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Dissertations / Theses on the topic 'Teaching Culturally Linguistically Diverse Students'

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Published: 4 June 2021
Last updated: 8 February 2022

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1

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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2

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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3

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. The results of national assessments show that students of color have lagged behind their White counterparts in mathematics achievement over the years (Cortes, Goodman, & Nomi, 2013). Despite the push to remediate this problem, teachers continue to use ineffective teacher-led practices and the achievement gap persists across public schools (Williams, 2011). The use of cultural responsive teaching (CRT) among CLD students is promising (Santamaria, 2009). However, there is need to investigate the use of these practices in Algebra I courses with CLD students with SLD. The present 17-week pre-post study compared student achievement in Algebra I courses between two groups of CLD students with SLD (N=63). These groups were (a) 31 students who received CRT (treatment group) by teachers who received CRT training and (b) 32 students who received instruction by teachers who did not receive CRT training (control group). There are significant differences between the treatment and the control group on the CLD students with SLD Algebra I Mid-Year Assessment (MYA) and the students’ Mathematics Self-Efficacy scores (MSES). The teachers’ level of cultural consciousness had an insignificant covariance on the Algebra I MYA, yet the teachers’ observations and their cultural responsive self-assessment had a direct effect on the Algebra I MYA. Additionally, there was not significant interaction between MSES and TCS on the students’ Algebra I MYA. The results of the study suggest that the use of CRT is a promising practice to improve CLD students’ with SLD Algebra I achievement and perhaps close the math achievement gap.
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4

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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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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6

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 those experiences may have helped shape teaching philosophies and practices, the study also considers the teachers' reported statements about their classroom teaching methods to see how what they may have learned from early life experiences are incorporated. Despite each teacher's individual uniqueness, similarities emerged during data analysis. Examining these similarities contributed to an understanding of these teachers and what processes and attitudes made them good teachers of ELLs. The study reports three broad findings: (a) that the teachers possess a risk- and challenge-taking nature; (b) they are life-long learners; and (c) that the teachers had two different kinds of cultural experience during their lives, one that the researcher labeled "Regular" cultural experiences and a second kind which she labeled "Otherness" cultural experiences. The teachers were judged to share a willingness to make choices involving challenges, many of which proved to be learning opportunities, and they tried to instill in their students the same resiliency and willingness to take risks. All the teachers personally had both "regular" and "otherness" cultural experiences. "Regular" cultural experiences helped them understand new or unknown cultural values and practices by observation and participation. Through "Otherness" cultural experiences, each experienced the emotion of "being different" and "being marginalized" via the personal, lived experience of being an "Other." This was judged to have contributed to shaping each teacher's ability to better understand the experiences of culturally and linguistically diverse students, enabling greater compassion for them and teaching them more effectively.
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7

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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8

Chen, Cristina Rodriguez. "Culturally Competent Evaluations." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984176/.

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Significant growth in the number of English language learners (ELLs) in U.S. schools is anticipated to continue, demanding that educators and evaluators have the skills necessary to distinguishing language difference from disability and provide appropriate services to these students. However, little research exists examining the role of evaluator's cultural competence in evaluating ELLs for special education; furthermore, what does exist shows that many evaluators report low levels of self-efficacy as it relates to assessing ELLs. The first chapter of the dissertation reports on a review of 21 articles conducted to address best practices for evaluating culturally and linguistically diverse (CLD) learners, evaluator self-efficacy, and recommendations for conducting culturally competent assessments and evaluations. The majority of the articles identified in this review focused on recommendations for best practices for conducting evaluations rather than reporting empirical findings related to the topic. Only one study was identified that focused on appropriate training needed by evaluation staff to effectively discriminate between language difference and a disability. Based on the findings of this review, additional research, using a rigorous methodology is needed. Addressing that need, the second chapter reports the results of a study conducted to examine the effectiveness of Project PEAC3E (Preparing Evaluators to Accurately Conduct Culturally Competent Evaluations), a reform-oriented professional development model, using case-based activities designed to increase evaluators' sense of self-efficacy, cultural competence, and the accuracy of evaluator eligibility decisions for English language learners (ELLs). The study found that Project PEAC3E was effective in increasing evaluator self-efficacy.
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9

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 with CLD learners. Gay’s theory of CRT, featuring teacher attitudes, culturally diverse curriculum content, culturally congruent instruction, pedagogical skills, and tenacity in ensuring quality education, was used to frame this study. A purposeful sample of 8 K-3 participants, including 6 primary teachers and 2 resource teachers with experience working in schools with a high population of CLD learners, volunteered and participated in semistructured interviews. Data were analyzed through coding and theme development. The results showed that participants supplemented the existing CLD curriculum with visual aids and literacy resources, used vocabulary, language, and student-centered techniques for instruction, and integrated parent involvement activities to develop home/school relationships and increase student academic performance. Teachers shared a need for more CRT training; thus, it is recommended that K-3 teachers receive training on new knowledge, strategies, and skills that prepare them to meet the needs of their CLD students. This endeavor may lead to positive social change when district administrators provide K-3 teachers with professional development to learn and apply new CRT practices in the classroom to increase CLD learners’ English proficiency.
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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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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 teaching to accommodate their academic needs. This study specifically focused on implicit cultural components in curriculum and instruction, and the strategies that may assist international graduate students to accomplish their academic goals. There were two groups of participants in this study: The first group of participants was 25 international graduate students, and the second group of participants was three faculty and two administrator members at the public university. The conceptual framework was used as a framework of this study, which has four components: (1) Societal Factors, (2) Student Factors, (3) University Experiences, and (4) Student Outcomes. Findings for the societal factors revealed that linguicism in some form was experienced by all students, but racism and Islamophobia impacted mainly students of color. Additionally, these societal factors impacted interactions in the classroom between international students and native English-speaking American students. The findings for the student factors indicated that international graduate students’ prior academic experience necessitate extra support with the required cultural, historical and current event knowledge, and also with academic English language usage in American classrooms. The major component was the role of English language pragmatics in course materials, assessments and classroom participation. The university experience inputs suggested that embracing culturally responsive methods and creating a bridge between students’ culture and prior knowledge and classroom content can enhance the academic success of both international and domestic students. This dissertation provides recommendations for policies, guidelines, and practices that can support the cultural and linguistic needs of international graduate students.

