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If You Give a Preschooler a Muffin: Building Literacy Skills in Urban Poverty Communities
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In: National Youth Advocacy and Resilience Conference (2015)
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| 82 |
Differentiation of competence and affect self-perceptions in elementary school students. Extending empirical evidence
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In: European journal of psychology of education 30 (2015) 4, S. 405-419 (2015)
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| 83 |
An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth
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In: Theses and Dissertations (2015)
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| 84 |
The Learning Station: A holistic single-case study of an after school program to address the achievement gap
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In: Theses and Dissertations--Educational Policy Studies and Evaluation (2015)
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| 85 |
Exploring Cultural Proficiency: A Case Study of a Culturally and Linguistically Diverse Middle School in a Predominantly White School District
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2015)
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Abstract:
Issues of diversity continue to plague our nation. Recent events and Supreme Court cases have revealed a side of the United States that many wanted to believe was only part of our nation’s past. Diversity is a reality and predictions about future population demographics estimate an increase in diversity. As diversity increases, conflict becomes more frequent because “difference threatens dominance” (Howard, 2006, p. 57). The academic achievement and socioeconomic gaps between minorities and the dominant culture have been extensively researched and debated. However, they have not diminished despite legislation aimed at reducing them. This begs the question: how will the United States respond to the issues that are likely to follow? Achieving cultural proficiency in school districts has been identified as one way in which students could achieve higher academic success and could be prepared to be outstanding citizens. This was the term chosen by the district being studied. Through interviews and participant observations, this study explored the cultural proficiency of teachers, staff, and students of a culturally and linguistically diverse middle school within a predominantly White school district that had taken on the task of improving cultural proficiency. Findings revealed the complexity of such a pursuit, including the ways the school had found success and the difficult issues and obstacles that arose. Cultural proficiency is about outcomes that have been achieved, not those that are intended. As such, the school and the district may have chosen the path toward cultural proficiency without sufficient planning and resources. Adviser: Theresa Catalano
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Keyword:
achievement gap; and Multicultural Education; Bilingual; Cultural proficiency; English language learners; Intermediate; Junior High; Middle School Education and Teaching; minority students; Multilingual; Other Teacher Education and Professional Development; teacher education
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URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1065&context=teachlearnstudent
https://digitalcommons.unl.edu/teachlearnstudent/60
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| 86 |
Immigration and student achievement in Spain: Evidence from PISA
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| 87 |
Language: Diversity and Resilience
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In: Rumbaut, RG. (2014). Language: Diversity and Resilience. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/11g6t4n8 (2014)
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| 89 |
Die Ki.SSES-PROLUBA Längsschnittstudie: Entwicklungsstand zur Einschulung von Kindern mit sonderpädagogischem Förderbedarf „Sprache“ bei separierender und integrativer Beschulung ...
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| 90 |
Qualitätsmerkmale des Unterrichts mit sprachbeeinträchtigten Kindern und Schulleistungsentwicklung ...
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| 92 |
Native language self-concept and reading self-concept. Same or different? ...
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| 93 |
Die Ki.SSES-PROLUBA Längsschnittstudie: Entwicklungsstand zur Einschulung von Kindern mit sonderpädagogischem Förderbedarf „Sprache“ bei separierender und integrativer Beschulung
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 402-415 (2014)
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| 94 |
Qualitätsmerkmale des Unterrichts mit sprachbeeinträchtigten Kindern und Schulleistungsentwicklung
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 189-195 (2014)
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| 95 |
An Examination of the Correlation between the Seven Critical Leadership Functions and Middle School African-American and Hispanic Student Achievement
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In: Electronic Theses and Dissertations (2014)
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| 96 |
Native language self-concept and reading self-concept. Same or different?
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In: The journal of experimental education 82 (2014) 2, S. 229-252 (2014)
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| 97 |
Akademisches Selbstkonzept im Grundschulalter. Entwicklungsanalyse dimensionaler Vergleiche und Exploration differenzieller Unterschiede
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In: 2014, 98 S. - (Zugl.: Frankfurt am Main, Univ., Diss., 2012) (2014)
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| 98 |
Increasing the Parental Involvement of ELL Students in Our School: Improving Teacher-Parent Communication
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| 99 |
Gaining control: changing relations between executive control and processing speed and their relevance for mathematics achievement over course of the preschool period
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In: Educational Psychology Papers and Publications (2014)
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| 100 |
Immigration and student achievement in Spain: Evidence from PISA
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