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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...7 Hits 1 – 20 of 128 1 Hukou System Influencing the Structural, Institutional Inequalities in China: The Multifaceted Disadvantages Rural Hukou Holders Face Jason Hung In: Social Sciences; Volume 11; Issue 5; Pages: 194 (2022) BASE Show details 2 How Is Cultural Intelligence Related to Human Behavior? Moh. Alifuddin; Widodo Widodo In: Journal of Intelligence; Volume 10; Issue 1; Pages: 3 (2022) BASE Show details 3 “Going Global” at Home: International Branch Campuses, Im/Mobilities, and the Tensions of Class and Language Lee, Jenny Jong-Hwa. - : eScholarship, University of California, 2021 BASE Show details 4 Exploring the Nexus between Migration and Social Positions using a Mixed Methods Approach Tucci, Ingrid; Fröhlich, Joanna J.; Stock, Inka In: ISSN: 2183-2803 ; Social inclusion ; https://halshs.archives-ouvertes.fr/halshs-02963030 ; Social inclusion, Cogitatio Press, 2021, 9 (1), ⟨10.17645/si.v9i1.3538⟩ (2021) BASE Show details 5 Supporting parents as their child’s first teacher: Aboriginal parents’ perceptions of kindilink Barratt-Pugh, Caroline; Barblett, Lennie; Knaus, Marianne... In: Research outputs 2014 to 2021 (2021) BASE Show details 6 The acquisition of cultural capital and habitus and their impact on the academic achievement : a revised theory Goßmann, Frank. - : Otto-Friedrich-Universität, 2021. : Bamberg, 2021. : "060000", 2021 BASE Show details 7 Why do early career teachers leave inner-city schools? A qualitative study of the revolving door in Winnipeg, Canada Ferguson, James Kenneth Gordon. - 2021 BASE Show details 8 ‘What is it that’s going on here? And what’s in it for me? How two L2 graduate students experienced spoken interaction Hania Salter-Dvorak In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 37, Iss 3 (2021) (2021) BASE Show details 9 Mining for Knowledge: Identifying Elements of Community Cultural Wealth for Appalachian Girls in a College Readiness Program Starlin, LeAnn Faith In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1586425791033244 (2020) BASE Show details 10 International Reverse Transfer Students: A Critical Analysis Based on Field, Habitus, and Social and Cultural Capital Chen, Yu April; Li, Ran; Hagedorn, Linda Serra In: Education Publications (2020) BASE Show details 11 Disparities in Social Capital: The Shared Journey of African American/Black Sign Language Interpreters McMillan, Valerie In: Master of Arts in Interpreting Studies and Communication Equity Thesis or Action Research Project (2020) BASE Show details 12 Socioeconomic Inequality In Decoding Instructions and Demonstrating Knowledge Kozlowski, Karen P. In: Faculty Publications (2020) BASE Show details 13 Parents’ Beliefs of Cultural Consideration During the Special Education Process: A Delphi Study Matute-Chavarria, Monique Evette In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2020) BASE Show details 14 Cultivating Social Capital for College Success: A Case Study of Vietnamese-American Students at Two-Year Colleges Dang, Tram Tuyet. - 2020 BASE Show details 15 VOICES OF COLLEGE ASSISTANCE MIGRANT PROGRAM STUDENTS FROM REFUGEE BACKGROUNDS: AN ASSET-BASED APPROACH Mendez, Stacy K. - : University of Kansas, 2020 BASE Show details 16 Collegiate Cultural Capital and Integration into the College Community White, John W; Aragon, Steven; Pascale, Amanda In: Teaching, Learning and Curriculum Faculty Publications (2020) BASE Show details 17 Linguistic Traits and Human Capital Formation Galor, Oded; Özak, Ömer; Sarid, Assaf. - : Essen: Global Labor Organization (GLO), 2020 BASE Show details 18 Self-efficacy in the Classroom: A Socio-cultural Perspective on the Contributing and Detracting Factors Wall, Christopher. - : Auckland University of Technology, 2019 Abstract: This thesis is an investigation into both self-efficacy and cultural capital in New Zealand classrooms. I believe that there is a useful intersection to be found between these two concepts, and through this thesis I aim to provide teachers and leaders with further knowledge to promote self-efficacy development in their students. I will argue that a strengths-based approach is critical in acknowledging and validating cultural capital, and providing a platform from which self-efficacy can be fostered. I consider that it is pertinent for educational leaders to consider the self-efficacy development of both their students and teachers, in order to increase agency throughout the school. Based on my analysis of the literature it would seem that self-efficacy is highly complex, and difficult to quantifiably measure. I will argue in this thesis, that part of this complexity is due to the socio-cultural nature of the construction, and continuance of self-efficacy. Cultural capital is similarly complex and multifaceted with a very broad spectrum of contributing factors. I will also argue that cultural capital, when considered from a deficit perspective can become a type of cultural distance from prevailing norms. This cultural distance can serve to limit self-efficacy development. A mixed methods approach, situated from a pragmatic research position was adopted to conduct a naturalistic research project. In order to conduct the research I selected two case study schools and one further supplementary school. Initially I surveyed the participants to discover a comparative reference of their levels of self-efficacy. This was followed by in-class observations and semi-structured interviews. The analysis of the data collected suggests that knowledge of the concept of self-efficacy is not widespread. It also suggests efficacy beliefs in the classroom are potentially interrelated, with a reciprocal relationship between the self-efficacy of teachers and students. The voice of the participants also reinforces the literature that suggests self-efficacy development is more effective in differentiated classrooms. I believe that increasing the understanding of self-efficacy, combined with deliberate strategies employed by educational leaders to adopt strengths-based and differentiated approaches will ultimately improve outcomes for a broad demographic of students. Keyword: Bandura; Bourdieu; Classroom; Cultural capital; Culture; Efficacy; Self-efficacy; Teacher URL: http://hdl.handle.net/10292/12517 BASE Hide details 19 Университет как системообразующий фактор развития региона: социокультурный аспект ... : UNIVERSITY AS A SYSTEM-FORMING FACTOR OF REGIONAL DEVELOPMENT: A SOCIAL-CULTURAL ASPECT ... Мартазанов Хажмурад Магомедович; Озиева Любовь Сосламбековна; Цороев Салман Султанович. - : Вестник Майкопского государственного технологического университета, 2019 BASE Show details 20 The Perceptions and Effects of Schools' Names on Black Professional Educators and Their Students Ferguson, Gregg Suzanne In: Theses, Dissertations and Capstones (2019) BASE Show details Page: 1 2 3 4 5...7

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