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Rozprawy doktorskie na temat „Funds of knowledge”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

Williams, Julie J. "Supporting Mathematics Understanding Through Funds of Knowledge." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804889/.

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Parents are often criticized for the types of roles they play in their children’s education. Rather than assuming parents do not contribute to their children’s learning, this study identified the various ways Hispanic parents support mathematics learning in the home. Using a funds of knowledge lens, the history, practices, and experiences of families that contributed to their children’s mathematics understanding was explored. The purpose of this study was to identify the unique funds of knowledge among three Hispanic families living in the same city, specifically, how parents supported their c

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Butler, Ami R. "Funds of Knowledge and Early Literacy: A Case Study." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799487/.

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When teachers are charged with educating students that are racially, culturally, or economically different from them, they may have little information on the culture and type of family involvement of their students. This lack of information contributes to perceptions of working-class families as socially disorganized and intellectually deficient. However, research embodying the theoretical framework funds of knowledge (FoK) attempts to counter deficient models through its assertion that all families possess extensive bodies of knowledge that have developed through social, historical, political

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Gonzalez-Angiulo, Hilda 1960. "Las Senoras: From funds of knowledge to self-discovery." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288787.

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Literacy as a critical tool for understanding the relationship among text, self, and world (Freire, 1987, p. 30) is vital in order for students to relate their own reality with that of the characters'; for students to read their world while they read the word, as Freire and Macedo (1987) would put it. For over three years, I have met with a group of women (Las Senoras1 to explore their views of themselves and how they relate to the school and society around them. Las Senoras are all Spanish-Speakers, some of them Spanish/English Bilinguals. The vehicle for our discussions was El Club de Litera

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Hudson, Nicholas. "Undocumented Latino Student Activists' Funds of Knowledge| Transforming Social Movements." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602620.

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<p> There are approximately 28,000 to 55,000 undocumented enrolled in postsecondary institutions in the United States (Passel, 2003). In order to achieve their educational ambitions despite the structural social, socioeconomic, political, and legislative barriers facing them, undocumented students utilize various resources they have at their disposal. Minoritized populations, specifically undocumented Latino students, have employed individual and collective agency in overcoming structural racism and barriers enacted to maintain the status quo. This study of eight undocumented Latino student ac

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Garcia, Dalia Olvera. "A Portrait of Esperanza| Exploring Culturally Diverse Educators' Funds of Knowledge." Thesis, Barry University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930269.

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<p> The present study focused on the pedagogical content knowledge of the classroom of three male culturally diverse educators (CDEs) instructing culturally and linguistically diverse students (CLDS) in North Las Vegas; focusing on teachers’ funds of knowledge. Funds of knowledge are historically accumulated and culturally developed bodies of knowledge and skills essential for individual functioning and well-being. The researcher employed a qualitative portraiture methodology to construct and illustrate five portraits. The study was guided by the following research question: How do cultu

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Osoria, Ruby. "Formation and Implementation of Funds of Knowledge among Mexican Immigrant Mothers." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839625.

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<p> Guided by the overarching theoretical and conceptual framework from Latina/o critical race theory (LatCrit), funds of knowledge (FOK), and pedagogies of the home, this qualitative study explores the experiences of eleven Mexican immigrant mothers as they raise their K-12 grade children in the United States. This study centers the experiences of the participants as they utilize their funds of knowledge, the pedagogies of the home, local resources, and networks to provide opportunities to advance their children academically. Drawing from an asset-based perspective, this study positions the m

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Kiyama, Judy Marquez. "Funds of Knowledge and College Ideologies: Lived Experiences among Mexican-American Families." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193695.

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There are a number of factors that contribute to the differences in college access rates of under-represented students compared with their white and Asian American counterparts. Families play a role in whether students experience a college-going culture. In an effort to challenge the dominant literature which focuses primarily on familial deficits, the intent of this research is to understand families from a different model, that of funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992). Using a qualitative approach of embedded case studies and oral history interviews, this study explored t

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Agrawal, Mariela. "ETHNIC IDENTITY AND FUNDS OF KNOWLEDGE IN THE SCHOLARSHIP OF LATINA FACULTY." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/935.

