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Dissertations / Theses on the topic 'Culturally and linguistically diverse (CaLD)'

Author: Grafiati

Published: 11 December 2022

Last updated: 31 July 2025

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1

Alzayer, Reem. "ASTHMA MANAGEMENT EXPERIENCE AMONG CULTURALLY AND LINGUISTICALLY DIVERSE (CALD) PEOPLE IN AUSTRALIA." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/23524.

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Background: Asthma management among culturally and linguistically diverse (CALD) patients with asthma in Australia can be influenced by many factors, such as language barriers, cultural beliefs, socioeconomic status (SES) and lack of asthma education. Methods: The four studies were Semi-structured interviews guided by a schedule of questions, two of them were conducted with Arabic-speaking women with asthma\carer of a child with asthma in Australia and Saudi with asthma\carer of a child with asthma in Saudi Arabia respectively, the other two studies were conducted with healthcare professional

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2

Almestarihi, Ra'd Nael Mohammad. "Examining Smoking Behaviour among Culturally and Linguistically Diverse Communities in Australia: A Social Marketing Perspective." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365368.

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Social marketing has been shown to be an effective approach in assisting people to quit smoking in a wide variety of contexts; including whole communities, segments of society, or entire populations (Stead et al., 2007). The anti-tobacco efforts in Australia have helped to lower tobacco consumption with annual declines in smoking rates across the entire population decreasing year on year (Australian Institute of Health and Welfare, 2014). However, anti-tobacco interventions have been broadly focused on the general Australian population, of which the dominant majority are English speakers, and

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Mohd, Nazir Fazlin. "Fostering engagement: Building connections with Culturally and Linguistically Diverse (CaLD) families in the early years of school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2024. https://ro.ecu.edu.au/theses/2853.

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Family-school partnerships are pivotal in children’s education, especially in early years of school. In Western Australia. The early years of school encompasses three-and-a-half-year-old children in Kindergarten, a non-compulsory year of school that has been administrated and on schools’ sites for the last 40 years. Despite substantial representation in Western Australian (WA) schools, culturally and linguistically diverse (CaLD) families' perspectives on school connections and how schools form partnerships and engage them in their child’s learning remains understudied. The critical relationsh

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Lee, Susan Kaye. "Alcohol, tobacco and other drug concerns of newly arrived 'CaLD' (culturally and linguistically diverse) women in Perth." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/1590.

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Womens Health Services (WHS) in Perth provides medical services, counselling, information, community talks and workshops, referral, and outreach to women in Western Australia. WHS works with women from over sixty different nationalities, including many newly arrived migrants and refugees. New arrivals access a wide range of WHS programs, but at the time the current study was developed few ethnic women attend the alcohol and other drug (AOD) services offered by the organisation. To address this a needs assessment was conducted with newly arrived women (0 to 5 years in Australia). The needs asse

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Johnstone, Sarah. "Enhancing ecologies of care for CALD women through care-full creative engagement." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213223/1/Sarah_Johnstone_Thesis.pdf.

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Settlement conditions in Australia for Culturally and Linguistically Diverse (CALD) women are challenging. Despite an abundance of social services within the multicultural city of Logan, CALD women experience several social issues that impact their wellbeing. This study explores a creative engagement methodology to foster social connection and ecologies of care for CALD women. Findings reveal that the ecology of care in Logan is complex, hierarchical, fragmented, and difficult to navigate. The study, involving a series of creative interventions, demonstrates the potential benefits for creative

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6

Wilson, Leigh Ann. "Sudden Unexpected Death in Infants (SUDI) and parental infant care: perspectives of general practitioners, nurses and parents living and working in the multicultural community of Western Sydney." University of Sydney, 2009. http://hdl.handle.net/2123/6275.

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Doctor of Public Health<br>For many years the major cause of infant mortality in NSW has been the result of Sudden Infant Death Syndrome (SIDS). Statistics show the area defined as 'Western Sydney' is no exception, and in 2002, a report prepared by the Epidemiology, Indicators, Evaluation and Research Unit (EIRE) in Western Sydney presented data indicating SIDS rates in the area were higher than the state average. In particular, two Local Government Areas (LGAs) had clusters of SIDS deaths. Previous Australian research identified a higher risk of SIDS and other causes of infant mortality in Ab

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Wilson, Leigh Ann. "Sudden Unexpected Death in Infants (SUDI) and parental infant care: perspectives of general practitioners, nurses and parents living and working in the multicultural community of Western Sydney." Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/6275.

