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Relevant bibliographies by topics / Multiethnic Education / Dissertations / Theses

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Dissertations / Theses on the topic 'Multiethnic Education'

Author: Grafiati

Published: 10 December 2022

Last updated: 31 July 2025

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1

Yi, Lin. "Education, cultural difference and social mobility in multiethnic northwest China." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/4c28b046-f4bb-4120-8d3b-84e70fbef37c.

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Wijesekera, Harsha Dulari. "Students' ethnolinguistic identities in multiethnic, bilingual education classrooms in Sri Lanka." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/119217/1/Harsha%20Dulari_Wijesekera_Thesis.pdf.

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This study investigated how multiethnic Bilingual Education (BE) classrooms (English and Mother-tongue: Sinhala or Tamil) in post-conflict Sri Lanka can shape students' ethnic identities towards an ethnically inclusive national identity. Using Bourdieu's theories of capital, habitus and field, the study identifies two key findings: the importance of the flexible use of all available languages in multiethnic classrooms to scaffold language and academic content learning; and the creation of inter-ethnic reciprocity. Findings also show the dual role of English as a tool of reconciliation, and a w

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3

Rantala, Marjo, and Helena Stålhandske. "Belize : How school can work in a multilingual and multiethnic country." Thesis, Linköping University, Department of Educational Science (IUV), 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-633.

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<p>This essay is about schools in Belize and how they handle the variety of cultures and languages. The study is based on observations and interviews made in four different schools. We spent one week in each school and every school represent one specific ethnic group. These ethnic groups are Creole, Maya, Garifuna and Mestiso. The interviews treat the different ethnic groups, their view of school and their relationship to the other ethnic groups living in Belize. To give an understanding about Belize we also present some common facts about the country which we have got from various books.</p>

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4

Echeverri-Sucerquia, Paula Andrea. "Parent Engagement and Cultural Capital: Negotiating Culture in a Multilingual/Multiethnic School." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/217.

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This study explored how a multicultural/multilingual school negotiated culture with limited English proficient (LEP) students' families, particularly in the context of parent involvement activities. In order to understand how such negotiation of culture occurred, the researcher focused on the perspectives that school administrators, teachers and parents of students in an English as a Second Language (ESL) program had on the education of LEP students and their parents' involvement in school-organized activities. It also focused on the participants' understandings of cultural capital and the ext

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5

Schultz, Ruth Anne. "The role of multiethnic art education in the American public schools of the 1990's." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2751. Abstract precedes thesis as [3] preliminary leaves. Typescript. Includes bibliographical references (leaves 65-69).

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6

Deka, Mayuri. "Why should I read this? The Reasons and Pedagogical Tools for a Multiethnic Literature Classroom." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227642880.

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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from OhioLINK ETD abstract webpage (viewed Feb. 2, 2010) Advisor: Mark Bracher. Keywords: Literature; Multiethnic; Pedagogy. Includes bibliographical references.

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7

Heinrich, Lisa M. "MULTICULTURAL MUSIC EDUCATION: SECOND-GRADE STUDENTS’ RESPONSES TO UNFAMILIAR MUSICS." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1260496852.

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Thesis (M.M.)--Cleveland State University, 2009.<br>Abstract. Title from PDF t.p. (viewed on Dec. 15, 2009). Includes bibliographical references (p. 52-55). Available online via the OhioLINK ETD Center and also available in print.

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8

Lesuma, Caryn Joan Lefaga. "Windows and Mirrors: Selecting Multiethnic Young Adult Fiction to Increase Adolescent Engagement with Academic and Cultural Literacy." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3516.

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Current scholarship in literacy education underscores the inefficacy of standardized education in public schools, particularly for minority students. At the same time, a longstanding lack of understanding between the various culture groups that live in the United States often results in minority groups that are either stereotyped, misunderstood, or viewed as Other. Both of these issues can be traced to the literature that students read in school, which focuses on "classic" literature—often synonymous with "white" literature—that excludes minority narratives. While minorities struggle more wi

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9

西野, 節男, та Setsuo Nishino. "マレーシアにおける教育改革とイスラーム化政策 : 価値多元化への対応をめぐって". 日本教育学会, 1997. http://hdl.handle.net/2237/10867.

