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Researching PDS Initiatives to Promote Social Justice Across the Educational System
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2013)
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| 62 |
Pedagogía de Hablantes de Herencia: implicaciones para el entrenamiento de instructores al nivel universitario
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In: Theses, Dissertations, Student Research: Modern Languages and Literatures (2013)
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| 63 |
Classroom Intercultural Competence in Teacher Education Students, Interns, and Alumni
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In: UNF Graduate Theses and Dissertations (2013)
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| 64 |
Expanding the Pipeline for Latino Bilingual Teachers: A Mixed Methods Study
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In: Open Access Theses & Dissertations (2013)
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| 65 |
English as a Second Language (ESL) Students' Perception of Effective Instructors in the LEAP Program at Marshall University
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In: Theses, Dissertations and Capstones (2012)
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| 66 |
(Un)Packing Your Backpack: Educational Philosophy, Positionality, and Pedagogical Praxis
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In: Doctoral Dissertations (2012)
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| 67 |
Contextualizing the Path to Academic Success: Culturally and Linguistically Diverse Students Gaining Voice and Agency in Higher Education
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012)
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| 68 |
Navigating the Waves of Social and Political Capriciousness: Inspiring Perspectives From DREAM-Eligible Immigrant Students
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2011)
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| 69 |
Arts Impact: Lessons From ArtsBridge
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In: Shimshon-Santo, Amy R. (2010). Arts Impact: Lessons From ArtsBridge. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 6(1). doi:10.21977/D96110022. Retrieved from: http://www.escholarship.org/uc/item/8jc1p385 (2010)
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| 70 |
Improving Campus Climate for Faculty from Underrepresented Groups
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In: History Faculty Publications and Presentations (2008)
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| 71 |
Struggling with Declining Diversity in Professional Programs
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In: Special Education and Communication Disorders Faculty Proceedings & Presentations (2004)
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| 72 |
Adult ESL Oral Reading Fluency and Silent Reading Comprehension
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In: Dissertations (2003)
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| 73 |
The Recruitment and Retention of African American, Hispanic, Asian and Native American (AHANA) Students on College Campuses
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In: Teacher Education Faculty Proceedings & Presentations (1999)
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| 74 |
UNLV College of Education Multicultural & Diversity Newsletter [<Journal>]
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In: Multicultural & Diversity Newsletter (1998)
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| 75 |
Recruitment of High School Minority Students into Engineering, Math, Science and Technology Futures on Predominantly White Campuses
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In: Teacher Education Faculty Proceedings & Presentations (1998)
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| 76 |
Enhancing Multicultural Education Through Higher Education Initiatives
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In: Trotter Review (1998)
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| 77 |
Preparing White Undergraduate Pre-Service Teachers to Teach African-American Students: What Does It Take?
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In: Trotter Review (1998)
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| 78 |
A case for professional development schools
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In: Meg Gebhard (1998)
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| 79 |
The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms
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In: Dissertations and Theses (1996)
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Abstract:
Because teacher I student interactions provide opportunities for correction and comprehensible input, a major component of successful language learning, equitable distribution of teacher I student interactions in the language classroom is an important element for the success of all second language students. The purpose of the present study was to determine whether differences in teacher I student interactions based on student gender occurred in four college English as a Second Language instructors' classrooms. The role of instructor gender and student ethnicity in teacher I student interaction content and frequency were also examined. Informal interviews were designed to determine the instructors' awareness of their classroom behaviors as they relate to equality in teacher I student interactions. The subjects in this study were two male and two female ESL instructors and their students from two private Portland area universities. Interaction frequency data were collected using a seating chart instrument which placed interactions into three categories. Interaction content was determined through the use of a modified Equivalent Talk Category Classroom Interaction Inventory (ETC) (developed by Bentley and Miller, 1971) which classified the interactions into eight separate categories. All data were analyzed using a factorial ANOV A for which the mean behaviors per fifty minute observation acted as the dependent variable and student gender, student ethnicity, instructor gender, and category type served as the independent variables. The analysis revealed that one male and one female instructor interacted significantly more frequently with their male students than they did with their female students and one female instructor interacted significantly more frequently with her female students. Student ethnicity was a major contributor to the disparity in interactions in both classrooms in which males interacted more than females. Middle Eastern and African male students were found to interact with their instructor significantly more frequently than Asian male students. No difference in interaction content was found in interactions between instructors and their male and female students. Instructor interviews revealed that all instructors believed they used a variety of methods to ensure interaction equality in their classrooms indicating that they were not aware of the differences in interaction frequencies which were discovered.
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Keyword:
and Multicultural Education; Bilingual; Education; English language -- Study and teaching (Higher) -- Foreign speakers; Multilingual; Sex differences in education; Teacher-student relationships
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URL: https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=6157&context=open_access_etds
https://pdxscholar.library.pdx.edu/open_access_etds/5085
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| 80 |
Investigation of the status of international education in Colleges of Education at land-grant and state universities
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In: Retrospective Theses and Dissertations (1992)
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