Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Culturally relevant pedagogy). Showing records 1 – 30 of 195 total matches.

[1] [2] [3] [4] [5] [6] [7]

Search Limiters

Last 2 Years | English Only

Department

Degrees

Levels

▼ Search Limiters

1. Coughlin, Monica. Resiliency Factors In Education: One Migrant Child's Success Story .

Degree: 2015, California State University – San Marcos

 This ethnographic case study focuses on the resiliency factors of one migrant farm worker in navigating the American public education system. The barriers farm workers???… (more)

Subjects/Keywords: culturally; relevant; pedagogy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Coughlin, M. (2015). Resiliency Factors In Education: One Migrant Child's Success Story . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/138841

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Coughlin, Monica. “Resiliency Factors In Education: One Migrant Child's Success Story .” 2015. Thesis, California State University – San Marcos. Accessed August 18, 2019. http://hdl.handle.net/10211.3/138841.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Coughlin, Monica. “Resiliency Factors In Education: One Migrant Child's Success Story .” 2015. Web. 18 Aug 2019.

Vancouver:

Coughlin M. Resiliency Factors In Education: One Migrant Child's Success Story . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10211.3/138841.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coughlin M. Resiliency Factors In Education: One Migrant Child's Success Story . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/138841

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Missouri – Columbia

2. Bates, Carla. Teaching pedagogy and preferred learning styles for introductory computer programming courses.

Degree: 2017, University of Missouri – Columbia

 As society moves into the information age, it has generated the need for people capable of computational, and computer-oriented tasks. Universities have responded with more… (more)

Subjects/Keywords: Culturally relevant pedagogy; Computer programming

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bates, C. (2017). Teaching pedagogy and preferred learning styles for introductory computer programming courses. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/62284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bates, Carla. “Teaching pedagogy and preferred learning styles for introductory computer programming courses.” 2017. Thesis, University of Missouri – Columbia. Accessed August 18, 2019. http://hdl.handle.net/10355/62284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bates, Carla. “Teaching pedagogy and preferred learning styles for introductory computer programming courses.” 2017. Web. 18 Aug 2019.

Vancouver:

Bates C. Teaching pedagogy and preferred learning styles for introductory computer programming courses. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10355/62284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bates C. Teaching pedagogy and preferred learning styles for introductory computer programming courses. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/62284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Minnesota

3. Kruizenga, Teresa M. Developing culturally relevant pedagogy: a meaning making process.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

 Guided by my own practice as an elementary teacher, literacy coach and teacher educator, I sought what Erickson (1986) describes as " divulging the journey… (more)

Subjects/Keywords: Culturally Relevant Pedagogy; Teacher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kruizenga, T. M. (2014). Developing culturally relevant pedagogy: a meaning making process. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/163249

Chicago Manual of Style (16th Edition):

Kruizenga, Teresa M. “Developing culturally relevant pedagogy: a meaning making process.” 2014. Doctoral Dissertation, University of Minnesota. Accessed August 18, 2019. http://hdl.handle.net/11299/163249.

MLA Handbook (7th Edition):

Kruizenga, Teresa M. “Developing culturally relevant pedagogy: a meaning making process.” 2014. Web. 18 Aug 2019.

Vancouver:

Kruizenga TM. Developing culturally relevant pedagogy: a meaning making process. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/11299/163249.

Council of Science Editors:

Kruizenga TM. Developing culturally relevant pedagogy: a meaning making process. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/163249

4. Alcantara, Silvia. Becoming a culturally relevant teacher in Dual Language Education: Curriculum, Lessons and self-reflection.

Degree: 2017, California State University – San Marcos

 This project promotes equity amongst all students through the use of Culturally Proficient Teaching practices. This project consists of a Community Helpers thematic unit; the… (more)

Subjects/Keywords: Culturally Relevant Teaching; Culturally Relevant Pedagogy; Dual Language Programs

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Alcantara, S. (2017). Becoming a culturally relevant teacher in Dual Language Education: Curriculum, Lessons and self-reflection. (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/194699

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Alcantara, Silvia. “Becoming a culturally relevant teacher in Dual Language Education: Curriculum, Lessons and self-reflection. ” 2017. Thesis, California State University – San Marcos. Accessed August 18, 2019. http://hdl.handle.net/10211.3/194699.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Alcantara, Silvia. “Becoming a culturally relevant teacher in Dual Language Education: Curriculum, Lessons and self-reflection. ” 2017. Web. 18 Aug 2019.