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Mariela Agrawal Administration and Higher Education Southern Illinois University Carbondale, IL 62901 Abstract The purpose of this qualitative study was to explore the self-identity and funds of knowledge (fok) of eight Latina faculty in relation to their understanding and conceptualization of academic scholarship. Two broad questions guided this research. First, how do Latina faculty understand and conceptualize academic scholarship, and second, how do perceptions of identity and life experiences influence this conceptualization? The underrepresentation of Latinas in faculty positions and

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Feild, Kelly A. "Funds of Knowledge in a Hispanic Household: a Case Study of Family Experiences, Values, and Connections to Education." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407772/.

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Traditionally, the field of education has often adopted a negative perspective in their views of minority families’ contributions to the educational progress of their children. However, research embodying the theoretical framework of ‘funds of knowledge’ attempts to counter that model through its assertion that all families possess extensive bodies of knowledge that have developed through social, historical, and cultural contexts. Teachers carry out studies of familial funds of knowledge in order to understand how family experiences shape the knowledge that a child brings to the classroom.

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Uribe, Leon Marcela. "Re-Learning the Script of Parental Involvement in the United States; Three Case Studies of Mexican Parents in Southwest Virginia." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/29333.

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Parental involvement is highly important for children's success at school. Research has shown that parental involvement leads to higher student achievement, better school attendance, and a reduction in dropout rates. However, what happens with those parents who do not speak English or have limited communication skills in this language? How can they become involved in their children's schooling when the children attend school in a language foreign to the parents? This study examines the experiences of three Mexican immigrant mothers and one father getting involved in their children's education

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Wrona, Karolina. "Structural funds and the knowledge-based economy : a regional case-study (1999-2009)." Thesis, Aston University, 2014. http://publications.aston.ac.uk/21412/.

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The research presented in this thesis investigates the nature of the relationship between the development of the Knowledge-Based Economy (KBE) and Structural Funds (SF) in European regions. A particular focus is placed on the West Midlands (UK) and Silesia (Poland). The time-frame taken into account in this research is the years 1999 to 2009. This is methodologically addressed by firstly establishing a new way of calculating the General Index of the KBE for all of the EU regions; secondly, applying a number of statistical methods to measure the influence of the Funds on the changes in the regi

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Tapia, Javier Campos. "Cultural reproduction: Funds of knowledge as survival strategies in the Mexican-American community." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185619.

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The Mexican American population in the United States, as all other human groups, employ a number of strategies and practices in order to ensure the maintenance and continuation of its members. These strategies are culturally derived, and they have been created by the interaction of people's practices with the social, economic, and political forces of the larger environment. Mexican American culture is reproduced across generations through the enactment of historically constituted social practices or funds of knowledge. These practices are "acted out" by actors within the domain of the househol

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Pasto, James. "Funds of Knowledge that Support Teacher-Student Relationships| A Narrative Study of Effective Teachers." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642825.

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<p> Latino/a students currently have lower graduation and higher dropout rates than their white peers. This population of students also performs lower on state exams. This qualitative study explored teacher-student relationships and their impact on Latino/a student populations. Using Funds of Knowledge and a social justice perspective, the study characterized positive teacher-student relationships and ways that schools can support their formation. This dissertation study consisted of two rounds of interviews; participants were interviewed individually and then as part of two focus groups.

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Pasto, James Allan. "Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/200.

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Latino/a students currently have lower graduation and higher dropout rates than their white peers. This population of students also performs lower on state exams. This qualitative study explored teacher-student relationships and their impact on Latino/a student populations. Using Funds of Knowledge and a social justice perspective, the study characterized positive teacherstudent relationships and ways that schools can support their formation. This dissertation study consisted of two rounds of interviews; participants were interviewed individually and then as part of two focus groups. The first

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15

Spanos, Renee G. "Learning about funds of knowledge: Using practitioner inquiry to implement a culturally relevant writing pedagogy." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397579678.

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Haas, Madeleine Marie. "The development of writing using funds of knowledge and whole language with secondary ESL students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/828.

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Riggirozzi, María Pía. "The World Bank as a norm-broker : knowledge, funds and power in governance reforms in Argentina." Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/58326/.

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This study explores the role of the World Bank in the promotion of two governance reforms in Argentina, judicial reform and anti-corruption policies. It argues that when the World Bank is able to draw on both its financial and knowledge power to build and consolidate 'pro-reform networks' with local actors it is more likely to ensure the implementation of governance reforms in its client countries. This argument is built on the premise that whatever the leverage of the World Bank as a financial institution or as a Knowledge Bank, and despite this leverage, it cannot implement programmes by its

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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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Wintoneak, Vanessa. "Children’s Knowledge, Identity and Right to Participation in Driving Curriculum Decision-Making." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2216.

