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You searched for subject:(Multicultural education Study AND teaching). Showing records 1 – 30 of 17860 total matches.

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Columbia University

1. Monteiro, Anna Karina. Facilitating Cultural Border Crossing in Urban Secondary Science Classrooms: A Study of Inservice Teachers.

Degree: 2015, Columbia University

 Research acknowledges that if students are to be successful science, they must learn to navigate and cross cultural borders that exist between their own cultures… (more)

Subjects/Keywords: Science – Study and teaching; Education; Multicultural education

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APA (6th Edition):

Monteiro, A. K. (2015). Facilitating Cultural Border Crossing in Urban Secondary Science Classrooms: A Study of Inservice Teachers. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D86M35SM

Chicago Manual of Style (16th Edition):

Monteiro, Anna Karina. “Facilitating Cultural Border Crossing in Urban Secondary Science Classrooms: A Study of Inservice Teachers.” 2015. Doctoral Dissertation, Columbia University. Accessed December 10, 2019. https://doi.org/10.7916/D86M35SM.

MLA Handbook (7th Edition):

Monteiro, Anna Karina. “Facilitating Cultural Border Crossing in Urban Secondary Science Classrooms: A Study of Inservice Teachers.” 2015. Web. 10 Dec 2019.

Vancouver:

Monteiro AK. Facilitating Cultural Border Crossing in Urban Secondary Science Classrooms: A Study of Inservice Teachers. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2019 Dec 10]. Available from: https://doi.org/10.7916/D86M35SM.

Council of Science Editors:

Monteiro AK. Facilitating Cultural Border Crossing in Urban Secondary Science Classrooms: A Study of Inservice Teachers. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D86M35SM


Columbia University

2. Bernardo, Cyntra. Integration of Culturally Relevant Pedagogy into the Science Learning Progression Framework.

Degree: 2017, Columbia University

 This study integrated elements of culturally relevant pedagogy into a science learning progression framework, with the goal of enhancing teachers’ cultural knowledge and thereby creating… (more)

Subjects/Keywords: Science – Study and teaching; Multicultural education; Education

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APA (6th Edition):

Bernardo, C. (2017). Integration of Culturally Relevant Pedagogy into the Science Learning Progression Framework. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8DR36RT

Chicago Manual of Style (16th Edition):

Bernardo, Cyntra. “Integration of Culturally Relevant Pedagogy into the Science Learning Progression Framework.” 2017. Doctoral Dissertation, Columbia University. Accessed December 10, 2019. https://doi.org/10.7916/D8DR36RT.

MLA Handbook (7th Edition):

Bernardo, Cyntra. “Integration of Culturally Relevant Pedagogy into the Science Learning Progression Framework.” 2017. Web. 10 Dec 2019.

Vancouver:

Bernardo C. Integration of Culturally Relevant Pedagogy into the Science Learning Progression Framework. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2019 Dec 10]. Available from: https://doi.org/10.7916/D8DR36RT.

Council of Science Editors:

Bernardo C. Integration of Culturally Relevant Pedagogy into the Science Learning Progression Framework. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8DR36RT


University of Hong Kong

3. Wang, Hui-yu, Terence. Intercultural education for the freedom from socio-political terror.

Degree: PhD, 2012, University of Hong Kong

 Post-9/11, terrorism is an increasingly common spectacle. Daily, its news has become embedded into the fabric of contemporary life. But as wars fighting terrorism fail… (more)

Subjects/Keywords: Multicultural education.; Terrorism - Study and teaching.

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APA (6th Edition):

Wang, Hui-yu, T. (2012). Intercultural education for the freedom from socio-political terror. (Doctoral Dissertation). University of Hong Kong. Retrieved from Wang, H. T. [王曉宇]. (2012). Intercultural education for the freedom from socio-political terror. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832993 ; http://dx.doi.org/10.5353/th_b4832993 ; http://hdl.handle.net/10722/173835

Chicago Manual of Style (16th Edition):

Wang, Hui-yu, Terence. “Intercultural education for the freedom from socio-political terror.” 2012. Doctoral Dissertation, University of Hong Kong. Accessed December 10, 2019. Wang, H. T. [王曉宇]. (2012). Intercultural education for the freedom from socio-political terror. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832993 ; http://dx.doi.org/10.5353/th_b4832993 ; http://hdl.handle.net/10722/173835.

MLA Handbook (7th Edition):

Wang, Hui-yu, Terence. “Intercultural education for the freedom from socio-political terror.” 2012. Web. 10 Dec 2019.