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For many years the major cause of infant mortality in NSW has been the result of Sudden Infant Death Syndrome (SIDS). Statistics show the area defined as 'Western Sydney' is no exception, and in 2002, a report prepared by the Epidemiology, Indicators, Evaluation and Research Unit (EIRE) in Western Sydney presented data indicating SIDS rates in the area were higher than the state average. In particular, two Local Government Areas (LGAs) had clusters of SIDS deaths. Previous Australian research identified a higher risk of SIDS and other causes of infant mortality in Aboriginal and Torres Strait

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8

Asquith, Nicole, M. Dimopoulos, and NSW Police. "Recruitment and Retention of Culturally and Linguistically Diverse Background Officers." Australasian Police Multicultural Advisory Bureau, 2005. http://hdl.handle.net/10454/3902.

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no<br>Implicit in the current dialogue on community policing in Australia and New Zealand, is the assumption that the people who comprise our policing organisations need to respond efficiently and competently to changing demographics, crime, terrorism, increasing community and government expectations. It is timely for Australian and New Zealand police jurisdictions to take a lead role in policy and practice of policing in a culturally, linguistically, politically and religiously diverse environment. In order to facilitate this, focus and organisational commitment must be given to developing

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9

Brown, Vickey Michelle. "Culturally and linguistically diverse nursing student education: a grounded theory study." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/1422.

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This study set out to examine and describe the experiences of undergraduate students from different cultural backgrounds studying nursing across three Australian states. The researcher chose to use the grounded theory method to analyse data collected from 40 undergraduate student nurses and 32 nurse teachers. Other data resources included field observations of student nurses in clinical practice and classroom settings. All interviews were transcribed verbatim and along with field notes and memos were analysed using the constant comparative method synonymous with grounded theory. This study was

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Brown, Vickey Michelle. "Culturally and linguistically diverse nursing student education : a grounded theory study /." Curtin University of Technology, School of Nursing and Midwifery, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16543.

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This study set out to examine and describe the experiences of undergraduate students from different cultural backgrounds studying nursing across three Australian states. The researcher chose to use the grounded theory method to analyse data collected from 40 undergraduate student nurses and 32 nurse teachers. Other data resources included field observations of student nurses in clinical practice and classroom settings. All interviews were transcribed verbatim and along with field notes and memos were analysed using the constant comparative method synonymous with grounded theory. This study was

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11

Grab, Melissa Ozlem. "Embracing Culturally Responsive Methods to Educate Culturally and Linguistically Diverse International Students in the U.S." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284621.

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<p> Even though a substantial number of international graduate students pursue their education in U.S. higher education institutions, existing policies, regulations and procedures do not clearly define their linguistic and cultural needs. The cultural knowledge or familiarity that students need to function effectively in U.S. classrooms is often overlooked. The purpose of this qualitative study was to explore the cultural challenges that international graduate students experience in classrooms in an American higher education institution and to explore the practice of culturally responsive teac

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Davila, Gilbert. "Administrative guidelines in meeting the needs of culturally and linguistically diverse students /." Search for this dissertation online, 2005. http://wwwlib.umi.com/cr/ksu/main.

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Mikkonen, K. (Kristina). "Clinical learning environment and mentoring of culturally and linguistically diverse nursing students." Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526215754.

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Abstract The purpose of this study was to describe perceptions and explain background factors relating to the clinical learning environment and mentoring of culturally and linguistically diverse nursing students. The study included two phases: instrument development and a cross-sectional study. The instrument development phase consisted of a conceptualization process, which included two systematic reviews with thematic synthesis; generation of items for two new instruments, Cultural and Linguistic Diversity scale and Cultural and Linguistic Diversity in Mentoring scale, and psychometric testin

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Herbert, Carol E. "K-3 Teachers' Perspectives on Culturally Responsive Teaching for Linguistically Diverse Learners." Thesis, Walden University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28257909.

