| 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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| 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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Abstract:
One of the persistent challenges confronting our society is how to reduce inequities in educational and life chances of students from different socioeconomic, ethnic, language, and racial backgrounds. One of the most important factors in a child’s success in school is the degree to which their families are actively involved in their education. These two facts framed this research work. The current large-scale immigration occurring in the U.S.A. is an important social development because children of immigrants currently make up 20% of all youth in the U.S.A.; first and second generation immigrant children are the most rapidly growing segment of our child population. Public schools are where immigrant children and families come into consistent contact with their new culture. The context for obstacles facing immigrant families are often clustered on language and culture, with particular impact on communication. Classroom teachers’ roles and perspectives are key to understanding how communication works in cross-cultural learning environments. Using a phenomenological in-depth interviewing methodology, I interviewed five experienced teachers working in large urban public elementary schools where classrooms contained more than 50% immigrants. Elementary level was selected for three reasons: (1) K-3 teachers engage most with families; (2) family life-cycle with young children finds parents more involved with their children’s school; and (3) children under ten-years express more home-culture than school-culture. Each participant was interviewed three times for approximately 90-120 minutes. I open-coded salient themes from transcriptions that cut across my teacher-participants’ contexts: self, classroom, and community. A descriptive case study, the research was guided by two broad questions: (1) How do teachers think about culture, in their own lives and in the life of their classrooms, and how does their theoretical conceptualization of culture relate to their understanding of immigrant families? (2) What intercultural communication skills or tools do teachers have in their repertoire, and how do they use these to inform their inclusion of immigrant families? I discuss how the constitutive elements of my participants’ experience in their cross cultural work can be incorporated into the development and implementation of skills in culturally responsive teaching and in educating the whole child.
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Keyword:
and Multicultural Education; Bilingual; case study; culturally responsive teaching; Immigrant children and families; in-depth interviews; multi-cultural education; Multilingual; teachers' voices
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URL: https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1224&context=dissertations_2
https://scholarworks.umass.edu/dissertations_2/244
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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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