Relevant bibliographies by topics / Multicultural education – Texas

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  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Multicultural education – Texas'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Multicultural education – Texas"

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Downs, Cathy, and LuAnne Ktiri-Idrissi. "Comparing South Texas and Qatari readers’ responses to short stories from three cultures." Learning and Teaching in Higher Education: Gulf Perspectives 11, no. 2 (2014): 68–90. http://dx.doi.org/10.18538/lthe.v11.n2.153.

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Emotional and interpretive responses to three short stories were noted in two study populations of similar age: Qatari students in a post-highschool foundation program preparing to attend branch campuses of western universities located in Qatar, and American students, many of Mexican-American heritage, from a small college in a rural setting in South Texas. It has long been thought that reading literature from a foreign culture confers educational value on the reader; in this investigation the nature of that ‘value’ was placed under study. Written responses to quiz questions or assignments wer
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González-Carriedo, Ricardo, Jesús López de Nava, and Manuel Salas Martínez. "International Student Teaching: A Transformational Experience." Journal of International Students 7, no. 3 (2018): 841–55. http://dx.doi.org/10.32674/jis.v7i3.304.

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Today, being a teacher requires understanding and positively responding to the cultural and linguistic nuances present in the classroom. The increasingly diverse schools are placing higher expectations on teachers in regard to the use of multicultural practices. This is compelling teacher preparation programs to find new formulas to adequately train teacher candidates. International student teaching programs have been shown to yield important benefits for participants. This article describe an international student teacher exchange program between the University of North Texas and the Universi
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Hansen-Thomas, Holly, and SriPadmini Chennapragada. "Culture Clash in the Multicultural Classroom: A Case Study From a Newcomer School." English Language Teaching 11, no. 4 (2018): 82. http://dx.doi.org/10.5539/elt.v11n4p82.

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This ethnographic case study of a multicultural/multilingual classroom in a newcomer school describes an incident that occurred among new immigrant English Language Learners from widely diverse backgrounds in a secondary classroom in Texas. Increased numbers of immigrant students in U.S. schools have resulted in classrooms with tremendous diversity in terms of language, ethnicity, culture, religion, among other categories. The incident arose as the result of a clash of cultures and lack of knowledge on the part of students. As a result, an explicit focus on culturally responsive teaching is ca
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Kraehe, Amelia. "Multicultural Art Education in an Era of Standardized Testing: Changes in Knowledge and Skill for Art Teacher Certification in Texas." Studies in Art Education 51, no. 2 (2010): 162–75. http://dx.doi.org/10.1080/00393541.2010.11518799.

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Wiggan, Greg, and Marcia J. Watson-Vandiver. "Urban School Success: Lessons From a High-Achieving Urban School, and Students’ Reactions to Ferguson, Missouri." Education and Urban Society 51, no. 8 (2018): 1074–105. http://dx.doi.org/10.1177/0013124517751721.

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Due to the recent racially motivated killings in Ferguson, Missouri (2014); Staten Island, New York (2014); Cleveland, Ohio (2014); Charleston, South Carolina (2015); Baton Rouge, Louisiana (2016); and Dallas, Texas (2016), racial and ethnic tensions have heightened across the United States. Whereas schools would seem like optimal spaces for racial inquiry and promoting understanding, most classroom lessons have been standardized to avoid critical race discussions. Thus, the transformative power of education is restricted when conversations about real issues in society are avoided. This qualit
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Kramsch, Claire. "Alien Wisdoms in English and Foreign Language Programs." PMLA/Publications of the Modern Language Association of America 117, no. 5 (2002): 1245–47. http://dx.doi.org/10.1632/003081202x61115.

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The changing demographics of higher education are bringing the teaching of English and the teaching of foreign languages closer together. For an increasing number of students, English is a foreign, a second, an international, or a global language, not the language of a unitary mother tongue and culture. Increasingly, students of French, German, or Spanish are learning a foreign language on the background of experiences of migrations, displacements, and expatriations but also on the background of multilingual and multicultural experiences. The typical language learner is, for example, a Nigeria
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Pascua, Isabel. "Translation and Intercultural Education." Meta 48, no. 1-2 (2003): 276–84. http://dx.doi.org/10.7202/006974ar.