Vancouver:

Alcantara S. Becoming a culturally relevant teacher in Dual Language Education: Curriculum, Lessons and self-reflection. [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10211.3/194699.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alcantara S. Becoming a culturally relevant teacher in Dual Language Education: Curriculum, Lessons and self-reflection. [Thesis]. California State University – San Marcos; 2017. Available from: http://hdl.handle.net/10211.3/194699

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of California – Berkeley

5. Dunford, Jr., Willie Charles. Understanding and Assessing Expertise in Culturally Agile Pedagogies (CAPs).

Degree: Educational Leadership, 2018, University of California – Berkeley

 This study surveys the knowledge base of culturally responsive instruction (i.e., culturally relevant, responsive, sustaining, revitalizing, and reality pedagogies) and consolidates them under the term… (more)

Subjects/Keywords: Educational leadership; Cultural Agility; Culturally Agile Pedagogy; Culturally Relevant; Culturally Responsive; Culturally Revitalizing; Reality Pedagogy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dunford, Jr., W. C. (2018). Understanding and Assessing Expertise in Culturally Agile Pedagogies (CAPs). (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/6hn0p5vr

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dunford, Jr., Willie Charles. “Understanding and Assessing Expertise in Culturally Agile Pedagogies (CAPs).” 2018. Thesis, University of California – Berkeley. Accessed August 18, 2019. http://www.escholarship.org/uc/item/6hn0p5vr.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dunford, Jr., Willie Charles. “Understanding and Assessing Expertise in Culturally Agile Pedagogies (CAPs).” 2018. Web. 18 Aug 2019.

Vancouver:

Dunford, Jr. WC. Understanding and Assessing Expertise in Culturally Agile Pedagogies (CAPs). [Internet] [Thesis]. University of California – Berkeley; 2018. [cited 2019 Aug 18]. Available from: http://www.escholarship.org/uc/item/6hn0p5vr.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dunford, Jr. WC. Understanding and Assessing Expertise in Culturally Agile Pedagogies (CAPs). [Thesis]. University of California – Berkeley; 2018. Available from: http://www.escholarship.org/uc/item/6hn0p5vr

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


The Ohio State University

6. Dodo Seriki, Vanessa. Mapping the terrain of culturally relevant science classrooms.

Degree: PhD, EDU Teaching and Learning, 2011, The Ohio State University

 Science education has undergone a number of reform efforts since the release of Sputnik in 1957 (DeBoer, 1991). Despite the many efforts, science achievement in… (more)

Subjects/Keywords: Education; Science education; culturally relevant pedagogy; portraiture

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dodo Seriki, V. (2011). Mapping the terrain of culturally relevant science classrooms. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1301057983

Chicago Manual of Style (16th Edition):

Dodo Seriki, Vanessa. “Mapping the terrain of culturally relevant science classrooms.” 2011. Doctoral Dissertation, The Ohio State University. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1301057983.

MLA Handbook (7th Edition):

Dodo Seriki, Vanessa. “Mapping the terrain of culturally relevant science classrooms.” 2011. Web. 18 Aug 2019.

Vancouver:

Dodo Seriki V. Mapping the terrain of culturally relevant science classrooms. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1301057983.

Council of Science Editors:

Dodo Seriki V. Mapping the terrain of culturally relevant science classrooms. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1301057983


California State University – Sacramento

7. Vue, Blia. 11th Grade United States History curriculum unit: Vietnam War textbook analysis and minority voices.

Degree: MA, Education (Multicultural Education, 2011, California State University – Sacramento

 There is a lack of diverse perspectives in United State history textbooks. Since textbook learning activities comprised of 75% to 90% of the instructional time… (more)

Subjects/Keywords: Knowledge; Multicultural education; Culturally relevant pedagogy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Vue, B. (2011). 11th Grade United States History curriculum unit: Vietnam War textbook analysis and minority voices. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1362

Chicago Manual of Style (16th Edition):

Vue, Blia. “11th Grade United States History curriculum unit: Vietnam War textbook analysis and minority voices.” 2011. Masters Thesis, California State University – Sacramento. Accessed August 18, 2019. http://hdl.handle.net/10211.9/1362.

MLA Handbook (7th Edition):

Vue, Blia. “11th Grade United States History curriculum unit: Vietnam War textbook analysis and minority voices.” 2011. Web. 18 Aug 2019.

Vancouver:

Vue B. 11th Grade United States History curriculum unit: Vietnam War textbook analysis and minority voices. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10211.9/1362.

Council of Science Editors:

Vue B. 11th Grade United States History curriculum unit: Vietnam War textbook analysis and minority voices. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1362


California State University – Sacramento

8. Burke, Teresa M. Culturally-relevant biographies and peer influence as catalysts of change in a professional teaching community.

Degree: MA, Education (Multicultural Education, 2010, California State University – Sacramento

 The topic of the achievement gap is perceived to be a ???taboo??? topic at an elementary school where the African American students have failed to… (more)

Subjects/Keywords: Culturally-relevant pedagogy; Achievement gap; Education debt

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Burke, T. M. (2010). Culturally-relevant biographies and peer influence as catalysts of change in a professional teaching community. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/375

Chicago Manual of Style (16th Edition):

Burke, Teresa M. “Culturally-relevant biographies and peer influence as catalysts of change in a professional teaching community.” 2010. Masters Thesis, California State University – Sacramento. Accessed August 18, 2019. http://hdl.handle.net/10211.9/375.

MLA Handbook (7th Edition):

Burke, Teresa M. “Culturally-relevant biographies and peer influence as catalysts of change in a professional teaching community.” 2010. Web. 18 Aug 2019.

