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Relevant bibliographies by topics / Culturally responsive music teaching / Dissertations / Theses

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Dissertations / Theses on the topic 'Culturally responsive music teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Fleischaker, Rachael Lynn. "Culturally Responsive Music Education: Conceptual and Practical Approaches of Elementary General Music Teachers." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1620832759515162.

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Safrina, Rien. "THE IMPLEMENTATION OF CULTURALLY RELEVANT PEDAGOGY THROUGH MUSIC EDUCATION COURSE: A SELF-STUDY IN PRE-SERVICE EARLY CHILDHOOD TEACHER EDUCATION PROGRAM IN INDONESIA." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1385851709.

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Lehmberg, Lisa J. "Perceptions of Effective Teaching and Pre-Service Preparation for Urban Elementary General Music Classrooms: A Study of Teachers of Different Cultural Backgrounds in Various Cultural Settings." [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002331.

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Dumpson, Donald. "FOUR SCHOLARS' ENGAGEMENT OF WORKS BY CLASSICAL COMPOSERS OF AFRICAN DESCENT: A COLLECTIVE CASE STUDY." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/261236.

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Music Education<br>Ph.D.<br>The purpose of this research was to investigate ways classical composers of African descent have been included in the mainstream academic canon. I examined the insights of four scholars who have been committed to including classical composers of African descent throughout their music careers. The initial research questions of this study were: 1) How do participants describe their frameworks for making the commitment to include classical composers of African descent throughout their careers? 2) What have been the challenges and benefits associated with their commitme

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Koch, Meg. "University supervisors and culturally responsive teaching." Thesis, Lewis and Clark College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734708.

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<p> Culturally responsive teaching is seen as a promising practice that will enhance teachers’ ability to meet the needs of today’s diverse student population. The purpose of this study was to understand how White supervisors talk about race and culture in the classroom, and in regard to their role of preparing pre-service teachers. Because supervisors’ work is grounded in student teachers’ classrooms, they are uniquely positioned to respond to specific incidents in the student teacher’s experience and thereby have a primary role in shaping teachers’ instruc

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Gorham, Jennifer Jones. "Examining culturally responsive teaching practices in elementary classrooms." Thesis, The University of North Carolina at Chapel Hill, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562901.

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<p> This qualitative study examines the enactment of culturally responsive teaching practices (Gay, 2010) within two African American elementary teachers' classrooms. Teacher interviews, classroom observations, and classroom documents were collected and analyzed to examine the supports and barriers these teachers encountered as they attempted to enact culturally responsive teaching practices. The descriptive case study reveals that both teachers engage culturally responsive teaching in similar ways. However, the difference in school context makes this effort more challenging for one teacher th

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Brockway, John S. "Culturally responsive teaching a resource guide for teachers /." [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/JBrockway2005.pdf.

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Gluska, Virginia. "Fiddling with a Culturally Responsive Curriculum." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19894.

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The discourse on education for Aboriginal people has long been limited to a curriculum of cultural assimilation often resulting in an erosion of self-esteem and disengagement. Consequently, this research puts forth narratives of how fiddle programs in northern Manitoba work as a culturally responsive curriculum that in turn address such curricular erosions. As a research methodology, Metissage afforded me pedagogical opportunities to weave the various perspectives of community members, parents, instructors, and former students into an intricate story that attempts to represent some of their so

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Cohen, Matthew. "Culturally Responsive Teaching in the 21st Century: Elementary School Teachers' Perceptions of Culturally Responsive Teaching and Their Characterizations of its Implementation Process." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384851047.

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10

Nyarambi, Arnold. "The Necessity of Culturally Relevant Teaching and Culturally Responsive Behavior Management. A Multicultural Perspective." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8231.

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11

Amprako, Francis. "Culturally Responsive Teaching of Indigenous Students in Canada's Northwest Territories." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3585.