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AbstractU.S. schools are diverse due to an increasing number of culturally and linguistically diverse (CLD) learners. Researchers recommend using culturally responsive teaching (CRT) that connects race and literacy, culture, and language with CLD learners. If K-3 teachers do not use CRT practices, CLD students’ English proficiency will be delayed, which may negatively influence self-esteem, academic achievement, social skills, and mobility through society. The purpose of this basic qualitative study was to explore Title1 K-3 primary and resource teachers’ perspectives of CRT practices used wit

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Dhanojanan, Udani. "Community participation of people with disability from culturally and linguistically diverse backgrounds." Thesis, Dhanojanan, Udani (2014) Community participation of people with disability from culturally and linguistically diverse backgrounds. Masters by Coursework thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/24891/.

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The purpose of this literature research is to explore the effectiveness of social inclusion programmes for people with disability from Culturally and Linguistically Backgrounds (CaLD) living in Australia. This is done by exploring definitions of social inclusion and social exclusion and then looking at current issues affecting people with disability from CaLD backgrounds. The research then looks at programmes that facilitate social inclusion to determine if this is an effective way to improve community integration and participation. The literature highlights that getting people with disabi

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Mims, Pamela J., and Ginevra Courtade. "Increasing postsecondary outcomes for culturally and linguistically diverse students with intellectual disability." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/169.

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Wang, Yu-Chi. "Exploring culturally and linguistically diverse students’ identities in an afterschool book club." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/5673.

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This qualitative research aims to investigate identity positions of elementary school students with culturally and linguistically diverse (CLD) background in an afterschool book club. The increasing population of CLD students and their learning needs have become a national focus in American schools. Scholars have highlighted that understanding students’ identity positions and their interactions in social communities benefits teaching practices (Norton, 2013). Although the number of studies investigating identity in language and literacy education is increasing, most focus on English language l

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Martinez, Tonnie. "The accommodation readiness spiral : a framework for teaching culturally and linguistically diverse students /." Search for this dissertation online, 2005. http://wwwlib.umi.com/cr/ksu/main.

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Simmons, Noreen Rosalind. "Barriers, bridges and beyond : understanding perspectives in linguistically and culturally diverse clinical interactions." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31524.

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This study attempts to understand how monolingual English-speaking Speech-Language Pathologists (SLPs) and their Linguistically and Culturally Diverse (LCD) Indo-Canadian adult aphasic clients manage clinical interactions when they do not share the same language and/or culture. The specific objectives were to describe and explain participants' perspectives on the barriers they encountered, and the strategies they employed to overcome the barriers, and to develop a substantive theory that elucidates how SLPs manage such LCD clinical interactions. A symbolic interactionist theoretical perspectiv

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Pitty-Murillo, Ileana del Carmen. "Family-teacher communication and literacy practices in a culturally and linguistically diverse family." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/25.

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Parent-teacher communication is a key element of parent-teacher relationship and of family involvement. Such communication influences children's wellbeing and academic success. There are many gaps in the literature regarding the dynamics of parent-teacher communication and how this influences family and school literacy practices. Using a qualitative design, this case study focused on the communication of a family from a culturally and linguistically diverse background and the children's teachers. The study examined the conceptions of communication and perspectives on parent-teacher communicati

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Varbanova, Milena V. "Experiences of Immigrant/Culturally and Linguistically Diverse Families in the Special Education Process." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami162336468884891.

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Akey, Frank A. "Teachers' experiences and prepared readiness in servicing culturally and linguistically diverse student populations." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009akeyf.pdf.

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Alkhafaf, Farah. "Culturally and Linguisitcally Diverse Students and Acculturative Stress." University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1628250889635965.

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Fanning, Cristina. "Beliefs in the crossroads: Teachers’ personal epistemology and effective practice for culturally and linguistically diverse students." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/38165.