Vancouver:

Burke TM. Culturally-relevant biographies and peer influence as catalysts of change in a professional teaching community. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10211.9/375.

Council of Science Editors:

Burke TM. Culturally-relevant biographies and peer influence as catalysts of change in a professional teaching community. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/375


Penn State University

9. Krajeski, Stephen Edward. Supporting Pre-service Science Teachers in Developing Culturally Relevant Pedagogy.

Degree: PhD, Curriculum and Instruction, 2014, Penn State University

 This study employed a case study methodology to investigate a near‐authentic intervention program designed to support the development of culturally relevant pedagogy and its impact… (more)

Subjects/Keywords: culturally relevant pedagogy; pre-service science teacher

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Krajeski, S. E. (2014). Supporting Pre-service Science Teachers in Developing Culturally Relevant Pedagogy. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/23624

Chicago Manual of Style (16th Edition):

Krajeski, Stephen Edward. “Supporting Pre-service Science Teachers in Developing Culturally Relevant Pedagogy.” 2014. Doctoral Dissertation, Penn State University. Accessed August 18, 2019. https://etda.libraries.psu.edu/catalog/23624.

MLA Handbook (7th Edition):

Krajeski, Stephen Edward. “Supporting Pre-service Science Teachers in Developing Culturally Relevant Pedagogy.” 2014. Web. 18 Aug 2019.

Vancouver:

Krajeski SE. Supporting Pre-service Science Teachers in Developing Culturally Relevant Pedagogy. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2019 Aug 18]. Available from: https://etda.libraries.psu.edu/catalog/23624.

Council of Science Editors:

Krajeski SE. Supporting Pre-service Science Teachers in Developing Culturally Relevant Pedagogy. [Doctoral Dissertation]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/23624


University of North Carolina – Greensboro

10. Askew, Kshawna C. Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development.

Degree: 2016, University of North Carolina – Greensboro

 Ethically diverse students consistently perform at lower levels compared to their mainstream counterparts (Rychly & Graves, 2012). Some scholars suggest that this educational deficit is… (more)

Subjects/Keywords: Culturally relevant pedagogy; Multicultural education; Concept mapping

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Askew, K. C. (2016). Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19406

Chicago Manual of Style (16th Edition):

Askew, Kshawna C. “Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed August 18, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19406.

MLA Handbook (7th Edition):

Askew, Kshawna C. “Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development.” 2016. Web. 18 Aug 2019.

Vancouver:

Askew KC. Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Aug 18]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19406.

Council of Science Editors:

Askew KC. Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19406


University of Minnesota

11. Mason, Ann Mogush. Schooling culturally relevant pedagogy: one story about tension and transformation.

Degree: PhD, Education, Curriculum and Instruction, 2013, University of Minnesota

 The need for multifaceted analyses of the relationship between how the United States acknowledges racism and how schooling can be structured to mitigate its negative… (more)

Subjects/Keywords: Critical ethnography; Culturally relevant pedagogy; Race

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mason, A. M. (2013). Schooling culturally relevant pedagogy: one story about tension and transformation. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/153909

Chicago Manual of Style (16th Edition):

Mason, Ann Mogush. “Schooling culturally relevant pedagogy: one story about tension and transformation.” 2013. Doctoral Dissertation, University of Minnesota. Accessed August 18, 2019. http://purl.umn.edu/153909.

MLA Handbook (7th Edition):

Mason, Ann Mogush. “Schooling culturally relevant pedagogy: one story about tension and transformation.” 2013. Web. 18 Aug 2019.

Vancouver:

Mason AM. Schooling culturally relevant pedagogy: one story about tension and transformation. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Aug 18]. Available from: http://purl.umn.edu/153909.

Council of Science Editors:

Mason AM. Schooling culturally relevant pedagogy: one story about tension and transformation. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/153909


University of Southern California

12. Kadooka, Elisabeth ‘Ōhi‘alehua Fude Enomoto. Culturally relevant pedagogy in an elementary school for indigent native peoples.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 This dissertation explored the implementation and teacher perceptions of a culturally relevant pedagogy in a Native Hawaiian elementary school, Kamehameha Schools in Honolulu, Hawai‘i, that… (more)

Subjects/Keywords: culturally relevant pedagogy; Hawaiian; sixth grade

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kadooka, E. . F. E. (2010). Culturally relevant pedagogy in an elementary school for indigent native peoples. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/353315/rec/1733

Chicago Manual of Style (16th Edition):

Kadooka, Elisabeth ‘Ōhi‘alehua Fude Enomoto. “Culturally relevant pedagogy in an elementary school for indigent native peoples.” 2010. Doctoral Dissertation, University of Southern California. Accessed August 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/353315/rec/1733.

MLA Handbook (7th Edition):

Kadooka, Elisabeth ‘Ōhi‘alehua Fude Enomoto. “Culturally relevant pedagogy in an elementary school for indigent native peoples.” 2010. Web. 18 Aug 2019.

Vancouver:

Kadooka EFE. Culturally relevant pedagogy in an elementary school for indigent native peoples. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Aug 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/353315/rec/1733.