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Abstract This paper deals with translated Canadian multicultural literature written for children and its reception in an intercultural education context in Spanish schools. In the first part of the paper I will introduce intercultural education. In the second part, I will examine the role of the translator working in a multicultural environment where texts are written in one language (English) in one country (Canada), then translated into another language (Spanish) and published in Spain. I will also look at the reception of these translations as well as the strategies translators should use t
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Canen, Ana. "A pesquisa multicultural como eixo na formação docente: potenciais para a discussão da diversidade e das diferenças." Ensaio: Avaliação e Políticas Públicas em Educação 16, no. 59 (2008): 297–308. http://dx.doi.org/10.1590/s0104-40362008000200008.

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O presente artigo argumenta que a compreensão da pesquisa como fenômeno multicultural pode tornar a articulação ensino-pesquisa mais impactante na formação de professores, Desenvolve o argumento, propondo quatro dimensões centrais nessa perspectiva: a compreensão dos futuros professores e professores formadores como identidades culturais plurais de pesquisadores em ação; o incentivo às discussões dos temas educacionais em termos de vozes silenciadas e representadas, analisando tensões entre universalismo e valorização da diversidade; a apresentação dos professores em formação a metodologias pl
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Shah, Mehrunissa. "Reading Canonical Texts in Multicultural Classrooms." Changing English 20, no. 2 (2013): 194–204. http://dx.doi.org/10.1080/1358684x.2013.788298.

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Nafi'ah, Afni Laila, and Hilmy Mahya Masyhuda. "Nilai-Nilai Pendidikan Multikultural dalam Buku Teks di Sekolah Dasar Kelas Atas." ESTETIK : Jurnal Bahasa Indonesia 4, no. 1 (2021): 65. http://dx.doi.org/10.29240/estetik.v4i1.2391.

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The value of multicultural education is very important to be taught to students not least at the elementary level unit education. This research will discuss the values of multicultural education in the texts in thematic textbooks at the elementary school level. This type of research uses library techniques with the object under study in the form of a textbook for elementary school students, and the class chosen in the textbook is class III-VI. In analyzing texts, researchers used qualitative research techniques and to obtain data researchers used reading and note-taking techniques. Besides the
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Dissertations / Theses on the topic "Multicultural education – Texas"

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Ibrahim, Eronif. "A case study of Texas regional education service center multicultural/diversity trainers' perception of teacher resistance and structural barriers to multicultural education." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2489.

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Kraig, Glen M. "A Study Comparing the Self-concept Scores Between Anglo and Chicano Children in the Canutillo, Texas School District." Digital Commons @ East Tennessee State University, 1985. https://dc.etsu.edu/etd/2713.

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The problem of this study was to determine if differences exist in the self-concept scores between Anglo children and Chicano children. A secondary problem was to determine the level of correlation between self concept scores and academic averages. The Martinek-Zaichkowsky Self Concept Scale for Children was used to determine self concept scores and grade point averages reported by the students' classroom teachers were used for the academic averages. The findings of the study warranted the following conclusions: (1) Anglo, first grade children have a significantly higher total
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Delay, Vincent Ray. "Improving and enhancing art education and multicultural education using technology as a vehicle." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1778.

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Morrison, Pamela Jay Hudson. "An Evaluative Study of Three Units Developed for Multi-cultural and Art Historical Resource Curriculum for Kindergarten and First Grade Art." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc935573/.

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Two curricular needs exist for the elementary art classroom: multi-cultural lessons which are customized to address North Texas ethnicities, and art history materials for early grades, whether taught by art teachers or regular classroom teachers. This thesis addresses both of these concerns by developing lesson plans to meet the needs, and executing an evaluative study with North Texas art and regular classroom teachers of kindergarten and first grade. The teachers represent four districts, including rural, suburban, and urban demographic populations. Findings address time limitations for publ
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Grijalva, Rina Cecilia. "Power and standards an emerging culture on the border and lost in translation /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2007. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Blanchard, Myrna Elizabeth. "The Identification and Participation of Latino Students in Advanced Mathematics Courses." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157571/.