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11

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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12

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 learners (ELLs) who are currently enrolled in English as a Second Language (ESL) or ELL programs and few examine these students’ learning trajectories once they exit elementary school ESL programs. Research has shown that although the ELLs exit ESL programs, their culturally and linguistically diverse backgrounds continue to impact their learning. This study attempts to investigate (a) what social practices contribute to elementary school students’ participation in the afterschool book club (b) how CLD students position their identities, (c) what discourses about CLD students’ cultural and linguistic backgrounds emerge and shape their identities, and in an elementary school afterschool book club. The data sources of this study include audio and video recordings, observation field notes from the book club, semistructured interviews, and students’ written responses. I draw on Gee (2011) and Fairclough’s (2001) critical discourse analysis concepts and guidance to interpret responses during the data analysis process. The findings show that the afterschool book club provides multiple social functions that allows CLD students assume multiple identities, utilize their agency to negotiate, and create possible identities. For instance, this space allows the members of this book club to share their personal stories, challenge the conventions of a book club, maintain and expand their friendship circles, and share and listen to their peers’ diverse backgrounds. In addition, the discourses that emerge in the book club illustrate that the CLD students are keenly aware of their identities. However, power relations at different social levels also challenge these multiple identities. The findings of this study offer nuanced perspectives into the fields of foreign and second language education and literacy education. This study will contribute to teachers’ understanding of CLD students’ identity positions and to respond to Norton and Toohey’s (2011) call for a better understanding of how students learn in globalized sociocultural worlds. Implications for educators, teacher education programs, and researchers are also discussed in this study.
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13

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 testing of these newly developed scales. The cross-sectional phase was completed by collecting data from: (a) students (n = 329) studying in English-language nursing degree programmes from eight Finnish universities of applied sciences during autumn 2015 and spring 2016; and (b) mentors (n = 323) of culturally and linguistically diverse students from five Finnish university hospitals during spring 2016. In addition to the two newly developed instruments, two commonly used instruments Clinical Learning Environment, Supervision and Nurse Teacher scale and Mentors’ Competence Instrument were used for the main data collection. The data was analyzed using descriptive statistics, a nonparametric test and a binary logistic regression analysis. The psychometric properties of the instruments had good validity and reliability. Students’ perceptions on the level of their clinical learning environment and mentoring were lower than their mentors’ perceptions of their own mentoring competence. The level of language was the most common factor relating to the outcomes of culturally and linguistically diverse students’ clinical learning environment and mentoring. Future studies on culturally and linguistically diverse nursing students in the clinical environment should have a marked emphasis on improving proficiency in the native language, which should be implemented in the organizational structure of the clinical placements. This should include providing additional education for clinical mentors to enhance their mentoring competence with culturally and linguistically diverse students
Tiivistelmä Tämän tutkimuksen tarkoituksena oli kuvata ja selittää eri kulttuureista ja kielellisistä taustoista tulevien hoitotyön opiskelijoiden kliinistä oppimisympäristöä ja ohjausta. Tutkimuksessa oli kaksi vaihetta: mittarin kehittäminen ja poikkileikkaustutkimus. Mittarin kehittämiseksi ilmiö käsitteellistettiin, mikä toteutettiin kahtena systemaattisena katsauksena. Katsausaineistot analysoitiin temaattisella synteesillä. Tämän jälkeen muodostettiin mittarit operationalisoimalla käsitteet väittämiksi. Mittareita kehitettiin kaksi: Kulttuurinen ja kielellinen monimuotoisuus- mittari sekä Kulttuurinen ja kielellinen monimuotoisuus opiskelijaohjauksessa -mittari. Mittareiden kehittämisvaiheessa niiden psykometriset ominaisuudet testattiin. Poikkileikkaustutkimus toteutettiin keräämällä kyselyaineisto (a) opiskelijoilta, jotka opiskelivat englannin kielellä opetettavissa sairaanhoidon tutkinto-ohjelmissa kahdeksassa suomalaisessa ammattikorkeakoulussa syksyn 2015 ja kevään 2016 aikana (n = 329); sekä (b) eri kulttuureista tulevien opiskelijoiden ohjaajilta viidestä suomalaisesta yliopistosairaalasta kevään 2016 aikana (n = 323). Aineistot kerättiin ensimmäisessä vaiheessa kehitetyillä mittareilla sekä kahdella yleisessä käytössä olevalla mittarilla, Terveysalan koulutukseen liittyvän harjoittelun ohjauksen laatu -mittarilla sekä Opiskelijanohjausosaaminen -mittarilla. Aineisto analysoitiin käyttämällä kuvailevaa tilastoanalyysiä, ei-parametrisiä testejä ja binääristä logistista regressioanalyysiä. Tutkimuksessa kehitettyjen mittareiden psykometriset ominaisuudet olivat hyvät. Opiskelijoiden ohjaajat arvioivat oman osaamisensa korkeammalle kuin opiskelijat. Opiskelijat arvioivat sekä heidän kliinisen oppimisympäristönsä että ohjauksensa tason ohjaajien arvioita alhaisemmaksi. Kielitaito oli yleisin tekijä, joka vaikutti opiskelijoiden näkemyksiin kliinisestä oppimisympäristöstä ja ohjauksesta. Englannin kielellä opetettavissa tutkinto-ohjelmissa tulisi painottaa opiskelijoiden riittävää paikallisen kielen kielitaitoa. Tämän lisäksi kliinisen harjoittelun ohjaajien tulisi saada koulutusta eri kulttuurillisista taustoista tulevien opiskelijoiden ohjaukseen
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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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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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Farmer, Vickie L. "Effective teaching practices in the linguistically diverse university classroom /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7894.