Council of Science Editors:

Kadooka EFE. Culturally relevant pedagogy in an elementary school for indigent native peoples. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/353315/rec/1733


University of South Carolina

13. Gillaspy, Kristen H. Exploring Culturally Relevant Teaching: Lessons from a Middle School Classroom.

Degree: PhD, Languages, Literatures and Cultures, 2015, University of South Carolina

  In the public school setting and beyond, African American males are often positioned as a problem. Educators have implemented and studied the use of… (more)

Subjects/Keywords: Education; Language and Literacy Education; culturally relevant teaching; culturally relevant pedagogy; middle grades

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gillaspy, K. H. (2015). Exploring Culturally Relevant Teaching: Lessons from a Middle School Classroom. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/3650

Chicago Manual of Style (16th Edition):

Gillaspy, Kristen H. “Exploring Culturally Relevant Teaching: Lessons from a Middle School Classroom.” 2015. Doctoral Dissertation, University of South Carolina. Accessed August 18, 2019. https://scholarcommons.sc.edu/etd/3650.

MLA Handbook (7th Edition):

Gillaspy, Kristen H. “Exploring Culturally Relevant Teaching: Lessons from a Middle School Classroom.” 2015. Web. 18 Aug 2019.

Vancouver:

Gillaspy KH. Exploring Culturally Relevant Teaching: Lessons from a Middle School Classroom. [Internet] [Doctoral dissertation]. University of South Carolina; 2015. [cited 2019 Aug 18]. Available from: https://scholarcommons.sc.edu/etd/3650.

Council of Science Editors:

Gillaspy KH. Exploring Culturally Relevant Teaching: Lessons from a Middle School Classroom. [Doctoral Dissertation]. University of South Carolina; 2015. Available from: https://scholarcommons.sc.edu/etd/3650


Boston University

14. Tamerat, Jalene. Urban teachers' understandings and uses of student funds of knowledge in the development of global competence.

Degree: EdD, Education, 2018, Boston University

 Global competence – a necessary attribute in an increasingly interconnected world – describes having the knowledge, skills, and dispositions to act creatively and collaboratively on important global… (more)

Subjects/Keywords: Education; Culturally relevant pedagogy; Culturally sustaining pedagogy; Deficit theorizing; Global education; Reality pedagogy; Third space

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tamerat, J. (2018). Urban teachers' understandings and uses of student funds of knowledge in the development of global competence. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/30698

Chicago Manual of Style (16th Edition):

Tamerat, Jalene. “Urban teachers' understandings and uses of student funds of knowledge in the development of global competence.” 2018. Doctoral Dissertation, Boston University. Accessed August 18, 2019. http://hdl.handle.net/2144/30698.

MLA Handbook (7th Edition):

Tamerat, Jalene. “Urban teachers' understandings and uses of student funds of knowledge in the development of global competence.” 2018. Web. 18 Aug 2019.

Vancouver:

Tamerat J. Urban teachers' understandings and uses of student funds of knowledge in the development of global competence. [Internet] [Doctoral dissertation]. Boston University; 2018. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2144/30698.

Council of Science Editors:

Tamerat J. Urban teachers' understandings and uses of student funds of knowledge in the development of global competence. [Doctoral Dissertation]. Boston University; 2018. Available from: http://hdl.handle.net/2144/30698


University of Southern California

15. Hu, Lindsay Anne Kwock. A case study of one Teach For America corps member's use of equity pedagogy.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 This study investigates equitable practices used by a Teach For America (TFA) corps member (CM) in her second year of teaching low income, minority students.… (more)

Subjects/Keywords: equity pedagogy; culturally relevant pedagogy; Teach For America

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hu, L. A. K. (2009). A case study of one Teach For America corps member's use of equity pedagogy. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/256273/rec/78

Chicago Manual of Style (16th Edition):

Hu, Lindsay Anne Kwock. “A case study of one Teach For America corps member's use of equity pedagogy.” 2009. Doctoral Dissertation, University of Southern California. Accessed August 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/256273/rec/78.

MLA Handbook (7th Edition):

Hu, Lindsay Anne Kwock. “A case study of one Teach For America corps member's use of equity pedagogy.” 2009. Web. 18 Aug 2019.

Vancouver:

Hu LAK. A case study of one Teach For America corps member's use of equity pedagogy. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Aug 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/256273/rec/78.

Council of Science Editors:

Hu LAK. A case study of one Teach For America corps member's use of equity pedagogy. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/256273/rec/78


University of Southern California

16. Sullivan, Veronica A. Student perceptions of teacher pedagogical practices in the elementary classroom.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 In California, the teaching force is predominately middle-class, White and female. With the student populations being essentially minority, there are issues with cultural congruency, specifically… (more)

Subjects/Keywords: student voices; teacher training; equity pedagogy; culturally relevant pedagogy; multicultural education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sullivan, V. A. (2010). Student perceptions of teacher pedagogical practices in the elementary classroom. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/409167/rec/6141

Chicago Manual of Style (16th Edition):

Sullivan, Veronica A. “Student perceptions of teacher pedagogical practices in the elementary classroom.” 2010. Doctoral Dissertation, University of Southern California. Accessed August 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/409167/rec/6141.