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The research study investigated why and how educators make use of knowledge about children and their interests for the purpose of curriculum decision-making, and the subsequent influence on children’s involvement. The study took a Participatory Action Research approach and examined curriculum construction in childcare-based and school-based Kindergarten settings. Data were collected over a six-month period in 2018 from settings in the metropolitan area of Perth, Western Australia. Initial interviews were conducted with four Kindergarten educators to find out how they gathered and used informat

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Cota, Carla Patricia. "Representation of Iranian-American Identity and Finding the Funds of Knowledge in the Resilience of Cultural Heritage." Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10809461.

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<p> This dissertation assembles a case study of Iranian immigrant families in the United States conducted in the northeast. This work addresses the transnational diasporic global identity of second-generation Iranian-Americans. The literature reflects on the exile experience, concluding that Iranian identity is a disputed problematic issue. I argue hybridity pens the migratory process, building links and relationships at the material and cultural levels from the sending and receiving countries. To reveal these connections, I use the funds of knowledge/identity approach to demonstrate how famil

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Ewing, Bronwyn. "Meeting under the "Omei" Tree in the Torres Strait Islands: Networks and Funds of Knowledge of Mathematical Ideas." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82480.

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Stout, Lance D. "Seeking Funds of Knowledge: perceptions of Latino families in a rural school district in the Midwest United States." Diss., Wichita State University, 2011. http://hdl.handle.net/10057/5154.

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The Latino population represents the fastest growing ethnic population in the United States (U.S. Census Bureau, 2007). Schools across the U.S. are experiencing growing numbers of Latino and mixed ethnicities. School districts are being challenged to provide English language resources to assist all children in obtaining quality learning experiences. In addition, the need for cultural support and advocacy from their public schools is necessary. By learning how to better understand Latinos, school districts can strengthen their relationships with this culture by considering how these families in

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Mejia, Joel Alejandro. "A Sociocultural Analysis of Latino High School Students' Funds of Knowledge and Implications for Culturally Responsive Engineering Education." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3969.

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The purpose of this study was to investigate the funds of knowledge of Latino and Latina high school adolescents, and how they used their funds of knowledge to solve engineering design problems in their communities. This study was based on the assumption that creating a bridge between different formal resources (e.g., engineering design processes) and informal resources (e.g., funds of knowledge) is an important step toward encouraging Latino and Latina high school adolescents to enter and remain in the field of engineering. The intent of this study was to generate a framework of funds of know

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Goodman, Morgan. "Teachers Make the Difference: Accessing a Black Woman's Specific Funds of Knowledge to make a Difference in the Classroom." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/126.

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The purpose of this ethnography was to examine the elements of my personal goals and aspirations of being an elementary school teacher with the real experience of teaching students within my classroom. Through the lens of an ethnography, and grounded in the research components of culturally inclusive education and, this thesis provides a critical and needed pedagogical approach to how teachers can make a difference in the lives of their students, and in the process learn that they are really the ones being taught.

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Johnstun, Kevin Landon. "Spanish for Lunch: Engaging Young Interpreters in Teacher Professional Development." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7404.

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Across the United States, schools are largely segregated by race and ethnicity, resulting in schools that are densely Latino and teaching staff who are overwhelming monolingual English speakers, as most teachers are white women. This has created difficulty in home communication in these schools. Given the positive impacts of personal and frequent home communication, a greater capacity of teachers to communicate with parents may be an important asset in school improvement efforts. This study looks at ongoing design-based research efforts to engage bilingual students in helping their teachers be

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Bibic, Sasa. "An Ethnographic Approach to Education: Learning Through Relationships." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/118.

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The purpose of the ethnographic narrative project was to understand ourselves and our students in a more in-depth manner. The ethnographic narrative project has allowed me to explore myself, my students, my classroom, the community I teach in, and the link each of these has to social justice. In order to best serve our students as educators, we must comprehend all of the funds of knowledge our students possess and utilize these facets to aid their learning. I have found that understanding my students cultural, social, academic assets is critical to fulfilling their needs both as students and i

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Gutiérrez, Rodrigo Jorge. "Building "Consciousness and Legacies": Integrating Community, Critical, and Classical Knowledge Bases in a Precalculus Class." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/305882.