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Doctor of Philosophy<br>Curriculum and Instruction Programs<br>Thomas Vontz<br>Today, more than ever, educators throughout the United States need to know more about the challenges, opportunities, and value diversity brings to their schools. In one decade, 2003 to 2013, the population of K-12 public school students who identified as white decreased by 9%, or by 3.2 million. During this same time, the number of Hispanic students in the K-12 public school system increased from 19% to 25%, or by 3.5 million (NCES, 2016). Projections for K-12 student enrollment in public schools indicate a continu

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Rickerson, Nancy L. "Postsecondary success for culturally and linguistically diverse (CLD) students with disabilities : access and persistence issues /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7565.

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Mohammad, Annim. "Role of community pharmacists in enhancing health literacy of culturally and linguistically diverse community members." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17933.

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ABSTRACT To ensure there is excellence and equality in healthcare, it is imperative to cater for the needs of increasingly diverse patient populations due to globalisation and migration patterns. Australia has a sizeable population of culturally and linguistically diverse community members who are proficient in a language other than the official national language that is English. Such individuals may have impaired health literacy due to language challenges that may manifest when accessing healthcare. Community pharmacists are often the last point of contact for patients before any medicine is

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Mims, Pamela J., Ginevra Courtade, and Christopher Rivera. "A Framework to Promote Postsecondary Outcomes for Culturally and Linguistically Diverse Students with Intellectual Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/165.

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Research has long demonstrated the discrepancies that culturally and linguistically diverse (CLD) families and students with intellectual disability face within public schools as well as post-school outcomes. This presentation will highlight a culturally responsive framework that can prepare CLD families and their children to participate in postsecondary opportunities.

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Munoz, Lorena R. "Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3046.

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As the United States (U.S.) population continues to change and become racially/ethnically, culturally, linguistically, and economically diverse, so does the population in public schools (Institute of Education Sciences, 2010). Additionally, the number of culturally and linguistically diverse (CLD) students has been overrepresented in the subgroup of students with learning disabilities (SLD) (Artiles & Ortiz, 2002; Kalynpur & Harry, 2012; Klingner & Harry, 2014). Therefore, there is a need to adapt the curriculum and pedagogy to teach the growing number of diverse students in public schools. Th

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Jang-Tamanaha, Esther Songyi. "The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners." Thesis, University of Southern California, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628192.

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<p> As California classrooms grow more and more diverse, there is a strong need for teachers to understand the cultural and language differences that may have an impact on students' learning. A learner's culture and language can be an asset to learning. It is critical for teachers to utilize diversity to drive curriculum and pedagogy, instead of viewing differences as a deficit. Teacher leaders, more than formal administrators, can provide meaningful and relevant support to classroom teachers and may be able to positively influence teacher growth and change (Mansfeld & Volet, 2010). </p>

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Smith, Zeporia N. "Culturally and Linguistically Diverse/Exceptional Learners in Community College| Perceptions of a First Year Experience Program." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196061.

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<p> The purpose of this qualitative study is to understand and describe how culturally and linguistically diverse students who also may have exceptionalities in a Middle Atlantic community college perceive first year experience programs. This study explores the experiences of first year culturally and linguistically diverse community college students who also may have exceptionalities through a social constructivist lens (Creswell, 2007, 2013) and the theory of culturally relevant pedagogy (Ladson-billings, 1995, 2006, 2014). The methodology for this study was qualitative and the method was q

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Kinney, Angela. "An Investigation into the Funds of Knowledge of Culturally and Linguistically Diverse U.S. Elementary Students' Households." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1393235629.

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Frick, Bethany Joan. "Multicultural Considerations in Augmentative and Alternative Communication (AAC) Devices for Culturally and Linguistically Diverse AAC Users." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585242427166751.

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Otsuki, Yumiko. "Being an "Other": The Significance of Teachers' Lived Experiences in Working with Culturally and Linguistically Diverse Students." PDXScholar, 2009. http://pdxscholar.library.pdx.edu/open_access_etds/3135.

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The study's goal was to understand what contributes to the formation of teachers' perspectives regarding the education of culturally and linguistically diverse students. Its focus was to portray through teachers' stories the experiences in their lives that may have contributed to constructing who they are as people and as educators. Four teachers from one rural district participated. Using qualitative methods, the study explores and describes incidents in teachers' lives, looking at the way their life experiences are reflected in their relationships with students. In considering ways in which

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Chamberlain, Steven Paul. "Successful European American special education teachers' perspectives about teaching culturally and linguistically diverse students with mild disabilities /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Urquhart, Michelle. "IMPROVING PARENT INVOLVEMENT FOR CULTURALLY AND LINGUSTICALLY DIVERSE PARENTS OF MIDDLE SCHOOL STUDENTS WITH DISABILITIES FROM U." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3307.