MLA Handbook (7th Edition):

Sullivan, Veronica A. “Student perceptions of teacher pedagogical practices in the elementary classroom.” 2010. Web. 18 Aug 2019.

Vancouver:

Sullivan VA. Student perceptions of teacher pedagogical practices in the elementary classroom. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Aug 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/409167/rec/6141.

Council of Science Editors:

Sullivan VA. Student perceptions of teacher pedagogical practices in the elementary classroom. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/409167/rec/6141


University of Manitoba

17. Chhin, Sopear. Understanding the cultural relevance of physical education and health from the perspective of female high school graduates from diverse backgrounds.

Degree: Kinesiology and Recreation Management, 2015, University of Manitoba

 This purpose of this interpretive research study was to deepen our understanding of the meaning of culturally relevant physical education and health pedagogy (Ladson Billings,… (more)

Subjects/Keywords: Cultural relevancy; physical education; Culturally relevant pedagogy; Critical pedagogy; Intersectionality

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chhin, S. (2015). Understanding the cultural relevance of physical education and health from the perspective of female high school graduates from diverse backgrounds. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/30643

Chicago Manual of Style (16th Edition):

Chhin, Sopear. “Understanding the cultural relevance of physical education and health from the perspective of female high school graduates from diverse backgrounds.” 2015. Masters Thesis, University of Manitoba. Accessed August 18, 2019. http://hdl.handle.net/1993/30643.

MLA Handbook (7th Edition):

Chhin, Sopear. “Understanding the cultural relevance of physical education and health from the perspective of female high school graduates from diverse backgrounds.” 2015. Web. 18 Aug 2019.

Vancouver:

Chhin S. Understanding the cultural relevance of physical education and health from the perspective of female high school graduates from diverse backgrounds. [Internet] [Masters thesis]. University of Manitoba; 2015. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1993/30643.

Council of Science Editors:

Chhin S. Understanding the cultural relevance of physical education and health from the perspective of female high school graduates from diverse backgrounds. [Masters Thesis]. University of Manitoba; 2015. Available from: http://hdl.handle.net/1993/30643

18. Keel, Melanie G. Culturally Relevant Pedagogy: Study Abroad to Teaching Internship.

Degree: PhD, Educational Studies, 2014, University of South Carolina

Culturally relevant pedagogy (Ladson-Billings, 1995a; Gay, 2010) and culturally sustaining pedagogy (Paris, 2012; Paris & Alim, 2014; Ladson-Billings, 2014) are urgent needs in classrooms… (more)

Subjects/Keywords: Education; Culturally Relevant Pedagogy; Culturally Sustaining Pedagogy; Pre-Service Teacher; Study Abroad; Supervisor

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Keel, M. G. (2014). Culturally Relevant Pedagogy: Study Abroad to Teaching Internship. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/3049

Chicago Manual of Style (16th Edition):

Keel, Melanie G. “Culturally Relevant Pedagogy: Study Abroad to Teaching Internship.” 2014. Doctoral Dissertation, University of South Carolina. Accessed August 18, 2019. https://scholarcommons.sc.edu/etd/3049.

MLA Handbook (7th Edition):

Keel, Melanie G. “Culturally Relevant Pedagogy: Study Abroad to Teaching Internship.” 2014. Web. 18 Aug 2019.

Vancouver:

Keel MG. Culturally Relevant Pedagogy: Study Abroad to Teaching Internship. [Internet] [Doctoral dissertation]. University of South Carolina; 2014. [cited 2019 Aug 18]. Available from: https://scholarcommons.sc.edu/etd/3049.

Council of Science Editors:

Keel MG. Culturally Relevant Pedagogy: Study Abroad to Teaching Internship. [Doctoral Dissertation]. University of South Carolina; 2014. Available from: https://scholarcommons.sc.edu/etd/3049


Boise State University

19. Kromer, Suzanne V. Seeking Mirrors: A Study of Student Selection and Use of Culturally Relevant Texts.

Degree: 2017, Boise State University

 Despite a growing body of work involving culturally relevant pedagogy, methods for selecting culturally relevant literature, or involving students in the selection process, are poorly… (more)

Subjects/Keywords: culturally relevant pedagogy; student choice; culturally relevant literature; middle school; culturally responsive; Language and Literacy Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kromer, S. V. (2017). Seeking Mirrors: A Study of Student Selection and Use of Culturally Relevant Texts. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kromer, Suzanne V. “Seeking Mirrors: A Study of Student Selection and Use of Culturally Relevant Texts.” 2017. Thesis, Boise State University. Accessed August 18, 2019. https://scholarworks.boisestate.edu/td/1345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kromer, Suzanne V. “Seeking Mirrors: A Study of Student Selection and Use of Culturally Relevant Texts.” 2017. Web. 18 Aug 2019.