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The purpose of this qualitative narrative inquiry was to describe the teachers' perceptions of pedagogy and examine their cross-cultural strategies regarding culturally responsive teaching of K-12 students. Indigenous students of the Northwest Territories (NWT) face academic challenges in a Eurocentric educational system. Tribal critical race theory and Eurocentric diffusionism provided the conceptual framework in this study. Six participants were interviewed and their narratives were triangulated by a 5-member focus group. The research questions focused on the teachers' strategies for buildin

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Cavendish, Leslie Maureen. "Stories of international teachers: a narrative inquiry about culturally responsive teaching." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/933.

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How do elementary educators approach cultural diversity within international school settings? How do North American teachers negotiate the tensions and experiences they have as cultural agents living abroad while valuing the cultural identities of the students they serve? This study describes how international teachers' unique positions, experiences and perspectives affect their attention to cultural diversity within their classrooms. Sociocultural theory frames this study with emphasis on personal and professional identities, narrative inquiry and culturally responsive teaching. I interweave

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13

Cooper, Carly. "Pre-Service Teachers' Attitudes and Assumptions of Culturally Responsive Teaching Practices." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1591878271243927.

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Druggish, Richard S. "Nourishing Roots and Inspiring Wings: Building a Culturally Responsive Pedagogy for Southern Appalachia." Diss., Virginia Tech, 2003. http://scholar.lib.vt.edu/theses/available/etd-12052003-123946/unrestricted/Druggishetd.pdf.

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Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 2003.<br>Vita. Abstract. Includes bibliographical references (leaves 90-98). Full text available via Internet as a .pdf file. Requires Adobe Acrobat Reader software; http://scholar.lib.vt.edu/theses/available/etd-12052003-123946/unrestricted/Druggishetd.pdf.

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Thompson, Lucinda R. "Teachers' perceptions toward culturally responsive teaching of African American high school students." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708714.

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<p> The purpose of this qualitative, exploratory case study was to explore teachers’ perceptions toward culturally responsive teaching (CRT) of African American high school students in reading and language arts classrooms. Reading scores have increased for both African American and Caucasian students, but on average, African American students do not perform as well on reading tests as their Caucasian peers. Fifteen reading and language arts teachers from one high school in Florida were interviewed using a semistructured, open-ended interview format. Analysis of the data led to answers to

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Peterek, Emily. "Culturally responsive teaching in the context of mathematics a grounded theory approach /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024782.

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Edwards, Lisa M. "Get Your Verve on! Culturally Responsive Teaching in a Linked Learning Environment." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10823207.

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<p> Many Black boys become detached from their classrooms and disengaged from the learning process altogether. Irrelevant curriculum, systemic discriminatory K-12 experiences, and poorly staffed and resourced schools are among the various historical, educational, and socio-economic factors that contribute to the 31% drop out rate among Black students, particularly males. Those who drop out of school often experience unemployment, economic struggle, and in many cases, incarceration. In an effort to explore engaging instructional approaches that address the cultural needs of Black boys, a qualit

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Evans, Kathleen. "Examining the Culturally Responsive Teaching Self-Efficacy of Teacher Candidates in Hawaii." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3345.

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As achievement gaps for indigenous, low SES, and ethnically diverse students widen, teacher education programs in Hawaii continue to be charged with preparing teachers to meet the needs of an increasingly diverse student population. Despite efforts to expand accreditation diversity requirements for teacher education programs, it is unknown whether these programs provide the preparation needed for teachers to develop culturally responsive teaching self-efficacy. Guided by self-efficacy theory, this mixed methods study examined teacher candidates' culturally responsive teaching self-efficacy (CR

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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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Ritterhouse, Gladys E. "Perceptions of beginning teachers’ preparation for culturally responsive teaching: Voices from the field." Diss., Wichita State University, 2007. http://hdl.handle.net/10057/1498.

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This mixed methods research examined whether graduates from the teacher preparation program at a small college in the mid-west United States were perceived to be prepared to meet the needs of all learners in their classrooms. Study participants were 22 teacher education graduates from 2001-02, 2002-03, and 2003-04, and 11 of their first year supervisors. Data was gathered by way of an on-line survey, from e-mail and telephone interviews, and from teacher education program documents. Data was analyzed through the lens of the four components of a culturally responsive pedagogy; caring, communic

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Gunn, Annmarie Alberton. "Developing a Culturally Responsive Literacy Pedagogy: Preservice Teachers, Teaching Cases, and Postcard Narratives." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3669.

