The chapter also situates the literature on climate change education within the larger context of the literature on deeper learning, twenty first century skills and education system change, explaining how deeper learning in climate change education might influence attitudes and behaviors in ways that prevailing didactic approaches focused principally on the transmission of scientific knowledge do not.To develop such context specific climate change education strategies and to build the institutional capacity to implement them, the chapter makes the case for more intentional engagement of universities, in partnership with schools and non-formal education organizations. This would serve the dual role of providing support for schools in advancing climate change education, while also educating higher education students on climate change through problem based, participatory and contextually situated approaches.
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Pamies-Rovira, Jordi. "Moroccan Immigrants at a Secondary School in Catalonia." In Cultural Diversity in the Classroom. VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-93494-5_5.

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Conference papers on the topic "Cultural diversity – schools"

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Benlloch-Dualde, Jose V., and Sara Blanc. "eSGarden: a European initiative to incorporate ICT in schools." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10209.

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Knowledge transfer to the society is undoubtedly one of the main objectives of Universities. However, it is important that these advances reach the youngest, many of them, future university students. Having this in mind, a European project around how incorporating ICT in school gardens was proposed (SCHOOL GARDENS FOR FUTURE CITIZENS, 2018-1-ES01-KA201-050599). In this project, both universities and schools, belonging to five European countries, are collaborating with public and private organizations with social concerns, environmental responsibility and sustainability. School gardens is a bro
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Pasandaran, Sjamsi, Erica Larson, and Deitje Katuuk. "Development of Public Ethics Based on Cultural Diversity through Character Learning in Schools." In Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icss-19.2019.86.

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Wuryandani, Wuri, E. Kus Eddy Sartono, Fathurrohman, and Suparlan. "Development of Picture Storybook about Cultural Diversity and Patriotism Characters in Elementary Schools." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.053.

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Hellen dos Santos Clemente Damascen, Cláudia, Indiara Viana Ribeiro Ajame, Lara Rodrigues dos Santos Cesário, Shirles Bernardo Gome, and Bianca Gomes da Silva Muylaert Monteiro de Castro. "Human Rights Education: raising awareness of rights as a prevention of bullying in schools." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212371.

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Educational institutions consist of spaces for interaction and sociability, therefore, these spaces are composed of a multiplicity of people, each with their individualities, being, therefore, a locus of coexistence with diversity and of creating access opportunities for the equalization of opportunities. From this perspective, research on Human Rights Education means directing citizens in the fight for their rights and for a fairer society, as a form of full realization of citizenship. This research, at first, discusses the various forms of violence that occur in youth, especially those that
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Eyt-Dessus, Annora, and Leonard Houx. "Excellence in design for online business." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0145.

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The Business School is one of the UK’s top ranked business schools, renowned for its expertise in Finance in particular, and its location in the heart of London. The School has been steadily expanding for more than a decade but was reaching the limits of its physical campus space. However, there remained the desire to develop innovative learning, expand and reach new audiences. Developing a new distance program, that built on the School’s existing reputation for Finance, showcased its world-class faculty and had a global reach was identified as the ideal opportunity to explore a new strategic
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Morton, Scott, Petrea Redmond, and Peter Albion. "Dealing with Diversity: Factors discouraging participation of Māori and Pacifica females in ICT education." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0103.

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The availability of ICT job opportunities within New Zealand is continuing to grow year on year. However, there has been a decrease in the proportion of females, especially Māori and Pacifica, entering into ICT study and pursuing ICT careers. This paper explores factors that discourage participation of Māori and Pacifica high school females in ICT. Semi-structured questions were created based on a STEM cell framework to interview Māori and Pacifica females between the age of 15 and 17 years studying at high school. It was found that by year 11 Māori and Pacifica females lost interest in ICT. T
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A. Buzzetto-Hollywood, Nicole, Austin J. Hill, and Troy Banks. "Early Findings of a Study Exploring the Social Media, Political and Cultural Awareness, and Civic Activism of Gen Z Students in the Mid-Atlantic United States [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4762.

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Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally w
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Setiyowati, Arbin Janu, Henny Indreswari, and Irene Maya Simon. "Cultural Diversity Profile and the Values of Bhinneka (Diversity) in Multicultural Education of Elementary School." In 2nd International Conference on Learning Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008408100840089.

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Gromova, Chulpan, and Rezeda Khairutdinova. "Cultural Diversity in Russian School: Results of Research of Elementary School Teachers’ Experience with the Immigrant Children." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0928.

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Mantshiyane, Nomvuyo Joyce, Wendy Setlalentoa, and Pule Phindane. "ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end081.

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The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools.
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Reports on the topic "Cultural diversity – schools"

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Thei
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu
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