Vancouver:

Wang, Hui-yu T. Intercultural education for the freedom from socio-political terror. [Internet] [Doctoral dissertation]. University of Hong Kong; 2012. [cited 2019 Dec 10]. Available from: Wang, H. T. [王曉宇]. (2012). Intercultural education for the freedom from socio-political terror. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832993 ; http://dx.doi.org/10.5353/th_b4832993 ; http://hdl.handle.net/10722/173835.

Council of Science Editors:

Wang, Hui-yu T. Intercultural education for the freedom from socio-political terror. [Doctoral Dissertation]. University of Hong Kong; 2012. Available from: Wang, H. T. [王曉宇]. (2012). Intercultural education for the freedom from socio-political terror. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832993 ; http://dx.doi.org/10.5353/th_b4832993 ; http://hdl.handle.net/10722/173835


University of Johannesburg

4. Fourie, Martha Johanna. Wiskunde-onderrig in 'n multikulturele klas.

Degree: 2012, University of Johannesburg

M.Ed.

The importance of a multicultural curriculum for communities with a multiracial, ethnic and diverse constititution cannot be overemphasised in a modern approach to education.… (more)

Subjects/Keywords: Mathematics - Study and teaching - South Africa.; Multicultural education - South Africa - Evaluation.; Multicultural education - South Africa - Curricula.; Mathematics - Study and teaching- Evaluation.

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APA (6th Edition):

Fourie, M. J. (2012). Wiskunde-onderrig in 'n multikulturele klas. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5550

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):

Fourie, Martha Johanna. “Wiskunde-onderrig in 'n multikulturele klas.” 2012. Thesis, University of Johannesburg. Accessed December 10, 2019. http://hdl.handle.net/10210/5550.

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

MLA Handbook (7th Edition):

Fourie, Martha Johanna. “Wiskunde-onderrig in 'n multikulturele klas.” 2012. Web. 10 Dec 2019.

Vancouver:

Fourie MJ. Wiskunde-onderrig in 'n multikulturele klas. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10210/5550.

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

Council of Science Editors:

Fourie MJ. Wiskunde-onderrig in 'n multikulturele klas. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5550

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


The Ohio State University

5. SanGregory, Mary Jo. A Self-Study: Pedagogical Practices in a Multicultural Literature Course.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

 Given the reality of the changing demographics in today’s classrooms, it is imperative that teacher candidates leave their teacher education programs prepared to teach in… (more)

Subjects/Keywords: Education; self-study; multicultural literature; culturally responsive teaching; teacher education

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APA (6th Edition):

SanGregory, M. J. (2009). A Self-Study: Pedagogical Practices in a Multicultural Literature Course. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1242666130

Chicago Manual of Style (16th Edition):

SanGregory, Mary Jo. “A Self-Study: Pedagogical Practices in a Multicultural Literature Course.” 2009. Doctoral Dissertation, The Ohio State University. Accessed December 10, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242666130.

MLA Handbook (7th Edition):

SanGregory, Mary Jo. “A Self-Study: Pedagogical Practices in a Multicultural Literature Course.” 2009. Web. 10 Dec 2019.

Vancouver:

SanGregory MJ. A Self-Study: Pedagogical Practices in a Multicultural Literature Course. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Dec 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1242666130.

Council of Science Editors:

SanGregory MJ. A Self-Study: Pedagogical Practices in a Multicultural Literature Course. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1242666130


University of Alberta

6. Witherspoon, Elizabeth. Negotiating difference in the classroom: a conversational study.

Degree: PhD, Department of Elementary Education, 1999, University of Alberta

Subjects/Keywords: Multicultural education – Study and teaching.

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APA (6th Edition):

Witherspoon, E. (1999). Negotiating difference in the classroom: a conversational study. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/sf268713m

Chicago Manual of Style (16th Edition):

Witherspoon, Elizabeth. “Negotiating difference in the classroom: a conversational study.” 1999. Doctoral Dissertation, University of Alberta. Accessed December 10, 2019. https://era.library.ualberta.ca/files/sf268713m.

MLA Handbook (7th Edition):

Witherspoon, Elizabeth. “Negotiating difference in the classroom: a conversational study.” 1999. Web. 10 Dec 2019.

Vancouver:

Witherspoon E. Negotiating difference in the classroom: a conversational study. [Internet] [Doctoral dissertation]. University of Alberta; 1999. [cited 2019 Dec 10]. Available from: https://era.library.ualberta.ca/files/sf268713m.