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The results of the U. S Census provide evidence that our population is becoming more varied and that diversity is most salient in our schools. This demographic shift will continue to have a significant impact on the curriculum, students, teachers, and other aspects of education as we have historically known it. One of the most challenging aspect is that while our students are becoming more diverse, our teacher population is not. Eighty to ninety percent of the teaching population is White, heterosexual, middle class females, with little experiences with people from diverse backgrounds. (Lowens

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Ritterhouse, Gladys E. Gibson Ian. "Perceptions of beginning teachers⁰́₉ preparation for culturally responsive teaching: Voices from the field /." Diss., A link to full text of this thesis in SOAR, 2007. http://hdl.handle.net/10057/1498.

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Stroder, Miriam Elizabeth. "Effects of Culturally Responsive Teaching Practices on the Literacy Learning of Latino Students." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/cgi/query.cgi?field_1=lname&value_1=Stroder&field_2=fname&value_2=Miriam&field_3=institution&value_3=Western%20Kentucky%20University&advanced=1.

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Cummings, James Edward. "Effects of a culturally responsive teaching program on teacher attitudes, perceptions, and practices." Thesis, Boston College, 2009. http://hdl.handle.net/2345/638.

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Thesis advisor: Irwin Blumer<br>This case study examined the creation of a collaborative learning environment focused on the development of teacher attitudes, perceptions, and practices that are culturally responsive. Sixth and eighth grade teachers collaborated in small groups over the course of a school-year, focusing on dialogue, activities, and readings related to race and culture. The ways in which teachers involved in the study developed thinking in regards to their cultural awareness, sense of efficacy, and instructional practices played central roles in this study. This qualitative cas

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Knapp, Jennifer McClelland. "The Recognition of White Privilege and the use of Culturally Responsive Teaching Practices." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532339726045576.

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Gensler, Amanda M. "The Perceptions and Practices of Culturally Responsive Teaching of College Level ESL Instructors." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595924487057522.

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Jandrin, John Joseph. "A Correlational Study of Culturally Responsive Teaching and Graduation Rates of Diverse Students." Thesis, Marian University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287850.

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<p> Student population demographics in U.S. schools undertook considerable changes in the first decades of the 21<sup>st</sup> Century. United States Census Bureau (2012) reports indicate that racial and ethnic populations traditionally referred to as minority populations are transitioning to be the majority of the student population in U.S. schools. However, during this same period, the population of teachers in U.S. schools has remained largely White (Boser, 2014; Deruy, 2013; Holland, 2014). Research has shown that one of the consequences of this demographic difference is the possibility of

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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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Vergara, Victor H. "Culturally Responsive School Leadership For Latino/a Students Success." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3770.

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Historically, education in the United States has been tailored to fulfill the needs of White students. As the Latina/o population increases in the United States, we must prepare teachers and school administrators to provide opportunities for an equal education for minority students of all races, cultural backgrounds, or ethnicities. School leadership plays an important role in the effectiveness of educational access for minority students. Leaders must review and modify their practices to ensure that minority students have the opportunity to be productive citizens in our society. The purpose of

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Skon, Jane. "Becoming Culturally Relevant: A Study of Prospective Teachers' Conceptions of the Relevance of Culture to Teaching and Learning." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337897874.

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Byrd-Wright, Angela Nicole. "How Culturally Responsive Leaders and Teachers Influence the Mathematics Performance of High School and Middle School African American Students in One Urban Virginia School Division." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97061.

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Analysis of multiple data sources revealed a prevalent gap between high school and middle school African American students and their White counterparts in mathematics. Based on these data and a gap in the literature, further research was needed regarding how the mathematics performance of African American students is influenced by culturally responsive leadership and culturally responsive teaching. The purpose of this study was to determine if culturally responsive behaviors of high school and middle school principals influence the behaviors of mathematics teachers resulting in building concep

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Nyarambi, Arnold, and E. Ntuli. "Cultural Influences on Young Children’s Behavior: Culturally Responsive Teaching and Learning and Behavior Management." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8263.