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This study was designed to address the need for improved collaborative experiences for culturally and linguistically diverse (CLD) parents of students with disabilities. Historically, these individuals have had limited interactions with special education services and professionals, particularly at the middle school level. To improve the collaborative relationship between CLD families and schools, the study offered collaborative training sessions designed to provide opportunities for parents to build on their current knowledge base and skills for effective partnerships with school personnel. Th

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Zisselsberger, Margarita. "The Writing Development of Procedural and Persuasive Genres: A Multiple Case Study of Culturally and Linguistically Diverse Students." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2227.

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Thesis advisor: Maria E. Brisk<br>The Writing Development of Procedural and Persuasive Genres: A Multiple Case Study of Culturally and Linguistically Diverse Students Margarita Zisselsberger María Estela Brisk, Dissertation Director Abstract In this dissertation study, I examine the writing development of five culturally and linguistically diverse (CLD) students in an elementary classroom, where English is the language of instruction. Interest in written literacy for monolingual and bilingual learners has increased as a result of high-stakes testing, No Child Left Behind, and state adoption of

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Reese, Martin. "Factors facilitating or constraining the fieldwork practicum experience for culturally and linguistically diverse student teachers in Queensland schools." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/53097/1/Martin_Reese_Thesis.pdf.

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Increasing numbers of Culturally And Linguistically Diverse (CALD) students, both from the international and domestic sectors are undertaking teacher education programs at Australian universities. While many have positive practicum experiences, there are a significant number who experience difficulties. Little work has been done on viewing this situation from a sociocultural perspective where learning is seen as a form of socialisation into the different beliefs, values and practices of the new community, the placement school. This study argues that all student teachers, particularly pre-servi

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Cabral, Robin Morales. "Student learning behaviors and intervention practices cited among Midwestern teachers referring bilingual CLD students for special education evaluation." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/932.

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Zwahlen, Jeannie Irene. "Exploring Language Services Provided to Culturally and Linguistically Diverse Students with Autism Spectrum Disorders in the State of Utah." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6426.

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Because several challenges exist when providing English as a Second Language (ESL) services to culturally and linguistically diverse (CLD) students with autism spectrum disorder (ASD), such services may be overlooked in deference to other educational needs. Therefore, this study used a survey to obtain information from 121 special education teachers in the state of Utah to explore the types of ESL services offered to CLD students with ASD. Results indicated that only 30% of the special educators participating in the study provide second language services in their classrooms. Results also show

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Wessels, Stephanie. "A mixed study of the impacts of an IBA intervention on the vocabulary development of culturally and linguistically diverse students." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/897.

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Gunter, Allison Turner. "Closing the Opportunity Gap| Facilitators of and Barriers to Access and Opportunity from the Culturally and Linguistically Diverse Parent Perspective." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13810528.

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<p> When we view the needs of our students through the lens of access and opportunity for students of African American backgrounds then we can begin to move forward towards a more comprehensive and collaborative approach (Jacobs, 2013; Klingner, et al., 2005). Dr. Asa Hilliard (1991) states, “it is a question of whether collectively, as educators and a society, we have the will and vision to educate all children” (cited in Boutte, 2012, p. 517). While the current body of research provides a plethora of information on supporting CLD children and families from the perspective of educ

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Mohamed, Naglaa. "Experiences of culturally and linguistically diverse families of exceptional children regarding their school engagement: A focus on Arabic-speaking parents." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo157591155280779.

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Wilkins-McCorey, Dornswalo Maria. "Equitable Representation of Culturally Linguistically Economically Diverse Students in Intellectual Gifted Programs in School Divisions in the Commonwealth of Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/102072.