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Grounded in Freire's (1970) notion that the purpose of education in an unjust society is to bring about equality and justice, Critical Mathematics (CM) scholars consider mathematics to be a tool to understand, critique, and change the world by deconstructing power structures that marginalize certain groups. In particular, Gutstein's (2006) framework for integrating students' Community, Critical, and Classical mathematics knowledge bases (3 Cs) advocates for mathematics instruction that incorporates students' informal and everyday experiences. This involves investigations into social phenomena

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Eičaitė, Erika. "Galimybės plėtoti Lietuvos žinių ekonomiką panaudojant ES struktūrinius fondus." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060524_171156-81266.

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The master‘s paper provides the analysis of Lithuanian and foreign scientific literature on the knowledge economics development opportunities in Lithuania while using EU structural funds. Here are analysed theoretical knowledge economics development trends, presumptions of creation, help of EU structural funds to develop Lithuanian knowledge economics. Taking into account Common Program Document of Lithuania and the structure of Lithuanian EU structural funds here was evaluated an opportunity to develop Lithuanian knowledge economics. On May 4th, 2006 the author took part in the 6th conference

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Pacifici, Linda C. III. "Illuminating Literacies Beyond the Classroom: Women as Bricoleurs Negotiating Social Class and Multiple Discourses." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30463.

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Educators often face a problem of the lack of ongoing contact between the school and students' homes (Delpit, 1995; Delgado-Gaitan, 1991; McCaleb, 1994). Literacy development at school is facilitated by teachers' knowledge of students' home-based discourses (Auerbach, 1989; McCaleb, 1994; Voss, 1996). This dissertation research responded to the question: What do educators need to understand and appreciate about their students' home or living context in order to create partnerships with parents and young students that will nurture literacy growth? This research is an ethnographic study. I

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Telles, Maria Aguayo. "Fuerte Como Acero, Tierno Como un Ángel: A Study of Social/Cultural Capital and Three First-Generation Immigrant Women From Guanajuato Mexico." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145740.

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The purpose of this study is to review the lives of three immigrant women from the town of Doctor Mora, Guanajuato, Mexico. The following questions were used to gather and analyze the data: 1) How were their lives prior to migrating to the U.S.? 2) What was their experience crossing the border? 3) What are their life experiences in the U.S.? This study is intended to analyze the history and path of acculturation of these three immigrant women. This study analyzes Alejandro Portes's theory of selective acculturation, concept of funds of knowledge, Gordon's classical theory of assimilation,

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Mackley, H. "Tinkering, Play-Based Learning and Children’s Funds of Knowledge in the Post-Digital : Responding to the Problem of Technology Integration in ECEC." Phd thesis, Australian Catholic University, 2024. https://acuresearchbank.acu.edu.au/download/32418a94f13f64241bcdb2d0b9ff01c34c0ce1484819dfb5e13acb611aa0d347/7002387/Mackley_2024_Tinkering_Play_Based_Learning_and_Children_REDACTED.pdf.

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This thesis addresses the well documented and ongoing problem of integrating digital technologies in Early Childhood Education and Care [ECEC] pedagogy, a problem which has been complicated in recent times by young children’s immersion in the digital as mode of social practice, a phenomenon increasingly referred to as the ‘post-digital’. Current understandings of the post-digital are sometimes described as messy, where it is claimed that borders between the digital and non-digital have now become so blurred that it is difficult to distinguish between where children’s digital and non-digital ac

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Raimbekova, Lolagul. "PARENTS’ VOICE: INTERNATIONAL RELOCATEE PARENTS’ PERSPECTIVES ON PARENTAL INVOLVEMENT PRACTICES UTILIZED IN THEIR YOUNG CHILDREN’S EARLY LEARNING AND DEVELOPMENT." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1626881390555884.

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Molera, Joan Elizabeth. "Intended and Received Language Arts Curricula in a Standardized Era: Misalignments and Negotiations in Border Community Schools." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/565833.

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This dissertation is about curriculum and leadership in Arizona-Mexico border community schools. Specifically, I examine intended and received language arts curricula (i.e., what content is taught, to whom, and with what pedagogy) (Porter, 2004), the misalignments between these curriculum types, and the misalignments in leadership approaches in border community schools. My dissertation draws on both classic and critical curriculum leadership studies (e.g., Hallinger, 2008; Johnson, 2006) with an emphasis on Funds of Knowledge (e.g., Moll, Amanti, Neff, & Gonzalez, 1992), cultural capital (e.g.