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Perkins, Emily Good. "In Search of Culturally Sustaining Music Pedagogy| Adolescent Music Students' Perceptions of Singing and Music Teaching." Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816933.

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<p> The diversity present within K-12 classrooms in the United States presents teachers with students from many backgrounds and musical traditions. Traditional undergraduate music education programs which prioritize the Western canon provide little opportunity for students to address diversity, both in pedagogy and in content. Prospective music teachers in the choral or general music areas experience vocal education that focuses primarily on the classical <i> bel canto</i> vocal technique. This education fails to prepare teachers to teach students from diverse backgrounds and musical tradition

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Shaw, Julia T. ""The Music I Was Meant To Sing"| Adolescent Choral Students' Perceptions of Culturally Responsive Pedagogy." Thesis, Northwestern University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3627141.

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<p> As rapid demographic change transforms American classrooms, incongruities between the ways culturally diverse students are accustomed to learning and those emphasized in educational institutions can present barriers to learning. This study investigated culturally responsive pedagogy (CRP), a teaching approach that seeks to ameliorate such incongruities by basing instruction upon students' cultural knowledge, frames of reference, and preferred learning, communication, and performance styles (Gay, 2002). To complement studies that examine teachers' perceptions of CRP, this study sought to il

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Anderson, Daniel S. "Enhancing Culturally Responsive Practice in a District: Central Office Administrators' Sensemaking and Sensegiving of Cultural Responsiveness." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108820.

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Thesis advisor: Martin Scanlan<br>Culturally responsive practice (CRP) by educators is an essential tool to serve increasingly diverse public-school populations. This study examines the sensemaking and sensegiving that district central office administrators undertake regarding what it means for educators to be culturally responsive practitioners. This dissertation used a case study of a mid-sized urban district which has not yet undertaken systematic effort on CRP to explore three research questions: (1) How do district administrators understand what it means for educators to be culturally res

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Bennett, Susan V. "Preservice Teachers’ Developing Understandings About Culturally Responsive Teaching in a Field-Based Writing Methods Course." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3577.

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I investigated eight preservice teachers’ understandings about culturally responsive pedagogy as they participated in a writing methods course in which they tutored children from different ethnic, socioeconomic, cultural, and linguistic backgrounds in an afterschool program at a local community center. I also investigated how these preservice teachers demonstrated culturally responsive teaching within the writing curriculum. I recognized the need for research relevant to my own personal beliefs and how to strive for more equitable schools. I want to contribute further to the understandings and

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Underwood, Phyllis Swann. "Effects of culturally-responsive teaching practices on first grade students' reading comprehension and vocabulary gains." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-05082009-020111/.

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Thesis (Ph. D.)--Florida State University, 2009.<br>Advisors: Barbara C. Palmer, Carol McDonald Connor, Florida State University, College of Education, School of Teacher Education. Title and description from dissertation home page (viewed on Oct.15, 2009). Document formatted into pages; contains x, 149 pages. Includes bibliographical references.

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Kaui, Toni Marie Mapuana. "Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79845.

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The purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of participants who teach upper elementary (grades three through six) STEM educators of predominantly Native Hawaiian students. The second purpose was to identify differences in cultural competence and culturally responsive teaching practices of those same participants identified above. These two participant groups were from the State of Hawaiʻi Department of Education’s Keonepoko and Pāhoa Elementary Schools. Both schools are from the Keaʻa

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Namatovu, Winnifred Kiwanuka. "Middle School Mathematics Teachers' Understanding of Culturally Relevant and Responsive Teaching Practices: A Qualitative Study." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692.

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Curtin, Ellen Mary. "Students' and Teachers' Perceptions of Culturally Responsive Teaching: A Case Study of an Urban Middle School." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3351/.