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Using a phenomenological approach, this qualitative study examined the perspectives of Latino parents and their involvement in the decision of their child to enroll in an advanced mathematics course in sixth grade. Since enrollment in Algebra I in high school is said to be a strong predictor of college attainment and with the growing number of Latino students across the nation, this study has the potential to help district and campus leaders establish whole-school systems for communicating with Latino parents to encourage their children to enroll in advanced mathematics courses at earlier gra
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Yamashita, Lina. "Making Visible the People Who Feed Us| Exploring Student Responses to Multicultural Texts About Food Workers." Thesis, University of California, Davis, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285172.

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<p> There is growing interest in teaching K-16 students where food comes from and how it is grown, as evidenced by school gardens, farm-to-school programs, majors related to food systems, student farms on college campuses, and campus sustainable food projects. Many of these programs, however, do not necessarily highlight social inequities embedded in food systems or engage with the people who feed us, including slaughterhouse workers and restaurant workers. Moreover, there is currently little documentation and analysis of the few programs that highlight food workers and their experiences. Give
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Ebersole, Michele Michiko. "Talking story through literature in Hawai'i: Fifth graders' responses to culturally relevant texts." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/279772.

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The purpose of this study was to explore the content of children's responses to culturally relevant literature in Hawai'i and how their individual understandings and responses evolved over time. This study utilized qualitative research methods and ethnographic techniques. A case study group of six students, three girls and three boys of differing ethnicity, was selected from a fifth grade class in Hawai'i. Children participated in four different literature discussions, a short story, novel study, text set study, and class read-aloud. Data collection included transcripts from literature discuss
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Chang, Yea-huey Carrie. "The effects of prompting on EFL college students' use of a mapping strategy and their recall of expository texts." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167270.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2005.<br>Title from PDF t.p. (viewed Dec. 3, 2008). Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0936. Chair: Larry J. Mikulecky.
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Delbridge, Karen Lynn Morgan. ""They don't know what they are missing!" eighth grade students reading and responding to multicultural texts /." Laramie, Wyo. : [University of Wyoming], 2006. http://proquest.umi.com/pqdweb?did=1225152811&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Books on the topic "Multicultural education – Texas"

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Pino, Barbara Gonzalez. Toward multilingual multicultural fluency in Texas. Texas Higher Education Coordinating Board, 1999.

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Identity texts: The collaborative creation of power in multilingual schools. Trentham Books, 2011.

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Bigler, Ellen. On exclusion and inclusion in classroom texts and talk. National Research Center on English Learning & Achievement, University at Albany, State University of New York ; [Washington, DC], 1996.

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In all the universe: Placing the texts of culture and community in only one school. P. Lang, 2001.

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Literary texts and intercultural learning: Exploring new directions. Peter Lang, 2012.

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Spaliviero, Camilla. Educazione letteraria e didattica della letteratura. Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-464-6.

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Literary education and language education are connected by a relationship of mutual exchange. On the one hand, without the mastery of appropriate language skills it is impossible to grasp the complexity of literary works. On the other, improving language competence is one of the multiple aims of literary education. Moreover, considering the current multicultural dimension of the Italian school system, teaching literature from an intercultural perspective provides an opportunity to foster the development of relational skills while discussing the meaning of the works. In this scenario, we explor
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Multicultural literature in monocultural classrooms: White teachers explore diverse texts with white students. Edwin Mellen Press, 2010.

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Leer, Elizabeth Berg. Multicultural literature in monocultural classrooms: White teachers explore diverse texts with white students. Edwin Mellen Press, 2010.

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Jordan, Sarah. Issues in the responses of students to culturally diverse texts: A preliminary study. National Research Center on Literature Teaching and Learning, University of Albany, State University of New York, 1993.

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Watkins, Carleton E. Carleton Watkins: Selected texts and bibliography. G.K. Hall, 1993.

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Book chapters on the topic "Multicultural education – Texas"

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Hansson, Thomas. "Social Science Universals." In Multicultural Awareness and Technology in Higher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5876-9.ch003.

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In a global world, people change because of communicative exchanges and technological development. Eventually, human behavior and use of technology share some common characteristics. Universals, concepts, texts, information, and discourses influence contemporary meanings and activities. Uses of scientific language help theorists and practitioners develop knowledge, skills, and abilities. This chapter covers the analysis of two separate but related cases, formation of learning objectives and religious canvassing. The cases clarify the explanatory power of universals. One of them relates to theoretical-conceptual study of assessment in higher education. The other case relates to an empirical study of the methodological reliability and validity of interview data. Results verify to the analytical “power” of action-oriented universals.
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Fondrie, Suzanne, Marguerite Penick-Parks, and Omobolade Delano-Oriaran. "Developing Equity Literacy through Diverse Literature for Children and Young Adults." In Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0897-7.ch010.

