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You searched for +publisher:"Wayne State University" +contributor:("Karen Tonso"). Showing records 1 – 2 of 2 total matches.

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Wayne State University

1. Bastos, Deuslene Leite. Examination of dispositions and practices in diversity: the impact of a teacher education course promoting culturally and responsive pedagogy.

Degree: EdD, Curriculum and Instruction, 2011, Wayne State University

Assimilation ideology guiding teachers and policy makers to mainstream immigrant children into the American schools has prevailed in spite of pluralists' efforts for reform schools to provide more opportunities for culturally and linguistically diverse students. Research shows a need to change assimilation driven policies and practices which are harmful to students into a reconstructivist ideology that has shown to be more conducive for the application of culturally responsive teaching. Teacher education courses aimed to prepare teacher candidates for diverse classrooms have shown limitations due to abundant focus on theory or lack of elements in course work that are known to produce change in teachers' beliefs and practices. Conducted by a former teacher education professor who was an immigrant student, this study examines the impact of a teacher education course promoting culturally responsive pedagogy by comparing five course takers with 6 non-course takers. Advisors/Committee Members: KAREN TONSO.

Subjects/Keywords: culturally relevant curriculum, culturally responsive pedagogy, reflective practice, schooling for culturally and linguistically diverse students, successful teaching practices, teaching practice for high context students; Bilingual, Multilingual, and Multicultural Education; Other Education; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bastos, D. L. (2011). Examination of dispositions and practices in diversity: the impact of a teacher education course promoting culturally and responsive pedagogy. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/405

Chicago Manual of Style (16th Edition):

Bastos, Deuslene Leite. “Examination of dispositions and practices in diversity: the impact of a teacher education course promoting culturally and responsive pedagogy.” 2011. Doctoral Dissertation, Wayne State University. Accessed July 15, 2019. https://digitalcommons.wayne.edu/oa_dissertations/405.

MLA Handbook (7th Edition):

Bastos, Deuslene Leite. “Examination of dispositions and practices in diversity: the impact of a teacher education course promoting culturally and responsive pedagogy.” 2011. Web. 15 Jul 2019.

Vancouver:

Bastos DL. Examination of dispositions and practices in diversity: the impact of a teacher education course promoting culturally and responsive pedagogy. [Internet] [Doctoral dissertation]. Wayne State University; 2011. [cited 2019 Jul 15]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/405.

Council of Science Editors:

Bastos DL. Examination of dispositions and practices in diversity: the impact of a teacher education course promoting culturally and responsive pedagogy. [Doctoral Dissertation]. Wayne State University; 2011. Available from: https://digitalcommons.wayne.edu/oa_dissertations/405


Wayne State University

2. Coulter, Donna Michelle. A Phenomenological Study To Engage African-American Youth Voice In Deliberations Regarding Their Response To Schooling.

Degree: EdD, Education Evaluation and Research, 2013, Wayne State University

To examine disparities in education, the researcher utilized a naturalistic approach to uncover how youth think, talk, and feel about their response to schooling. Findings are based on in-depth conversations with 12 inner city African-American kids enrolled in Urban, USA middle and high schools, rarely heard from in the scholarly literature. Students conveyed a belief system that schooling was the route to upward mobility, however, their responses to academic exercises seem to suggest an indifference. Primary findings suggest that students' (a) sense of safety and family tradition were key factors of student school selection; (b) understanding of how levels of success correlate with the opportunity structure was limited; (c) decision to not give voice was an attribution of respect for their teachers; (d) choice for "social life," often to the neglect of schooling, was to have a balanced teen experience rather than opposition to schooling. Future research recommended was to help students discover how their own contradictions impact their educational opportunities. Advisors/Committee Members: Karen Tonso.

Subjects/Keywords: African-American; community forces; education; social life; violence; youth; African American Studies; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Coulter, D. M. (2013). A Phenomenological Study To Engage African-American Youth Voice In Deliberations Regarding Their Response To Schooling. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/645

Chicago Manual of Style (16th Edition):

Coulter, Donna Michelle. “A Phenomenological Study To Engage African-American Youth Voice In Deliberations Regarding Their Response To Schooling.” 2013. Doctoral Dissertation, Wayne State University. Accessed July 15, 2019. https://digitalcommons.wayne.edu/oa_dissertations/645.

MLA Handbook (7th Edition):

Coulter, Donna Michelle. “A Phenomenological Study To Engage African-American Youth Voice In Deliberations Regarding Their Response To Schooling.” 2013. Web. 15 Jul 2019.

Vancouver:

Coulter DM. A Phenomenological Study To Engage African-American Youth Voice In Deliberations Regarding Their Response To Schooling. [Internet] [Doctoral dissertation]. Wayne State University; 2013. [cited 2019 Jul 15]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/645.

Council of Science Editors:

Coulter DM. A Phenomenological Study To Engage African-American Youth Voice In Deliberations Regarding Their Response To Schooling. [Doctoral Dissertation]. Wayne State University; 2013. Available from: https://digitalcommons.wayne.edu/oa_dissertations/645

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