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17

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
Curriculum and Instruction Programs
Thomas Vontz
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 continued decline in the number of White students and increases in students from diverse racial and ethnic backgrounds within another decade (NCES, 2016). We must consider the ways in which we socialize, communicate, and act within these unfamiliar and new spaces – especially those spaces where our beliefs intersect with observable actions in the classroom. The literature is replete with research on teacher epistemologies and culturally responsive teaching, yet research on the dynamic interaction between the two does not exist. Research in this area is needed to better understand how a teacher’s individual epistemology interacts with culturally responsive teaching practices. The purpose of this study was to examine whether individual teacher’s epistemologies, as measured by the Epistemic Belief Inventory (EBI) can predict their level of effective practice with culturally and linguistically diverse (CLD) students, as measured by the Biography-Driven Practices (BDP) rubric. Further, five subscales of the EBI – Simple Knowledge, Certain Knowledge, Innate Ability, Omniscient Authority, and Quick Learning – were examined individually to test for potential correlations. Results show that, overall, a teacher’s epistemic beliefs do not predict their level of effective practice at a statistically significant level; however two subscales, Simple and Certain Knowledge significantly predicted effective practice with CLD students.
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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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Faulkenberry, Lauren. "Strategies for teaching science to culturally and racially diverse students." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Edgley_B%20MITthesis%202007.pdf.

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Kellum, Duan Carmichael. "Peacebuilders and the values of culturally diverse students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2511.

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The purpose of this study is to examine the cultural relevance of the Peacebuilders model. The study shows that programs such as Peacebuilders need to address concepts of culture that will enhance the diversity of program participants. Many schools and school districts are utilizing these programs to head off student violence, resolve student conflicts and premote school wide harmony.
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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. The goal of the training was to increase the types and frequency of school involvement by CLD parents. The participants for this study consisted of teachers and parents of culturally diverse groups of middle grade students in special education transitioning from an urban elementary school into a suburban middle school. Hence, the researcher evaluated parent perceptions of the collaborative experience to determine the effects it had on future efforts to collaborate. Student perceptions of both the collaborative process and the teacher's ability to provide services that embrace cultural differences and reflect high expectations were also assessed. Overall evaluation of Parent Collaborative Training (PCT) demonstrated a direct influence on the behaviors of parents as well as students and teachers, who were indirectly affected by the parenting behaviors. The training influenced parents' knowledge and skills, opinions of students regarding their parents and teachers, and showed higher ratings for students across three domains: student behaviors, student capabilities, and teacher expectations.
Ph.D.
Department of Child, Family and Community Sciences
Education
Exceptional Education
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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
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 the Common Core Standards. Additionally, National Assessment of Educational Progress (U.S. Department of Education, National Center for Education Statistics, 2007) shows that CLD students score significantly lower on writing performance tasks than their mainstream English-speaking Caucasian peers. This study seeks to better understand the process by which CLD students develop the specific characteristics of procedural and persuasive writing given the instruction in these genres. This year-long qualitative research study used a multiple case-study design (Hancock & Algozzine, 2006; Merriam, 1998) and included classroom observations, videotaped examples of the nexus between classroom instruction and student writing, the collection of students' writing samples, student interviews, and formal and informal teacher interviews. For this study, I followed one fifth-grade teacher and five of her students as they worked on the two genres. Guided by systemic functional linguistic theory--a linguistic theory that reveals features that encase cultural and social expectations, making the language demands of schooling explicit--the analysis examined students' writing development in the two genres, the context and process of their development in the genres, and an in-depth examination of the impact of the context and process on their procedural and persuasive writing pieces. The results suggest that CLD students' writing development is multifaceted and complex. CLD students' writing development of procedural and persuasive writing was mediated by interrelated factors: the individual student, the peers, the teacher, and the texts themselves. I discuss the role of each of the mediating factors and argue for adopting a model of writing that incorporates a combination of genre- and process- writing theories with a particular understanding of the unique nuances pertinent to CLD students
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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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 that language services provided by speech language pathologists are typically provided in English only and do not address second language needs. Almost 80% of participants agree that it is important to provide ESL/Bilingual services to CLD students with ASD. Lack of training, lack of use of second-language materials and difficulty ensuring appropriate placement are cited as challenges faced by participants when working with CLD students with ASD. This study suggests that CLD students with ASD in Utah are not receiving appropriate language services. Results show the need for improvement in teacher training and provision of second language materials and resources for special education teachers.
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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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Spader, Karen Marie. "White Novice Teachers' Perceptions Regarding Their Preparation for Teaching Culturally Diverse Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/504.

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At a Midwestern university, White novice teachers struggled to be prepared to implement culturally responsive pedagogy. The purpose of this qualitative study was to explore White novice teachers' perceptions about how their higher education classroom experiences had equipped them for teaching a culturally diverse population of students. The theoretical/conceptual frameworks of this study were White identity development theory, a multicultural education framework, culturally relevant pedagogy, and the motivational framework for culturally responsive teaching. Data were collected by interviewing 8 White novice teachers to convey their perceptions of teaching culturally diverse classrooms and how these perceptions influenced their behaviors. Data were organized by organizational, substantive, and theoretical categories. The themes that emerged from the data were the need for additional cultural knowledge, the implementation of supportive measures, barriers to supporting cultural diversity in classrooms, and the importance of cultural interpersonal skills. This study may lead to positive social change for teacher educators, novice teachers, as well as school districts by developing their understanding of how to support White novice teachers with strategies for teaching culturally diverse students.
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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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Student population demographics in U.S. schools undertook considerable changes in the first decades of the 21st 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 cultural misunderstandings in schools that can lead to achievement gaps between diverse students and their White peers (McKinley 2010). This achievement gap manifests itself in several areas. One such area is a disparity in the high school graduation rates of White and diverse student populations in Wisconsin and across the United States (Stetser & Stillwell, 2014).