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This chapter highlights the application of the equity literacy framework as a curricular approach to infusing diverse and multiple perspectives in PK-12 school curriculum, and presents a rationale for developing equity literacy in PK-12 students. It provides texts and related teaching ideas appropriate for supporting that development. Gorski's (2014b) equity literacy framework is the basis for the rationale and the text selection. The chapter organizes suggested texts into seven strands: race, social class, culture, global perspectives, power and privilege, gender/sexuality, and intersectionality. The final section presents excellent multicultural literature for each of the strands across grade levels.
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Rogers, Asha. "‘Literary’ versus ‘Cultural’ Texts in the NEAB Anthology." In State Sponsored Literature. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198857761.003.0007.

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This chapter reflects on the increasingly influential links drawn between literary reading and cultural formation in state education at the end of the century. Building on the implementation of multicultural initiatives under Thatcher, it focuses on the emergence of literary categories distinguishing the ‘English literary heritage’ from ‘other cultures and traditions’. It begins by locating these ideas in the mind of the cosmopolitan poet and state English advisor C.B. Cox before turning to their codification in the NEAB GCSE Anthology (1996, 1998), a school reader that introduced a new contemporary canon of postcolonial poetry. The chapter concludes with detailed readings of three anthologized poems by Sujata Bhatt, Kamau Brathwaite, and Tatamkhulu Afrika, demonstrating how we might reimagine the Anthology’s ideas of organic language, culture, and representative ethnic identity.
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"TEMAS (Tell-Me-A-Story) Multicultural Assessment in the New Millennium." In Cultural Competence In Assessment And Intervention With Ethnic Minorities: Some Perspectives From Psychology, Social Work and Education, edited by Giuseppe Costantino, Elsa B. Cardalda, Richard H. Dana, et al. BENTHAM SCIENCE PUBLISHERS, 2012. http://dx.doi.org/10.2174/978160805130411101010028.

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Gillet-Karam, Rosemary, and Robin L. Spaid. "Mission Evolution and International Community Colleges." In Global Adaptations of Community College Infrastructure. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5861-3.ch003.

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With its focus on opportunity and access, the mission of community colleges in the United States has allowed millions of otherwise non-included populations to receive two years of higher education. Thus, these graduates have contributed to the citizenry of the U.S. and to their own social and economic statuses. In this chapter, the authors focused on that mission as it applies to international community colleges, a growing phenomenon in many divergent countries. Instead of locking themselves into a role of offering a standard for international colleges in regards to their missions, the authors offered multicultural foci built on the cultural texts of those colleges. In addition, while it seemed obvious that the impact of the features of the American Community College mission had influence over the rise of international community colleges, their own definitions of services, issues, and needs must take precedence over simple emulation of practices.
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Collier-Stewart, Shartriya. "Family Literacy and Social Justice." In Research Anthology on Instilling Social Justice in the Classroom. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch072.

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The new Common Core State Standards are shifting education in a powerful way. Specifically, they are now tasking university teacher educators, K-12 administrators, and teachers to equip students with lifelong literacy skills. Students must learn skills such as how to develop effective argumentation and analyze and interpret complex texts. While such tasks can be quite daunting for the average monolingual speaker, they are even more challenging for children and families who do not speak English as a first language. This chapter examines the development of an eight-week intergenerational family literacy program: Teaching the Acquisition of Language Through English and Storytelling (T.A.L.E.S.). Through the use of the arts and storytelling, families were able to cultivate their bilingual voices and celebrate their multicultural identities. This chapter explores how such programs may be used as a vehicle for social justice, designed to integrate a community literacy model in which all stakeholders are accountable.
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Conference papers on the topic "Multicultural education – Texas"

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Kovalenko, Ekaterina V., and Diana Zaharina. "Adaptation of Contemporary Borrowings from English and Spanish in Mass Media Texts about Fashion in Russian." In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-556-562.

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