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This was a qualitative study that used the procedures of case study design while incorporating ethnographic techniques of interviewing and non-participant observation in classrooms with six selected students, six teachers, and eight interviews of selected administrators and staff members in one middle school in a large Texas urban school district. The purpose of this study was to understand the educational experiences and perceptions of selected immigrant students and their mainstream teachers. Following the method of case study design, the educational experiences of English Language Learner (

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Hughley, Kiena S. "Disproportionate Representation of African American Males in Special Education." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1589368123747831.

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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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Duignan, Gerard Joseph. "Teaching International Teachers: How Saudi Arabian teachers experience learning about teaching during a New Zealand professional development course." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2012. http://hdl.handle.net/10092/7309.

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Tertiary teachers who travel to another country for professional development encounter difficulties studying in different cultural and educational contexts. This research study investigated how Saudi Arabian teachers of adult learners experience learning about teaching during a New Zealand professional development course. It is part of a larger investigation into ways to improve curriculum design for in-service teacher education short courses for international teachers. A single case study was undertaken to investigate the views of a group of male Saudi Arabian teachers from tertiary technic

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Toppel, Kathryn Elizabeth. "The Call for Cultural Responsiveness: Teachers' Perceptions about the Interplay Between Culturally Responsive Instruction and Scripted Curricula." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1002.

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The increased focus on the implementation of scientifically research-based instruction as an outcome of No Child Left Behind ("Understanding NCLB," 2007) has resulted in the widespread use of scripted reading curricula (Dewitz, Leahy, Jones, and Sullivan, 2010), which typically represents Eurocentric and middle class forms of discourse, knowledge, language, culture, and historical interpretations as academic knowledge (Howard, 2010; Delpit, 2012). In an era where the number of culturally and linguistically diverse students is increasing rapidly (Ginsberg, 2007), it is essential to consider tha

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Powell, Tiffany Shamone. "An exploration of inservice teachers' implementation of culturally responsive teaching methods in algebra with African American students." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1380.

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Hernandez, Cecilia M. "The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8557.

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Doctor of Philosophy<br>Curriculum and Instruction Programs<br>Margaret G. Shroyer<br>Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when entering the classroom. Teacher educators must educate future teachers in ways that will help them teach all children regardless of language, cultural background, or prior knowledge. The purpose of this study was to explore the extent to which culturally and linguistically diverse (CLD) novice teachers described and demonstrated

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Mims, Pamela J., Joshua Baker, Ginevra Courtade, Bree Jimenez, and Christopher Rivera. "Building a Culturally Responsive Framework for Students with Intellectual Disability to Increase Postsecondary Outcomes." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/171.

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This session will provide a framework for assisting culturally and linguistically diverse students with moderate-severe intellectual disability. Strategies for general curriculum access, academic instruction, meaningful collaboration with families and educators, as well as suggestions for enhancing postsecondary outcomes will be provided. . 1. Participants will identify components of the proposed culturally responsive framework (universal design for learning, self-determination, safe learning environments, technology, multiple opportunities to respond, primary language support, integration of

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Rivera, Christopher, Joshua Baker, Ginevra Baker, Pamela J. Mims, and Tracy Spies. "Building a Culturally Responsive Framework for Students with Intellectual Disability to Increase Postsecondary Outcomes." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/164.

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This session will provide a framework for assisting culturally and linguistically diverse students with moderate-severe intellectual disability. Strategies for general curriculum access, academic instruction, meaningful collaboration with families and educators, as well as suggestions for enhancing postsecondary outcomes will be provided.

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Hubbard, Terrance Michael. "It’s about more than “just be consistent” or “out-tough them”: culturally responsive classroom management." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1133283898.

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Valverde, Carlos Roberto. "Toward a Pedagogy of Compassion: Extracting Principles of Education from Teaching a High School Multicultural Literature Class." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/271.

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Based on the assumption by Cochran-Smith and Lytle (1993), educational scholars need insight on the “particulars” of what works for classroom teachers within the context of their own classrooms. This dissertation is a self-study that addresses my work as a high school Multicultural Literature teacher and the impact of how my own philosophical/theoretical belief system resulted in significant transformative learning experiences for students as demonstrated in their feedback. Using intercultural competence, value-creation pedagogy, and compassion as theoretical frameworks that encourage greater

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