Culturally responsive teaching methods have developed out of multicultural ideologies in response to the achievement and graduation gaps in schools (Gay, 2000). The focus of this research is to explore the correlation between culturally responsive teaching practices, as measured by the Race and Schooling Instrument (Suhr and Shay, 2008), and the graduation rates of diverse student populations in a sample of nine (N = 9) Wisconsin high schools. The Race and Schooling Instrument is a 23 item (adapted to 24 items for this research) questionnaire that assesses culturally responsive teaching practices, mediated by the social construction of knowledge and an understanding of student and teacher identity development.

Research has shown that teachers do not develop a culturally responsive teacher identity on their own (Sleeter, 2008). Therefore, this researcher also gathered information on what, if any, culturally responsive training participating schools have implemented over the last calendar year. This information aids in both the anecdotal and direct findings of this research.

The results of this research do not indicate that culturally responsive teaching practices, as measured by the Race and Schooling Instrument, lead to an increased graduation rate for diverse students. Rather, the results indicate that graduating from high school is a complex interplay of many factors and that culturally responsive practices, not adequately measured by the Race and Schooling Instrument, are likely factors in all measures of student success. This paper concludes with recommendations for educators to increase their focus on culturally responsive training and to make explicit those culturally responsive practices already in use in schools.

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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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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 Freedom of Information Act (FOIA) to acquire longitudinal gifted data from each school division 2016-2019. The Relative Difference Composition Index (RDCI), Equity Allowance Formula (EAF), and Representation Index (RI) formulas were used to determine, which schools have equitable representation within their gifted programs. This study sought to answer the following questions: 1. What school divisions have proportional representation of economically disadvantaged students? 2. What school divisions have proportional representation of Black or African American students? 3. What school divisions have a proportional representation of Hispanic or Latinx students? At the conclusion of the data collection process, the researcher examined (1) which school divisions have equitable representation of gifted students in their gifted programs in schools using the EAF, and (2) What schools have equitable representation utilizing the RI. The analysis revealed the majority of the school divisions in the Commonwealth of Virginia had equitable representation when the EAF was applied to the economically disadvantaged students. When the EAF was applied to the 2016-2019 school years data for the Black or African American students and Hispanic or Latinx students the range of 33%- 42% were proportionately represented. The English Language Learner students were not proportionately represented when the EAF was applied. When the RI formula was applied to the data, none of the school divisions had perfect proportion in the Commonwealth of Virginia. In 2016-2017, Halifax school division had a score of .86 which translates to proportionate representation when the EAF and RI formula were applied to the data. The findings of this study provide educational leaders with relevant research toward equitable representation for CLED students in the Commonwealth of Virginia. The VDOE and school leaders could offer professional development regarding equitable representation for teachers and staff that work with CLED students to resolve disproportionality. School divisions could benefit from the implementation of equity allowance goals to help reduce inequitable representation of CLED gifted students.
Doctor of Education
The underrepresentation of students with low incomes in gifted education is a persistent problem (Ford, 2013a; Hamilton, McCoach, Tutwiler, Siegle, Gubbins, Callahan, Brodersen, and Mun, 2018). In recent times, researchers have started to discuss educational access and outcomes for low socioeconomic students (Goings and Ford, 2018). According to VanTassel-Baska and Stambaugh (2018), there is a need to address economically disadvantaged for students who attend public schools in the United States. In particular, there are problems formally identifying economically disadvantaged students for gifted services (VanTassel-Baska and Stambaugh, 2018). Researchers seldom focus on gifted students that live in low-income households. 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 Freedom of Information Act (FOIA) to acquire longitudinal gifted data from each school division 2016-2019. The RDCI, Ford Equity (EAF), and RI formulas were used to determine, which schools have equitable representation within their gifted programs. At the conclusion of the data collection process, the researcher examined (1) which school divisions have equitable representation of gifted students in their gifted programs in schools using the EAF, and (2) What schools have equitable representation utilizing the RI. The analysis will reveal which school divisions have equitable representation within the Commonwealth of Virginia.
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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 offered their unique perspectives for this research. This research study consisted of individual interviews, two direct classroom observations, and responses to three reflections of recent experiences. The data yielded three main categories: (a) student attributes, (b) establishing rapport, and (c) teacher responsibilities, which included properties and sub-properties. To verify findings rival explanations were sought and triangulation procedures were utilized. Findings of this research are discussed in detail, with implications relating to novice special education teachers, K-12 school administrators, and special education teacher educators being addressed. Methods to address potential limitations to this research are presented, followed by suggestions for future research.
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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 conceptualize categories and subcategories of language use for each of the language building tasks. I find that the teacher used instructional language overwhelmingly to build significance (almost two-thirds of the coded data) and that in building significance the teacher used reproduction of meaning (including repetition, paraphrase, and citation), prosodic devices, questions, overt attention, life connection, and adjective labeling. In a macro level of analysis, I examine the content of the meanings the teacher negotiated, and find that situated meanings in her discourse often allude to issues of power that implicate a discourse model of a critical outlook on social studies and social issues that appear in social studies, reading and other texts. I end with a discussion of how these findings might be of practical use for educators and suggestions for future research.
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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 analysis. Quantitative data were collected via an adapted version of the Cultural Competence Self-Assessment for Teachers survey created by Lindsey, Robins, & Terrell (2009). Descriptive statistics, analysis of variance, independent samples t-test, and correlation analysis were conducted. Results revealed that there were no significantly statistical differences in the relationship between teachers’ levels of cultural competence and nomination/referral patterns for gifted identification. Yet, the results also indicated that the district’s second and third grade teachers were generally high on the cultural competence continuum. An overwhelming majority of the teachers believed themselves to be culturally competent however, cultural competence sub-scale scores in institutionalizing cultural knowledge and interacting with CLD students were lower percentages when compared to the other sub-scale scores. In general, this study may have important practical implications for the ongoing process of becoming culturally competent, gifted education practices and policy, teacher preparation, and professional practice.
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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 participants enrolled in TE classes in the spring 2012 in Texas (one private and one public university). Content analyses were also conducted on participants' descriptions of CRT activities using a priori and inductive coding methods to triangulate and elaborate the explanation of quantitative results. In this population, those with higher CRTSE were typically young (undergraduates), specializing in ESL and bilingual certification coursework, who felt their TE program prepared them well for working with CLD student populations. Regression analyses showed that certain certification areas (ESL, bilingual, elementary, and advanced) and perceptions of better quality in TE program preparation for working with CLD students emerged as significant predictors of increased CRTSE. Those with second language skills were more efficacious in delivering linguistically-responsive instruction, and those professing more experiences with and interest in diverse individuals felt more confident in applying CRT skills. While the younger teacher candidates felt more efficacious, their descriptions of CRT were less sophisticated than those with more teaching experience. Despite much of the literature relating to CRT and minority teachers, ethnicity was not a significant factor in heightened CRTSE. This study informs TE programs for better measuring and supporting teacher candidate CRT development by revising and extending Siwatu's 2007 study in three ways. First, the CRTSE Scale instrument was extended to include items that address greater depth and breadth of the culturally responsive teaching continuum as developed by the researcher, relating particularly to language and literacy development of English language learners. Second, this study involved a more varied and appropriate population, including both pre-service and in-service teachers. Third, specific participant factors were analyzed to see which correlated with higher CRTSE Scale scores.
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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 used to gather data from three groups on the learning team who had experience working with students with a visual impairment who are CLD: diversity advisors, classroom teachers and teachers of students with visual impairments (TVIs). Similar questions were asked of each group around perceptions of their role, interactions with other learning team members, and interactions with CLD families who have a child with a visual impairment. The transcribed data was analyzed using the thematic analysis approach to discover emerging themes, as well as areas for growth. Among the findings, common themes between the groups included a need for better role clarification, a desire for cultural understanding around visual impairment, continued communication and relationship building among team members, and the need to address concepts and terms that lose their original meaning when translated from one language to another. Potential solutions to improve interactions with other learning team members and professional development opportunities for diversity advisors in their work with families who are CLD with a child who has a visual impairment are discussed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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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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Ferner, Bernd Richard. "Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1097.

