| 1 |
Enhancing Social Justice and Multicultural Counseling Competence through Cultural Immersion: A Guide for Faculty
|
|
|
|
In: The Journal of Counselor Preparation and Supervision (2021)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Faculty Perceptions and Teaching Practices for Transformative Change: Culturally Responsive Teaching in Pharmacy Education
|
|
|
|
In: Theses, Dissertations and Capstones (2020)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
An Examination of the Factors Influencing High School Graduation Rates for Students with Limited or Interrupted Formal Education
|
|
|
|
In: Graduate Doctoral Dissertations (2020)
|
|
Abstract:
The history of high school graduation rates in the United States shows that English Learners (EL) students graduate at rates considerably lower than that of their English language proficient and mainstream peers. Students who also have significant gaps or interruptions in their formal education (SLIFE) may be even further at risk of not graduating. Yet information about these students is not currently available as a separate subset of ELs on any reports, i.e., graduation rates, dropout rates, or high stakes testing results, making it problematic to track their progress or the effectiveness of policy and pedagogy. In addition, the literature for SLIFE is sparse and focused on pedagogy and teaching guidelines rather than on the factors that impact success and failure rates. A mixed-method case study was conducted of a SLIFE program at an urban high school in the Greater Boston area to determine actual graduation rates of SLIFE in the 2020 cohort. The student demographic and program organizational factors that impact these rates were examined. The theoretical framework that guided this study was Critical Pedagogy, accompanied by Cultural Relevant Pedagogy, Culturally Responsive Teaching, Culturally Sustaining Pedagogy, and Organizational theory. The graduation rate for the 2020 SLIFE cohort was 37.5%, 15.5% lower than their EL peers at the school. Findings indicate that graduation rates of SLIFE are impacted by certain student and programmatic factors. Student factors that were found to have significant impact on these rates include age/grade placement, MCAS requirement for competency determination, and economic need. Program factors include strengths and limitations. Programs strengths were found in the areas of teacher-student connectedness, home visits, and music-based mindfulness classes. Whereas professional development, social-emotional support, and curriculum were areas that were lacking and/or in need of improvement. Implications of this research can inspire educational policies and programs to recognize the uniqueness of SLIFE and instigate changes to meet their distinct needs.
|
|
Keyword:
and Multicultural Education; Bilingual; cultural competence; English Language Learners; First and Second Language Acquisition; Massachusetts Comprehensive Assessment System; MCAS; Multilingual; Students with Limited or Interrupted Education
|
|
URL: https://scholarworks.umb.edu/doctoral_dissertations/622
https://scholarworks.umb.edu/cgi/viewcontent.cgi?article=1621&context=doctoral_dissertations
|
|
BASE
|
|
Hide details
|
|
|
| 4 |
A Phenomologial Study of the Lived Experience of College Students Participating in a Multi-faith Education Program
|
|
|
|
In: Electronic Theses and Dissertations (2019)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Teaching about Cultural Competence and Health Disparities in an Online Graduate Public Health Course
|
|
|
|
In: Journal of Health Disparities Research and Practice (2019)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Understanding parental engagement in Hispanic mothers of children with autism spectrum disorder: Application of a process-model of cultural competence
|
|
|
|
In: Journal of Multilingual Education Research (2016)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
"Because of my Identity:" Valuing the Experiences of Latina Students in the Culturally Responsive Service-~Learning Classroom
|
|
|
|
In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2015)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Reconceptualizing Cultural Competence: White Placeling De-/reterritorialization within Teacher Education
|
|
|
|
In: Graduate Doctoral Dissertations (2013)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Understanding Unconscious Bias and Unintentional Racism
|
|
|
|
In: Other Lectures (2012)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Analyses of Language and Culture Beliefs and Reported Practices of Pre-Kindergarten and Kindergarten Teachers Working with Dual Language Learners
|
|
|
|
In: Graduate Theses and Dissertations (2011)
|
|
BASE
|
|
Show details
|
|
|
|
|
