| 21 |
Effects of Environment on Depressive Symptoms on Chinese Left-Behind Children
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In: The Nebraska Educator: A Student-Led Journal (2017)
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| 22 |
Bilingualism and the American Family
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In: Senior Honors Projects (2017)
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| 23 |
Vocabulary and sentence structure in emergent Spanish reading
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In: Faculty Publications (2016)
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| 24 |
The Relation Between Chinese Preschoolers’ Social-Emotional Competence and Preacademic Skills
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In: Faculty Publications, Department of Child, Youth, and Family Studies (2016)
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| 25 |
Gifted Black and Biracial Students at a Predominantly White Gifted School
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In: Dissertations and Theses (2015)
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Abstract:
The underrepresentation of gifted Black and Biracial students is a pervasive problem in and of itself, and indicates a much larger struggle of disproportionality of Black and Biracial students who are not called upon or supported in efforts to meet their academic potential. Therefore, an evaluation of the inequity generated by gifted education is warranted. It is true that the majority of gifted programs are often predominantly White. Accordingly, Black and Biracial students who qualify for gifted programs may face unique challenges in their development of racial identity and their socio-emotional health. Using ethnographic techniques, this case study explored the ways that Discovery School, a predominantly White gifted school (PWGS), addresses race. It asked how Black and Biracial students at Discovery School understood themselves as racial beings. The fundamental research questions that guided this study were: (1) how is race addressed at a PWGS, and (2) how does a student of color feel Otherness at a PWGS? The case study was designed, and findings were analyzed, through the theoretical lens of critical race theory. Data was collected through several means, including interviews, surveys, direct observation, and email prompts. Interviews were conducted with four gifted students of color, three teachers, and three parents. Surveys were sent home for student participants and their parents to fill out together. Teachers and administrators were asked to complete two email interview questions. Throughout the data collection, I frequently observed students learning and playing at the school and recorded field notes. Findings indicate that: 1. Talented and gifted students thrive in programs that are uniquely tailored to meet their advanced academic and cognitive needs. 2. Policies and inadequate communication act as barriers for gifted Black and Biracial students. 3. Within a positive educational community, racial microaggressions- including the silencing of racial dialogue and individual bullying- exist. The results of this study suggest that Discovery School operates in ways that benefit the participants of the study. Overall, the student participants (and most parent participants) were satisfied with their experiences at Discovery School. Additionally, results indicate that Discovery School could strengthen their program with a commitment to diversifying the student population and implementing culturally responsive pedagogy and antiracist practices that change the consciousness of education professionals and offer support systems for gifted Black and Biracial students, and develop curriculum that is more reflective of students of color.
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Keyword:
African Americans -- Education (Elementary) -- Pacific Northwest -- Case studies; and Multicultural Education; Bilingual; Gifted children -- Education (Elementary) -- Pacific Northwest -- Case studies; Gifted Education; Multicultural education -- Pacific Northwest -- Case studies; Multilingual; Racially mixed people -- Education (Elementary) -- Pacific Northwest -- Case studies; School children -- Attitudes
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URL: https://pdxscholar.library.pdx.edu/open_access_etds/2347
https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=3351&context=open_access_etds
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| 26 |
A Case Study OF Four Korean Mothers’ Behaviors And Beliefs During Korean And English Picture Book Read Alouds With Their PreSchool-Aged Bilingual Children
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In: Electronic Theses and Dissertations (2015)
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| 27 |
Experiences with the Streptococcus mutans in Lakota Sioux (SMILeS) Study: Risk Factors for Caries in American Indian Children 0-3 Years
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In: Journal of Health Disparities Research and Practice (2015)
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| 28 |
Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists
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In: Dissertations and Theses (2014)
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| 29 |
Multi-tiered Support Systems and Special Education Models for English Learners
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In: Education Faculty Publications and Presentations (2014)
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| 30 |
Navigating Chinese and English Multiliteracies Across Domains in Canada: An Ethnographic Case Study of Culturally and Linguistically Diverse Children’s Literacy Practices
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In: Electronic Thesis and Dissertation Repository (2014)
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| 31 |
Through a Critical Sociocultural Lens: Parents’ Perspectives OF An Early Childhood Program In Guatemala
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In: Master's Capstone Projects (2014)
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| 32 |
TEACHERS TALK: A CASE STUDY OF THE EXPERIENCE OF WORKING ACROSS CULTURES WITH IMMIGRANT CHILDREN AND THEIR FAMILIES
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In: Doctoral Dissertations (2014)
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| 33 |
"Contradictions, Clashes, Cominglings": The Syncretic Literacy Projects of Young Bilinguals
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In: Teacher Education Faculty Publications (2013)
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| 34 |
Guest Editors’ Introduction: Syncretism and Syncretic Literacies
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In: Teacher Education Faculty Publications (2013)
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| 35 |
Response to Intervention for English Learners: Big Ideas and Myth Busters
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In: Education Faculty Publications and Presentations (2013)
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| 36 |
An Analysis of English Language Learning Instruction Provided in Teacher Education and Inservice Training Programs for General and Special Educators
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2013)
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| 37 |
States and Multicultural Education Policies: A Multinomial Logit Analysis
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In: Graduate Research Symposium (GCUA) (2010 - 2017) (2013)
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| 38 |
Obesity prevention among Latino youth: School counselors’ role in promoting healthy lifestyles and academic success
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In: Counseling and School Psychology Faculty Publication Series (2013)
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| 39 |
Enhancing Instruction for English Learners in Response to Intervention Systems: The PLUSS Model
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In: Education Faculty Publications and Presentations (2012)
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| 40 |
Knowledge of an Aboriginal language and school outcomes for children and adults
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In: Aboriginal Policy Research Consortium International (APRCi) (2012)
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