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Children from many culturally diverse backgrounds do not achieve in mathematics at the same rates as their counterparts from the dominant White, European-American culture (Gay, 2010). This so-called achievement gap is an artifact of an educational system that continues to fail to provide equal learning opportunities to culturally diverse children (Ladson-Billings, 2006; Nieto & Bode, 2011). Teachers who employ culturally responsive teaching (Gay, 2010) may help to close this opportunity gap and hence, the achievement gap. This study investigated, "How do elementary teacher candidates perceive teaching mathematics in a multicultural environment"; Using a critical constructivism research paradigm, this qualitative instrumental multiple case study involved a questionnaire, two interviews and a focus group with four elementary teacher candidates enrolled in a one-year teaching licensure program. The study examined elementary teacher candidates' images of mathematics and diverse students and the relationship between those images and their perceptions of teaching mathematics in a multicultural environment. The study concluded that the participants', images of mathematics, learners, and the teaching of mathematics were interrelated. The participants struggled to understand how students' diversity based on group membership (e.g., culture) influences a mathematics classroom and their teaching. However, on the basis of these participants, teacher candidates who hold a conceptual image of mathematics could be more open to adopting culturally responsive teaching than teacher candidates who hold a procedural image of mathematics. The study recommends the integration and modeling of culturally responsive teaching throughout all teacher education coursework.
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Jabbar, Abdul. "The development of culturally responsive teaching in UK Higher Education Business Schools for students from an ethnically diverse background." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/26943/.

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As diversity in UK Higher Education Business Schools increases, the focus on ethnically diverse student achievement, experience, and attainment becomes prominent. This thesis investigates the role of Business School academics and Business School institutions in shaping a pedagogical process that is culturally responsive, to support the changing needs and expectations of ethnically diverse students. In order to achieve this the thesis introduces the five-pillar framework, which has been specifically designed and developed to help academics develop consistent pedagogy for ethnically diverse students. In order to investigate this in more detail, the research undertook a constructionism approach and employed the use of methodological tools including interviews, memoing and document analysis. By the end of the data collection process twenty-two rich interviews had been collected. The findings of the research where quite clear that the development of pedagogy is inconsistent across academia and training support and guidance is needed to help academics develop their skills and confidence in creating pedagogy for culturally diverse students. In addition, it was identified that many institutions could provide more support in creating policies and procedures which reflect the changing reality of ethnic diversity in UK higher education. Institutions could also do more in supporting academic staff with finding a balance between research, teaching and administration and hence allow for more time to create culturally responsive pedagogy. Finally, this research advocates the implementation of a cultural consciousness in UK higher education which moves away from culturally responsive teaching and towards culturally responsible teaching.
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Richmond, Priscilla. "Tapping hidden talent: The identification of culturally diverse students for gifted education programs in the southeastern United States." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618727.

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The purpose of this study was to provide a profile of gifted education identification procedures for culturally diverse ethnic populations (African-American, Native-American, Asian-American, and Hispanic) in the southeastern region of the United States. In this research, data from educators was analyzed by means of surveys and in-depth inquiries to provide a profile of gifted education identification procedures. The objectives for this study were to determine with respect to the identification of culturally diverse students for gifted education: their proportional representation in gifted education programs, the utilization of multiple identification measures with these populations, the consideration given to their gifted and cultural characteristics, and the availability of gifted programs designed to meet their needs. With respect to ethnically diverse students, it was concluded that they are proportionally underrepresented in gifted education, that identification procedures are not consistently differentiated for them, that some consideration is given to their characteristics during the identification process, and that there is limited availability of gifted education programs designed to meet their needs. Further study is required to examine the applicability of this research to other regions of the nation.
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Funk, Joanne Russillo. "An intervention study of primary age gifted students with strong nonverbal abilities from low income and culturally diverse backgrounds." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618452.