Vancouver:

Kromer SV. Seeking Mirrors: A Study of Student Selection and Use of Culturally Relevant Texts. [Internet] [Thesis]. Boise State University; 2017. [cited 2019 Aug 18]. Available from: https://scholarworks.boisestate.edu/td/1345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kromer SV. Seeking Mirrors: A Study of Student Selection and Use of Culturally Relevant Texts. [Thesis]. Boise State University; 2017. Available from: https://scholarworks.boisestate.edu/td/1345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Cincinnati

20. Hamilton, Bennyce E. The Reflexive Journey: One Teacher’s path to self in the Footsteps of Her Students.

Degree: EdD, Education : Literacy, 2008, University of Cincinnati

  A teacher’s lived experiences are important in shaping her subsequent practices in the classroom. Teachers must look at the connections between those experiences, their… (more)

Subjects/Keywords: Education; Literacy; lived experiences; Black Feminist Thought; Culturally Relevant Pedagogy; Reflexive Culturally Relevant Pedagogy; participatory research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hamilton, B. E. (2008). The Reflexive Journey: One Teacher’s path to self in the Footsteps of Her Students. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218800146

Chicago Manual of Style (16th Edition):

Hamilton, Bennyce E. “The Reflexive Journey: One Teacher’s path to self in the Footsteps of Her Students.” 2008. Doctoral Dissertation, University of Cincinnati. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218800146.

MLA Handbook (7th Edition):

Hamilton, Bennyce E. “The Reflexive Journey: One Teacher’s path to self in the Footsteps of Her Students.” 2008. Web. 18 Aug 2019.

Vancouver:

Hamilton BE. The Reflexive Journey: One Teacher’s path to self in the Footsteps of Her Students. [Internet] [Doctoral dissertation]. University of Cincinnati; 2008. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218800146.

Council of Science Editors:

Hamilton BE. The Reflexive Journey: One Teacher’s path to self in the Footsteps of Her Students. [Doctoral Dissertation]. University of Cincinnati; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218800146


Georgia State University

21. Appiagyei, Akua. The Manfestation of the African-Centered Educational Philosophy in the Pedagogical Practices of an Elementary Education Science Teacher.

Degree: Doctor of Education (EdD), Early Childhood Education, 2019, Georgia State University

  The educational difficulties faced by African-American students in American public schools have led to a quest for authentic solutions. These solutions have included a… (more)

Subjects/Keywords: Culturally relevant teaching; culturally relevant pedagogy; African-centered pedagogy; teacher pedagogical practices; Afrocentric education; socio-political science education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Appiagyei, A. (2019). The Manfestation of the African-Centered Educational Philosophy in the Pedagogical Practices of an Elementary Education Science Teacher. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/45

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Appiagyei, Akua. “The Manfestation of the African-Centered Educational Philosophy in the Pedagogical Practices of an Elementary Education Science Teacher.” 2019. Thesis, Georgia State University. Accessed August 18, 2019. https://scholarworks.gsu.edu/ece_diss/45.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Appiagyei, Akua. “The Manfestation of the African-Centered Educational Philosophy in the Pedagogical Practices of an Elementary Education Science Teacher.” 2019. Web. 18 Aug 2019.

Vancouver:

Appiagyei A. The Manfestation of the African-Centered Educational Philosophy in the Pedagogical Practices of an Elementary Education Science Teacher. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Aug 18]. Available from: https://scholarworks.gsu.edu/ece_diss/45.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Appiagyei A. The Manfestation of the African-Centered Educational Philosophy in the Pedagogical Practices of an Elementary Education Science Teacher. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/ece_diss/45

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

22. Williams, Rebecca A. Preservice teachers’ application of theory in student teaching practice: the inconsistency of implementation.

Degree: EdD, Education, 2014, University of Southern California

 A continuous concern of the American education system is the challenge it faces to offer a quality education for all students (Hollins & Guzman, 2005).… (more)

Subjects/Keywords: teacher education; culturally relevant pedagogy; culturally responsive teaching; student teaching; preservice teachers; multicultural education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Williams, R. A. (2014). Preservice teachers’ application of theory in student teaching practice: the inconsistency of implementation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408648/rec/5208

Chicago Manual of Style (16th Edition):

Williams, Rebecca A. “Preservice teachers’ application of theory in student teaching practice: the inconsistency of implementation.” 2014. Doctoral Dissertation, University of Southern California. Accessed August 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408648/rec/5208.

MLA Handbook (7th Edition):

Williams, Rebecca A. “Preservice teachers’ application of theory in student teaching practice: the inconsistency of implementation.” 2014. Web. 18 Aug 2019.

Vancouver:

Williams RA. Preservice teachers’ application of theory in student teaching practice: the inconsistency of implementation. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Aug 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408648/rec/5208.