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Marzi, Isabel, and Anne Kerstin Reimers. "Children’s Independent Mobility: Current Knowledge, Future Directions, and Public Health Implications." MDPI AG, 2018. https://monarch.qucosa.de/id/qucosa%3A33155.

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Environmental changes significantly impact health behavior. Active travel behavior is mostly affected by increasing motorization, urban sprawl, and traffic safety. Especially for children, active and independent travel can contribute to physical activity, social and motor development, and other health-related outcomes. A reduced number of children engaging in independent mobility over the last 20 years demanded researchers to further examine the construct of children’s independent mobility. By examining relevant literature, this narrative review aims to provide the current state of knowledge o

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Connolly, Stephen Robert. "Students' cultural capital : a study of assessment for learning as a field of exchange." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/64434/1/Stephen_Connolly_Thesis.pdf.

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This study was conducted within the context of a flexible education institution where conventional educational assessment practices and tests fail to recognise and assess the creativity and cultural capital of a cohort of marginalised young people. A new assessment model which included an electronic-portfolio-social-networking system (EPS) was developed and trialled to identify and exhibit evidence of students' learning. The study aimed to discern unique forms of cultural capital (Bourdieu, 1986) possessed by students who attend the Edmund Rice Education Australia Flexible Learning Centre N

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Hoy, Sarida Peguero. "To Iron or to do Science: A Storied Life of a Latina from Scientist to Science Teacher." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/58.

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Reform initiatives such as Science for All Americans (AAA, 1989) and National Science Education Standards (NRC, 1996) argue for making science accessible to all children regardless of age, sex, cultural and/or ethic background, and disabilities. One of the most popular and prevailing phrases highlighting science education reform in the last decade has been science for all. In terms of making science accessible to all, science educators argue that one role of science teachers ought to be to embrace students’ experiences outside of the science classroom by becoming aware and inclusive of the cul

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Roe, Katherine L. "Cultural Relevance in an English Language Learners' Classroom: A Qualitative Case Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2877.

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Colleges and universities typically provide remedial reading coursework for English language learners (ELL) to develop academic reading proficiency. However, a disproportionate number of ELLs fail to exit remedial classes. Prior research has indicated cultural relevance can motivate and stimulate learning; however, the extent to which a culturally relevant classroom curriculum makes a difference in the ELL classroom experience has not been fully explored. This study describes the experience of cultural relevance in an academic reading ELL college class. Moll's funds of knowledge was used as th

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Fish, Jo Anna. "Teachers Implementing Literacy Instruction in a Performance-Standards Environment: A Collective Case Study in Second Grade." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/31.

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Literacy expectations on elementary classrooms are intensifying with each outcry for accountability by the public and by educational policy makers (Hoffman & Pearson, 2001). Many states, including Georgia, have developed new performance-based curricula in response to expectations for academic performance (Georgia Performance Standards, 2005). However, few researchers have focused on how teachers interpret these performance standards in their local classroom settings. This collective case study research, established within a social constructivist theoretical frame (Vygotsky, 1978), provided an

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Brown, Brian Christopher. "Exploring Literacy in the Home of an Economically Disadvantaged Student: A Case Study." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1417729271.

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McCray, Stephen Howard. "Children are the Messengers: A Case Study of Academic Success Through the Voices of High-Achieving Low-Income Elementary Students." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/180.

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For low-income minority and marginalized communities, American democracy’s educational mission remains unfulfilled. Student voices have provided insight into ways that schools disserve and serve students and how schools can improve in promoting academic achievement; however, academically successful low-income students’ voices—particularly those at the elementary school level—are largely excluded from the literature. Providing a platform for student voices, this qualitative, intrinsic critical case study explored six high achieving low-income students’ views of their academic success and how th

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Rai, Prabhat. "Building common knowledge : a cultural-historical analysis of pedagogical practices at a rural primary school in Rajasthan, India." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:22402128-d2ca-4de5-8255-c15e4b4699dd.