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The prevalence of high nonverbal reasoning strength among children from low income, culturally diverse backgrounds challenges the education community to provide effective instruction for these students (Briggs et al., 2008; Koshy & Robinson, 2006; Olszewski-Kubilius, 2007; Robinson et al., 1997; VanTassel-Baska, 2003b; VanTassel-Baska, Feng, & Evans, 2007). Research on the well-being and progress of young gifted students confirms that stimulating material resources, association with intellectual peers, and formal educational interventions designed to optimize students' strengths improves the educational outlook for these students (Bittker, 1991; Campbell et al., 2001; Clasen, 2006; Corno et al., 2002; Morelock & Morrison, 1999; Ramey & Ramey, 2004; Robinson et al., 1997; Sarouphim, 1999; VanTassel-Baska, 2006; VanTassel-Baska et al., 2002; VanTassel-Baska, 2007). In this study, a Vygotskian perspective provided the framework for an instructional intervention (Vygotsky 1978 version, 1986 version, 1994 version). Consistent with the perspective, the intervention included intellectual scaffolding to support conscious thought and formal learning in science, and encouragement of individual learning in the zone of proximal development.;The researcher undertook this study to determine if the use of instructional strategies capitalizing on nonverbal reasoning strength would improve achievement in science learning with a William and Mary life sciences curriculum unit. A six week, 24 hour program in a southeastern Virginia urban district provided the venue for the study. Second graders from Title I schools who scored above the 80th percentile on the Cognitive Abilities Test (CogAT) nonverbal battery and significantly lower on verbal and quantitative batteries qualified for the program. Twenty-three students participated, resulting in a treatment group of 13 students and a comparison group of 10 students.;The nature of the intervention was a William and Mary Life Sciences unit modified for the treatment group. Treatment group teachers used enhanced instructional activities that incorporated the use of scientific symbols, active rehearsals of new knowledge, visual mental models, and descriptive writing, as recommended by Lohman and Hagen (2003) and others (Bransford, Brown, & Cocking, 2000).;Results of unit assessments indicated that both the treatment and comparison groups showed statistically significant increases in concept attainment ( p < .001). However, the treatment group showed significantly higher mean scores than the comparison group in concept attainment (p < .05). Neither treatment nor comparison groups showed significant gains for scientific reasoning over time; however, the treatment group scored significantly higher in scientific reasoning than comparison students (p < .001). Both groups significantly increased their content knowledge (p < .05); and the treatment group made significantly greater gains from pre- to post-assessment (p < .05).;The findings suggest that students who are exposed to high-quality research-based instructional units tailored to and aligned with their cognitive strength in nonverbal reasoning may show gains in science learning. Future research should employ larger samples, randomly assigned, to strengthen results and improve the ability to generalize the findings to school districts with similar populations of students with strong nonverbal reasoning skills from culturally diverse, low income backgrounds.
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Rivera, Christopher J., Bree A. Jimenez, Joshua N. Baker, Tracy Spies, Pamela J. Mims, and Ginevra Courtade. "A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/301.

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The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general curriculum, appropriate services, materials, and meaningful collaboration between families and educators. The purpose of this article is to provide a culturally responsive framework for facilitating academic instruction for CLD students with moderate or severe ID that also includes appropriate supports in an effort to increase access to postsecondary outcomes for this population. Suggestions for accessing the general curriculum and a discussion about increasing parental involvement and accessing appropriate adult agencies to further enhance these outcomes are provided.
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Kurumada, Katharine S. "".....And, If You Have a Class Like That, I'd Like To Sign Up!": Beginning Teachers Navigating the Constraints of Teaching Literacy in a Culturally and Linguistically Diverse, Professional Development School." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/68.

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Preparing all teachers to work with culturally and linguistically diverse (CLD) populations is essential in teacher education (Banks, Cochran-Smith, Moll, Richert, Zeichner, LePage, Darling-Hammond, Duffy, & MacDonald, 2005). Simultaneously, current literacy policy serves to dictate how teachers teach literacy; requiring specific curricula and assessments, particularly in urban and low performing school districts (Woodside-Jiron & Gehsmann, 2009). As new teachers enter classrooms, they are forced to negotiate the realities of teaching in urban, diverse schools with what they learned in their preparation programs (Achinstein & Ogawa, 2006). The purpose of this study was to understand the literacy teaching experiences of three beginning teachers, graduates of an alternative teacher preparation program, who teach at the same CLD, Professional Development School. This naturalistic inquiry explored the intersection of these constructs through the questions; (1)What instructional decisions, resources, and strategies do alternatively certified beginning teachers enact when teaching CLD students? and (2) What are the contextual factors that influence beginning teachers’ literacy pedagogy? Luke and Freebody’s (1999) Four Resources Model, critical theory (McLaren, 1995), sociocultural views of literacy (Street, 1995), and constructivism (Savery & Duffy, 2001) served as theoretical lenses. Data collection took place over nine months and included interviews, observations, questionnaires, and teacher debriefs. The data was analyzed using a constant comparative approach (Merriam, 1998) and elements of Grounded Theory methodology (Strauss & Corbin, 1998). These beginning teachers struggled to negotiate the prescriptive literacy mandates from the county and school. The context of the school challenged many of the theories and strategies teachers learned in their preparation program and caused tension between what they espoused about literacy and their enacted practices. Teachers felt that they were not adequately prepared to work with English Language Learners in particular, thus, they chose to adhere closely to the prescriptive curriculum. Decontextualized literacy activities dominated instruction and constrained CLD students’ opportunities for critical literacy learning. These findings suggest that teachers should be better prepared to work with ELLs and educated about the research behind current literacy policies. A Professional Development School model offers opportunities for continued learning in these areas.
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Kim, Minsong. "Being Connected: How a Relational Network of Educators Promotes Productive Communities of Practice." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107270.