Council of Science Editors:

Williams RA. Preservice teachers’ application of theory in student teaching practice: the inconsistency of implementation. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/408648/rec/5208


University of Oklahoma

23. Myers, Aimee. Learning from Student Perceptions: A Dialogical Approach to Culturally Relevant Pedagogy.

Degree: PhD, 2017, University of Oklahoma

 As the culture gap between public school students and teachers has continued to grow in the past decade, culturally relevant pedagogy (CRP) emerged as a… (more)

Subjects/Keywords: culturally relevant pedagogy; culturally responsive teaching; student perceptions; teacher learning; dialogical relationships

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Myers, A. (2017). Learning from Student Perceptions: A Dialogical Approach to Culturally Relevant Pedagogy. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50787

Chicago Manual of Style (16th Edition):

Myers, Aimee. “Learning from Student Perceptions: A Dialogical Approach to Culturally Relevant Pedagogy.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed August 18, 2019. http://hdl.handle.net/11244/50787.

MLA Handbook (7th Edition):

Myers, Aimee. “Learning from Student Perceptions: A Dialogical Approach to Culturally Relevant Pedagogy.” 2017. Web. 18 Aug 2019.

Vancouver:

Myers A. Learning from Student Perceptions: A Dialogical Approach to Culturally Relevant Pedagogy. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/11244/50787.

Council of Science Editors:

Myers A. Learning from Student Perceptions: A Dialogical Approach to Culturally Relevant Pedagogy. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50787


The Ohio State University

24. Monobe, Gumiko. Narratives of Identity and Culturally Relevant Practices of Japanese Descent Teachers.

Degree: PhD, EDU Teaching and Learning, 2010, The Ohio State University

 This study used a qualitative, narrative research approach in order to explore the life narratives of three Japanese descent teachers and the ways in which… (more)

Subjects/Keywords: Education; Culturally relevant pedagogy; teacher education; Asian descent; ELL; immigrant students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Monobe, G. (2010). Narratives of Identity and Culturally Relevant Practices of Japanese Descent Teachers. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1275243730

Chicago Manual of Style (16th Edition):

Monobe, Gumiko. “Narratives of Identity and Culturally Relevant Practices of Japanese Descent Teachers.” 2010. Doctoral Dissertation, The Ohio State University. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275243730.

MLA Handbook (7th Edition):

Monobe, Gumiko. “Narratives of Identity and Culturally Relevant Practices of Japanese Descent Teachers.” 2010. Web. 18 Aug 2019.

Vancouver:

Monobe G. Narratives of Identity and Culturally Relevant Practices of Japanese Descent Teachers. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275243730.

Council of Science Editors:

Monobe G. Narratives of Identity and Culturally Relevant Practices of Japanese Descent Teachers. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275243730


Central Connecticut State University

25. Jean, Courtney M., 1982-. The Role of Race and Culture in Teachers' Lives : An Investigation of Relationships Between Culturally Relevant Pedagogy, Color-Blindness, and Racial Identity.

Degree: Department of Educational Leadership, 2016, Central Connecticut State University

This large-scale mixed methods study investigated the saliency of race and culture in classroom teachers. Research and hypothesis were guided by four questions: 1. What… (more)

Subjects/Keywords: Culturally relevant pedagogy.; Post-racialism.; Whites – Race identity.; Teachers.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jean, Courtney M., 1. (2016). The Role of Race and Culture in Teachers' Lives : An Investigation of Relationships Between Culturally Relevant Pedagogy, Color-Blindness, and Racial Identity. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2405

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jean, Courtney M., 1982-. “The Role of Race and Culture in Teachers' Lives : An Investigation of Relationships Between Culturally Relevant Pedagogy, Color-Blindness, and Racial Identity.” 2016. Thesis, Central Connecticut State University. Accessed August 18, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2405.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jean, Courtney M., 1982-. “The Role of Race and Culture in Teachers' Lives : An Investigation of Relationships Between Culturally Relevant Pedagogy, Color-Blindness, and Racial Identity.” 2016. Web. 18 Aug 2019.

Vancouver:

Jean, Courtney M. 1. The Role of Race and Culture in Teachers' Lives : An Investigation of Relationships Between Culturally Relevant Pedagogy, Color-Blindness, and Racial Identity. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2019 Aug 18]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2405.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jean, Courtney M. 1. The Role of Race and Culture in Teachers' Lives : An Investigation of Relationships Between Culturally Relevant Pedagogy, Color-Blindness, and Racial Identity. [Thesis]. Central Connecticut State University; 2016. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2405

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

26. Jankovic, Carrie Ellen (Azi). Positive classroom leadership: how teachers manage meaningfully in high needs contexts.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 This study applied culturally relevant pedagogy and culturally sensitive classroom management theories to deconstruct the beliefs, knowledge, and practices of teachers who did not over-rely… (more)

Subjects/Keywords: classroom management; discipline; culturally relevant pedagogy; multicultural education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jankovic, C. E. (. (2015). Positive classroom leadership: how teachers manage meaningfully in high needs contexts. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585521/rec/5132

Chicago Manual of Style (16th Edition):

Jankovic, Carrie Ellen (Azi). “Positive classroom leadership: how teachers manage meaningfully in high needs contexts.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585521/rec/5132.

MLA Handbook (7th Edition):

Jankovic, Carrie Ellen (Azi). “Positive classroom leadership: how teachers manage meaningfully in high needs contexts.” 2015. Web. 18 Aug 2019.

Vancouver:

Jankovic CE(. Positive classroom leadership: how teachers manage meaningfully in high needs contexts. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Aug 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585521/rec/5132.