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The purpose of this study was to identify which school divisions in the Commonwealth of Virginia have equitable representation of Culturally Linguistically Economically Diverse (CLED) students in gifted programs within their schools. Existing literature on CLED students was reviewed. Three years of data (school years 2016-2017, 2017-2018, and 2018-2019) obtained from the Virginia Department of Education (VDOE) were analyzed to determine whether equitable representation exists within gifted education programs in each of the 132 Virginia school divisions. Furthermore, the researcher used the Fre

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Clark, Kristen E. "Developing individualized education programs with culturally and linguistically diverse families from low-income homes : a heuristic inquiry of special education teachers." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/867.

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Research shows evidence of overrepresentation of culturally and linguistically diverse children enrolled in special education services, a positive correlation between parent involvement and academic success, and a plethora of barriers impeding active 6 parent participation in IEP development. Barriers include language, culture, low income, . and school climate and team dynamics. The aim of this study was to explore: (a) In what ways do special education teachers engage with culturally and linguistically diverse families from low-income homes in the IEP development process? (b) In what ways do

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Wheeler, Sassy Cenita. "Novice Special Education Teachers' Experiences with Students with Disabilities from Culturally and Linguistically Diverse Backgrounds: The Effects of Perceptions on Interactions." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/580.

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Novice special education teachers often enter their professions with unique perspectives that contribute to the overall educational experience of their students. This research was designed to inform the existing literature revolving around novice special education teachers' experiences, and how they subsequently effect the perceptions and interactions engaged in with students with disabilities from culturally and linguistically diverse backgrounds. Five novice special education teachers who currently serve students with disabilities from culturally and linguistically diverse backgrounds

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Lemelin, Nathalie. "A study of eight culturally and linguistically diverse secondary students' perceptions of first and second language writing instruction and second language learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43902.pdf.

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Wilson, Patrice C. "THE RELATIONSHIP BETWEEN TEACHERS’ LEVELS OF CULTURAL COMPETENCE AND THE NOMINATION/REFERRAL PROCESS FOR GIFTED IDENTIFICATION OF CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3428.

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This study examined the extent to which teachers’ levels of cultural competence is a factor in the nomination/referral process for gifted identification of culturally and linguistically diverse students. Specifically, this study compared the self-assessed perceptions of second and third grade elementary teachers’ cultural competence to the various factors included in the gifted referral process. A quasi-experimental quantitative study was used. However, this study superficially included some qualitative exploration due to the nature of the open-ended survey questions and secondary data set

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Wheeler, Keith Standiford. "Making the Significant Significant: A Discourse Analysis Examining the Teacher's Role in Negotiating Meaning of Text with Culturally and Linguistically Diverse Students." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/120.

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This study reports data from a three-month discourse analysis of a fifth-grade teacher`s language used to negotiate meaning of text with linguistically and culturally diverse students. Specifically, I use Gee`s (2005) discourse analysis methodology to examine the teacher`s language-in-use for seven building tasks of language--significance, activities, identities, relationships, politics (the distribution of social goods), connections, and sign systems and knowledge--in a micro level analysis for eight teaching episodes covering reading and/or social studies instruction. In doing so, I conceptu

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Sarker, Amie. "Developing Culturally Responsive Literacy Teachers: Analysis of Academic, Demographic, and Experiential Factors Related to Teacher Self-efficacy." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177251/.

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This mixed-methods study examined teachers' culturally responsive teaching (CRT) self-efficacy beliefs and the relationships among selected academic, demographic, and experiential factors. Guided by theoretical and empirical research on CRT, teacher dispositions, and assessment in teacher education (TE) programs for culturally and linguistically diverse (CLD) students, this study utilized an extended version of Siwatu's 2007 Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale to conduct correlational and comparative statistical analyses. Data sources included surveys from 265 participan

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Gee, Stephanie. "An exploration of the role of the diversity advisor within educational teams that support students with visual impairments who are culturally and linguistically diverse." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55066.

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The use of language interpreters is one method for providing information to parents who are culturally and linguistically diverse (CLD) during meetings in schools. However, straight translation is often not enough. Diversity advisors are unique positions created to take on the role of becoming cultural brokers between the school and family as well as providing interpreting services. The purpose of this research was to explore the role of the diversity advisor within the context of an educational team that supports a student with a visual impairment who is also CLD. A focus group method was us

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