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Thesis advisor: Larry Ludlow
In this dissertation study, I examined the extent to which a relational network of teachers, administrators, two-way immersion (TWI) experts and mentors promote productive communities of practice (CoP). In a conventional instruction, teachers are often isolated in their classrooms, and a private practice culture prevails. In 2012, the Two-Way Immersion Network for Catholic Schools (TWIN-CS) was launched in an effort to support school reform by engaging school leaders and teachers to collectively learn toward implementing TWI models in their schools. Using the framework of communities of practice (Lave & Wenger, 1991; Wenger, 1999), I employed a case study design (Yin, 2009) to explore a national network of Catholic elementary school educators. Data sources included qualitative data featuring semi-structured interviews and quantitative source from a relational network survey. Qualitative results revealed that organizational features of TWIN-CS are critical in promoting participants’ learning to implement TWI. In particular, participants discussed the annual TWIN Summer Academy and bi-monthly webinars to be instrumental for their learning. Many participants also shared that an expansion of CoPs beyond TWIN-CS further prompted productive learning. However, the qualitative evidence also showed a lack of clear internal and external network structures and role definition, and sustaining connection beyond the Summer Academy and webinars were perceived as a great challenge. Quantitative results suggest that TWIN-CS has a core-and-periphery network structure with the Boston College design team at the innermost core, with visibly dense ties connecting to and from them. Most teachers, on the other hand, occupy the most peripheral positions in this network. Survey evidence also showed that participants generally perceived a much stronger learning relationship within schools and showed less certainty on cross-network relationships. In terms of learning characteristics, majority of the respondents viewed knowledge sharing, trust, and advice-oriented dimensions “strongly” but perceived a lack of data-driven learning for both within school and cross-network. I conclude this study with a discussion of implications for future research and practice
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
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de, Silva Moira Eilona Margaret. "Linguistically and culturally diverse students' experiences of small group projects at a university in Canada : the significance of relationships and identity building processes to the realisation of cooperative learning." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15828.

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Cooperative learning is a pedagogic approach that is prevalent in all levels of education as it is seen to yield higher learning outcomes than individual learning (Johnson & Johnson, 2009). In the global university, it is believed to have the potential of increasing intercultural contact since students work together in small groups to conduct projects related to their discipline. The assumption is that students will learn the intercultural skills they need for an interconnected world by studying and learning in groups with linguistically and ethnically diverse others (Association of Community Colleges Canada, 2010). Although cooperative learning is based on social interdependence in which group members work together for the mutual benefit of their group, there has been very little research conducted into the relationships that the group members actually have with each other. It is the aim of this study to examine these relationships and find out their impacts on cooperative learning experiences. Drawing upon insights from pragmatism and dialogism, in this thesis, learning is conceptualised as an embodied, socially situated, and relational process. This means that the key to learning is the relationships that learners can construct with others. An integral part of forming relationships is the negotiation of identities in which people see themselves and others as certain kinds of people. In learning in cooperative groups, the ability to negotiate legitimate, competent identities is regarded as essential. For this reason, the study reported in this thesis uses a view of identity as socially constructed as a lens though which to analyse relationships in cooperative learning. The study focuses on the experiences of 12 students participating in group learning projects in first year business courses. Narrative inquiry is the methodology used as it is ideal for highlighting the complexities in human relationships and issues of power. The narratives of four international, four Canadian immigrant, and four Canadian-born students are analysed. A key finding from the analysis is that the relationship students are able to negotiate in cooperative groups and the types of identities they are able to construct with others strongly impacts their learning. There appeared to be a hierarchical order to student identities in groups with Canadian-born students assuming more powerful identities. Frequently these students are results oriented showing only interest in achieving high marks in their group projects. This leads to an absence of emotional connectedness amongst students and a disregard for the process aspect of working together which is core to cooperative learning. The thesis concludes with a discussion of the ways that cooperative learning could be changed to make it more process oriented. Finally, I make recommendations for further research which can build on the findings from this study.
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Harris, Karen Patricia. "Speech-language pathologists' professional efficacy beliefs about assessing the language skills of bilingual/bicultural/bidialectal students." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0001071.

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Means, Vivian Fowler. "Improving Literacy for Diverse Low Socio-Economic Status Middle School Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4312.

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In an urban district, Surfside School personnel were concerned that student literacy proficiency levels were low during 2011-2014 and teachers had not been able to close the achievement gap despite a focus on literacy practices and literacy professional development (PD) provided by the district. The purpose of this case study was to explore the perceptions of teachers and administrators in relation to the best instructional practices for increasing self-efficacy when teaching literacy skills and related literacy PD for teachers. Knowles' andragogy theory and Vygotsky's social learning theory formed the theoretical foundation of this study, which hold that PD should provide teachers with explicit instruction and opportunities for collaboration. The research questions focused on how PD helps teachers improve instructional practices. The purposeful sample consisted of 4 middle school teachers and 3 administrators and was collected through surveys, observations, semi-structured interviews, and archival documents. Data analysis consisted of an inductive approach of axial coding and categorizing the interview and observational data to derive themes. Themes supporting the findings indicated targeted PD and instructional coaching (IC) focused on evidence based literacy practices for low-income students using culturally relevant pedagogy were needed to improve teacher self-efficacy and student learning. Findings also indicated that the PD trainings could work more effectively if the teachers had more time to collaborate with the IC. Thus, the resulting project provides collaborative PD and IC targeting literacy practices using culturally relevant pedagogy. Teacher use of these practices will promote social change by improving the students' literacy support in the target district.
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Scott, Robert Bruce. "Do Kansas schools address multicultural needs of exceptional students in transition practices? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse student." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13095.