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The centralised control over curriculum framing and pedagogy, the generally poor quality of teaching with little sensitivity to children’s sociocultural environment; and very high drop out rates, even at the primary school level, are some of the challenges facing school education in many of the regions of India. However, one of the successful approaches to these challenges has been the Digantar school system, working in rural communities. The study is based in one Digantar School in Rajasthan and employs concepts derived from the Vygotskian tradition to interrogate the methods employed in Diga

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Subero, Tomás David. "La incorporación de los fondos de conocimiento e identidad en el medio abierto: los proyectos FICAB y EUCAB." Doctoral thesis, Universitat de Girona, 2018. http://hdl.handle.net/10803/663808.

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The main challenge of this thesis, presented as a compendium of publications, is to address the phenomenon of school failure and the lack of meaning of formal learning, from the perspective of funds of knowledge and identity, identity artefacts and the establishment of educational continuities. In this respect, this perspective is applied for the first time in the field of formal education in an Open Access Centre in Ciudad Meridiana (Barcelona). The participants are young people between 15 and 22 years’ old at social risk or in situations of vulnerability. In this regard, the first of the psy

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Llopart, Rossell Mariona. "La pràctica educativa a través de l'aproximació dels fons de coneixement i d'identitat." Doctoral thesis, Universitat de Girona, 2017. http://hdl.handle.net/10803/403714.

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The main objective of this doctoral thesis is to conceptualise educational practice from the theoretical and methodological perspective of funds of knowledge and identity. The thesis is organised on the basis of three articles linked to this theme: “Funds of Knowledge in 21st Century Societies: Inclusive educational practices for under-represented students. A literature review”, “Strategies and resources for contextualizing the curriculum based on the funds of knowledge approach. A literature review” and "The 'study group' as a context for learning. Teacher education from the funds of knowledg

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Oh, Hyon Ju. "An Immigrant Student’s Strategic Use of In- and Out-of-school Resources in the Bidirectional Movement between Her Personal and Academic Lives:A Longitudinal Case Study of a Korean Adolescent." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1565895896499759.

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Lundbrant, Sarah, and Tove Fält. "Passivt sparande i de svenska storbankernas fonder : Varför behåller privatpersoner fonder som förvaltas av de svenska storbankerna trots att avkastning inte alltid kompenserar för höga avgifter?" Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-167334.

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Bakgrund: I Sverige finns det ett stort intresse för privat fondsparande. De svenska storbankerna erbjuder ett flertal fonder och utgör den huvudsakliga andelen av den svenska fondmarknaden. Fondförvaltares mål med en aktiv fond är att generera en högre avkastning jämfört med dess jämförelseindex, men tidigare forskning har visat att de svenska storbankernas aktiva fonder sällan presterar bättre än jämförelseindex. Syfte: Syftet med den här studien är att undersöka varför privatpersoner behåller fondinnehav i de svenska storbankernas aktiva fonder trots att tidigare studier visar att dessa fon

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Mirza, Hala. "Stories about Culture, Education, and Literacy of Immigrant Graduate Students and Their Familes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062873/.

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Every year many immigrant families become members of United States communities. Among these are international graduate students whose lives and identities, as well as those of their families, are changed as they negotiate between cultures and experiences. In this study, three Saudi graduate students share their stories about culture, education and literacy. This research employs narrative inquiry to answer the following question: What stories do Saudi immigrant students tell regarding their educational beliefs and experiences, as well as the experiences of their children in the U.S. and in Sa

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Ramsey, Ieesha O. "Creating College-Going Cultures for our Children: Narratives of TRIO Upward Bound Program Alumni." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1572615075577603.

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

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

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Lima, Elaine Aparecida Barreto Gomes de. "Piratas no Tiete : cenarios e fundos de cena das HQS." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252751.

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Orientador: Wenceslao Machado de Oliveira Junior<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-06T08:48:00Z (GMT). No. of bitstreams: 1 Lima_ElaineAparecidaBarretoGomesde_M.pdf: 10294570 bytes, checksum: d92caa1c8f0dbe6cc9d8a2b7886528c1 (MD5) Previous issue date: 2006<br>Resumo: Essa dissertação nasceu de reflexões acerca do espaço geográfico, em especial o da cidade e sobre a possibilidade de utilização dos cenários e fundos de cena dos quadrinhos como elemento narrativo e de articulação dessas histórias, apontand

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Villalba, Ernesto. "The uniqueness of knowledge management in small companies : Managing knowledge as an employer strategy for lifelong learning." Doctoral thesis, Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/987974580/04.

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