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10

Pinheiro, Aquiles Santos. "Identidade, língua e cultura: usos sociais e políticos do Nheengatu na comunidade indígena do Cartucho, no Médio Rio Negro AM." Universidade Federal do Amazonas, 2011. http://tede.ufam.edu.br/handle/tede/2883.

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Made available in DSpace on 2015-04-11T13:59:44Z (GMT). No. of bitstreams: 1 Aquiles.pdf: 2865786 bytes, checksum: bfa275e310f2a56655c0188f135cedd3 (MD5) Previous issue date: 2011-10-25<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Taking language as a cultural diacritic and as mark of ethnic identity, I develop in this text, an argument that seeks to establish a relationship between identity, language and culture. The focus of the approach is oriented for the empirical context of the emergence of new collective identities indigenous. The objective is to demonstrate the

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11

Bagci, Sabahat C. "Cross-ethnic friendships in multiethnic educational settings : consequences for psychological, academic and motivational outcomes among young adolescents." Thesis, Goldsmiths College (University of London), 2014. http://research.gold.ac.uk/11030/.

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Cross-ethnic friendships are likely to constitute an important feature of children’s social world in multiethnic educational settings such as London secondary schools, which are now more ethnically diverse than ever. This thesis extends current knowledge on cross-ethnic friendships by examining the prevalence and effects of such friendships on various developmental outcomes among ethnic majority and minority status children attending multiethnic schools. While Chapter 1 presented an overview of the literature on cross-ethnic friendships, following empirical chapters (Chapters 2-6) demonstrated

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12

Ritucci, Raffaella. "Bambine e ragazzi bilingui nelle classi multietniche di Torino." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19485.

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Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf. Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fra

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13

Pica, Cinzia. "Children's perceptions of interethnic/interracial friendships in a multiethnic school context." 2008. https://scholarworks.umass.edu/dissertations/AAI3325116.

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This cross-sectional, mixed-methods study investigated the development of children's perceptions of interethnic and interracial friendships by employing the Perceptions of Intergroup Friendships Questionnaire , a measure designed for this study. A total of 103 children (53 Kindergarten and first graders and 50 fourth and fifth graders) attending one, ethnically/racially-diverse, urban, elementary school in a middle-sized Northeastern city, were interviewed employing the questionnaire. In addition, a sub sample of 17 children (7 Kindergarten and first graders and 10 fourth and fifth graders) we

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14

McBride, Roxie A. "Multicultural education utilizing multiethnic children's literature in fourth grade classrooms a descriptive case study /." 1997. http://catalog.hathitrust.org/api/volumes/oclc/39271361.html.

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15

Wong, Andrew Hon Cheung. "The Prevalence of Ethnicity-related Victimization in Urban Multiethnic Schools." Thesis, 2009. http://hdl.handle.net/1807/18127.

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Bullying remains a serious issue in our schools. The goals of this study were three-fold. Firstly, to obtain an estimate of ethnic-racial bullying victimization in urban schools, secondly, to examine protective factors for bullying victimization, and finally, to explore gender differences in bullying behaviour. A total of 319 students in grades 6 and 7 completed a measure of bullying victimization and safe school environment. The results revealed an overall bullying victimization rate of 53.9% with 17.8% of students reporting being bullied based on their ethnicity or race. Contrary to previous

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16

Pereira, Braga Luciana. "Les pratiques de quatre directions d'écoles secondaires en milieu pluriethnique: une étude exploratoire montréalaise." Thèse, 2018. http://hdl.handle.net/1866/21881.

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17

Koubeissy, Rola. "Une étude multicas des pratiques de soutien des enseignants du primaire auprès d’élèves immigrants." Thèse, 2014. http://hdl.handle.net/1866/12052.

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Cette recherche a pour but d’étudier les pratiques enseignantes de soutien auprès des élèves immigrants récemment arrivés au Québec, ne maîtrisant pas le français et intégrés dans des classes ordinaires au primaire. Pour ce faire, nous avons mené une recherche de type qualitatif avec deux enseignantes et leurs trois élèves immigrantes. Afin de documenter les pratiques de soutien en contexte réel de la classe, comprendre les raisons des enseignantes à l’égard du soutien et le point de vue des élèves, nous avons procédé à des observations de classe et à des entrevues individuelles générales et s

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