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Doctor of Education
Department of Special Education, Counseling and Student Affairs
Warren J. White
Since 1990, IDEA has required a transition-focused IEP for adolescents with special needs. There have been limited data on whether culturally and/or linguistically diverse (CLD) students in Kansas were receiving transition services to mitigate or remedy their marginalized, disenfranchised, and dis-empowered status. This study examined transition practices for CLD students with special needs in Kansas. The hypothesis tested was that Kansas schools address the multicultural needs of exceptional students in transition practice. There were two research questions. First, do considerations of multicultural needs figure into transition practices in Kansas schools? Second, are multicultural needs taken into account to a greater extent in certain areas of transition? A review of research literature yielded multicultural considerations relevant to the five domains of transition: 1) self-care, domestic living; 2) recreation and leisure; 3) communication and social skills; 4) vocational skills; and 5) community participation skills. An Internet survey with 22 Likert items covering these multicultural needs and concerns was administered via e-mail. A total of 582 valid e-mail addresses were used, comprising contact information developed from a sample frame of a KSDE database of resource-room teachers. The survey e-mail and follow-up were sent to every contact, covering 190 of the 293 unified school districts of Kansas. The completed sample was 178, for a response rate of 30.58%. Data were analyzed from the 93 participants whose responses indicated experience as caseworkers in the past three years on transition-focused IEP teams for at least one student in any of the three CLD groups of interest in the present study—African Americans, Native American Indians, or Hispanic/Latinos. Means and standard deviations were calculated for the frequencies of choices on the 22 Likert items. Pearson's chi-square testing was used to determine significance. Survey results indicated that on 17 of 22 items there was 80% or higher agreement among caseworkers that their school communities were addressing the multicultural needs and concerns of students and families in transition practices. Discussion includes participants' comments. Recommendations are given to increase the roles of cultural and linguistic heritages in transition in Kansas schools, especially in the skill-areas of community participation and communication-and-social skills.
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46

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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47

Howse, Tashana. "A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5948.

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This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers' depth and breadth of their knowledge of CRT and SMP3.
Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Mathematics Education
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48

Isik-Ercan, Zeynep Z. "Making Sense of Schooling, Identity, and Culture: Experiences of Turkish Students and Their Parents." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253548918.

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49

Price, Gaylene. "Scaffolding teacher learning : examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners : a dissertation submitted to the College of Education, University of Canterbury at Christchurch in partial fulfilment of the requirement of the degree of Master of Teaching and Learning EDTL 904, University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2682.

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Teachers work in complex and demanding times with an increasing number of students from culturally and linguistically diverse backgrounds (CLD) in classrooms. These students are over represented in statistics of under achievement. All teachers are teachers of academic language, and while no child is born with school language as a first language, for some students the match between home and school is more closely aligned than for other students. Teachers are expected to be culturally responsive, ensuring the languages and culture of students is visible in the classroom environment and the classroom curriculum. Despite the increasing knowledge about the specific strategies and approaches that will most effectively support CLD students in classrooms, the teaching of CLD students within mainstream contexts remains far from ideal. Teachers need support to access the principles of effective teaching of CLD learners that are available, and importantly to transfer the knowledge into classroom practice. Professional development and learning is linked to improved teacher practice and student learning outcomes. When teachers have opportunities to be engaged in successful elements of in-depth professional learning such as in-class modelling, observation and feedback, and co-construction of teaching and planning they are able to demonstrate improved pedagogical content knowledge. Their beliefs may also need to be challenged. The study was conducted in two schools in a large city in New Zealand where I am employed as an ESOL and literacy adviser. Using an action research method I was able to examine how a professional development and learning process shaped my own knowledge and practice as well as teacher knowledge and practice. The study fills a research space to gain insights into the effective professional learning processes that impact on teacher strategies and approaches with their CLD learners A central tenet of this research is that teachers can improve their practice of teaching CLD students and they can specifically learn strategies and approaches that are considered effective for them.
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50

"Developing Critically Conscious Pre-Service Teachers: A Social Justice Approach to Educate Culturally Linguistically Diverse Students." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53857.

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abstract: One of the major issues confronting education in Arizona and across the United States has been the consistent low performance of culturally and linguistically diverse (CLD) students in comparison to their peers as evidenced by the disparity of the achievement gap at every level in the educational pipeline. A contributing factor has been the lack of teacher preparation focused on teaching CLD students. Preparation focused on a culturally responsive curriculum about dispositions and pedagogical knowledge and skills as well as field experience placement with CLD students have been previously identified areas to consider when training preservice teachers (PSTs). Therefore, this study examined how a Culturally Responsive and Linguistic Teaching (CRLT) Framework would raise preservice teacher’s critical consciousness about teaching CLD students. The CRLT Framework focused on two specific areas; (a) a culturally responsive curriculum and (b) a team-based service-learning experience. The CRP curriculum included lessons designed to increase PSTs understanding about how their sociolinguist views influenced their pedagogical knowledge about teaching CLD students. In addition, the team-based service-learning approach, as a community of practice, provided experiences for PSTs to apply theory to practice. A mixed method analysis was employed to collect and analyze the quantitative data (surveys) and qualitative data (interviews and photovoice). Results from this study suggested increases in PSTs’ knowledge, self-efficacy, and perceptions of usefulness of CRP in their future practices. The team-based, service-learning component, which was based on a community of practice framework, enhanced the learning experience by allowing students to move from theory to practice and served as an important contributing factor to the overall results. Given the findings of this research study, it appeared that an introductory course focused on a culturally responsive and linguistic teaching influenced PSTs’ dispositions, knowledge, and skills. Thus, providing an introductory course, earlier rather than later, has the potential to change the trajectory of preparing PSTs so they were more prepared to teach CLD students as they continued through their program of study. Results showed effective work with CLD students was about so much more than ‘just good teaching.’
Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2019
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