Council of Science Editors:

Jankovic CE(. Positive classroom leadership: how teachers manage meaningfully in high needs contexts. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585521/rec/5132


The Ohio State University

27. Brown, Cory Terrell. Free to Be... You and Me: Gender, Identity, and Education in Urban Schools.

Degree: PhD, EDU Teaching and Learning, 2012, The Ohio State University

 The Title IX legislation of 1972 was established to promote gender equity among public entities (primarily schools) that utilize federal funding to support and sustain… (more)

Subjects/Keywords: Multicultural Education; single-sex; culturally relevant pedagogy; urban

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Brown, C. T. (2012). Free to Be... You and Me: Gender, Identity, and Education in Urban Schools. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1339770883

Chicago Manual of Style (16th Edition):

Brown, Cory Terrell. “Free to Be... You and Me: Gender, Identity, and Education in Urban Schools.” 2012. Doctoral Dissertation, The Ohio State University. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339770883.

MLA Handbook (7th Edition):

Brown, Cory Terrell. “Free to Be... You and Me: Gender, Identity, and Education in Urban Schools.” 2012. Web. 18 Aug 2019.

Vancouver:

Brown CT. Free to Be... You and Me: Gender, Identity, and Education in Urban Schools. [Internet] [Doctoral dissertation]. The Ohio State University; 2012. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1339770883.

Council of Science Editors:

Brown CT. Free to Be... You and Me: Gender, Identity, and Education in Urban Schools. [Doctoral Dissertation]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1339770883


Boston University

28. Santos-Stanbery, Denisse. Portraits of culturally relevant pedagogical practices enacted by educators serving Latino music students.

Degree: DMA, Music Education, 2017, Boston University

 The growing population of Latino students in the United States requires a focus on culturally relevant practices for teaching Latino students. The purpose of this… (more)

Subjects/Keywords: Music education; Core instructional practices; Culturally relevant pedagogy; Portraiture

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Santos-Stanbery, D. (2017). Portraits of culturally relevant pedagogical practices enacted by educators serving Latino music students. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/26437

Chicago Manual of Style (16th Edition):

Santos-Stanbery, Denisse. “Portraits of culturally relevant pedagogical practices enacted by educators serving Latino music students.” 2017. Doctoral Dissertation, Boston University. Accessed August 18, 2019. http://hdl.handle.net/2144/26437.

MLA Handbook (7th Edition):

Santos-Stanbery, Denisse. “Portraits of culturally relevant pedagogical practices enacted by educators serving Latino music students.” 2017. Web. 18 Aug 2019.

Vancouver:

Santos-Stanbery D. Portraits of culturally relevant pedagogical practices enacted by educators serving Latino music students. [Internet] [Doctoral dissertation]. Boston University; 2017. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2144/26437.

Council of Science Editors:

Santos-Stanbery D. Portraits of culturally relevant pedagogical practices enacted by educators serving Latino music students. [Doctoral Dissertation]. Boston University; 2017. Available from: http://hdl.handle.net/2144/26437


University of Texas – Austin

29. Rubio, Brenda. Academia Cuauhtli teachers : additive teaching in subtractive contexts.

Degree: Educational Leadership and Policy, 2018, University of Texas – Austin

 Having been deprived of their languages, cultures, and community-based identities in the process of getting schooled, teachers of color must not only cope with the… (more)

Subjects/Keywords: Teacher education; Culturally relevant pedagogy; Alternative learning spaces

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rubio, B. (2018). Academia Cuauhtli teachers : additive teaching in subtractive contexts. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68733

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rubio, Brenda. “Academia Cuauhtli teachers : additive teaching in subtractive contexts.” 2018. Thesis, University of Texas – Austin. Accessed August 18, 2019. http://hdl.handle.net/2152/68733.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rubio, Brenda. “Academia Cuauhtli teachers : additive teaching in subtractive contexts.” 2018. Web. 18 Aug 2019.

Vancouver:

Rubio B. Academia Cuauhtli teachers : additive teaching in subtractive contexts. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2152/68733.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rubio B. Academia Cuauhtli teachers : additive teaching in subtractive contexts. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68733

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Temple University

30. Meirson, Tal. Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy.

Degree: PhD, 2018, Temple University

Literacy & Learners

This case study describes and examines the pedagogical practices of urban middle school teachers who execute multicultural literature unit plans with students… (more)

Subjects/Keywords: Education;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Meirson, T. (2018). Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,521067

Chicago Manual of Style (16th Edition):

Meirson, Tal. “Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy.” 2018. Doctoral Dissertation, Temple University. Accessed August 18, 2019. http://digital.library.temple.edu/u?/p245801coll10,521067.

MLA Handbook (7th Edition):

Meirson, Tal. “Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy.” 2018. Web. 18 Aug 2019.

Vancouver:

Meirson T. Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Aug 18]. Available from: http://digital.library.temple.edu/u?/p245801coll10,521067.

Council of Science Editors:

Meirson T. Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,521067

[1] [2] [3] [4] [5] [6] [7]

.