Council of Science Editors:

Witherspoon E. Negotiating difference in the classroom: a conversational study. [Doctoral Dissertation]. University of Alberta; 1999. Available from: https://era.library.ualberta.ca/files/sf268713m


Oregon State University

7. Prasad, Ashwini. The affects and effects of an anti-oppression course emphasizing ethics on students.

Degree: MA, Interdisciplinary Studies in Philosophy, Sociology and Sociology, 2004, Oregon State University

 Effective pedagogy to teach students about anti-oppression education is valuable to educators and campuses in the United States. One means to introduce oppression to students… (more)

Subjects/Keywords: Multicultural education  – Study and teaching

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APA (6th Edition):

Prasad, A. (2004). The affects and effects of an anti-oppression course emphasizing ethics on students. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/11988

Chicago Manual of Style (16th Edition):

Prasad, Ashwini. “The affects and effects of an anti-oppression course emphasizing ethics on students.” 2004. Masters Thesis, Oregon State University. Accessed December 10, 2019. http://hdl.handle.net/1957/11988.

MLA Handbook (7th Edition):

Prasad, Ashwini. “The affects and effects of an anti-oppression course emphasizing ethics on students.” 2004. Web. 10 Dec 2019.

Vancouver:

Prasad A. The affects and effects of an anti-oppression course emphasizing ethics on students. [Internet] [Masters thesis]. Oregon State University; 2004. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/1957/11988.

Council of Science Editors:

Prasad A. The affects and effects of an anti-oppression course emphasizing ethics on students. [Masters Thesis]. Oregon State University; 2004. Available from: http://hdl.handle.net/1957/11988


Columbia University

8. Hoard, Althea Breanna. A Black Feminist Book Club as a Multicultural Professional Development Model for Inservice Secondary Science Teachers.

Degree: 2017, Columbia University

 According to science teacher educators, science teachers often struggle to embrace and implement multicultural teaching practices due to limited awareness of the biases, assumptions, and… (more)

Subjects/Keywords: Science – Study and teaching; Multicultural education; Minority students; Intersectionality (Sociology)

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APA (6th Edition):

Hoard, A. B. (2017). A Black Feminist Book Club as a Multicultural Professional Development Model for Inservice Secondary Science Teachers. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8N58ZP7

Chicago Manual of Style (16th Edition):

Hoard, Althea Breanna. “A Black Feminist Book Club as a Multicultural Professional Development Model for Inservice Secondary Science Teachers.” 2017. Doctoral Dissertation, Columbia University. Accessed December 10, 2019. https://doi.org/10.7916/D8N58ZP7.

MLA Handbook (7th Edition):

Hoard, Althea Breanna. “A Black Feminist Book Club as a Multicultural Professional Development Model for Inservice Secondary Science Teachers.” 2017. Web. 10 Dec 2019.

Vancouver:

Hoard AB. A Black Feminist Book Club as a Multicultural Professional Development Model for Inservice Secondary Science Teachers. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2019 Dec 10]. Available from: https://doi.org/10.7916/D8N58ZP7.

Council of Science Editors:

Hoard AB. A Black Feminist Book Club as a Multicultural Professional Development Model for Inservice Secondary Science Teachers. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8N58ZP7


Columbia University

9. Boda, Phillip Andrew. Disability Studies, Multiculturalism and Urban Science Education: A Mixed-Methods Phenomenography of Graduate Student Learning.

Degree: 2017, Columbia University

 Urban and multicultural science teacher education research seeks to educate new science teachers to more fully understand ‘Science-for-all’ and prepare them to effectively navigate urban… (more)

Subjects/Keywords: Science – Study and teaching; Teachers – Training of; Multicultural education; Graduate students

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APA (6th Edition):

Boda, P. A. (2017). Disability Studies, Multiculturalism and Urban Science Education: A Mixed-Methods Phenomenography of Graduate Student Learning. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8D5109W

Chicago Manual of Style (16th Edition):

Boda, Phillip Andrew. “Disability Studies, Multiculturalism and Urban Science Education: A Mixed-Methods Phenomenography of Graduate Student Learning.” 2017. Doctoral Dissertation, Columbia University. Accessed December 10, 2019. https://doi.org/10.7916/D8D5109W.

MLA Handbook (7th Edition):

Boda, Phillip Andrew. “Disability Studies, Multiculturalism and Urban Science Education: A Mixed-Methods Phenomenography of Graduate Student Learning.” 2017. Web. 10 Dec 2019.

Vancouver:

Boda PA. Disability Studies, Multiculturalism and Urban Science Education: A Mixed-Methods Phenomenography of Graduate Student Learning. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2019 Dec 10]. Available from: https://doi.org/10.7916/D8D5109W.

Council of Science Editors:

Boda PA. Disability Studies, Multiculturalism and Urban Science Education: A Mixed-Methods Phenomenography of Graduate Student Learning. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8D5109W


Columbia University

10. Falkner, Adam Wallace Graham. A Poet’s Room: Troubling Tolerance, Cultural Ruptures & The Dialogic Curriculum.

Degree: 2018, Columbia University

 Many high school communities across the United States grapple with issues of bullying, harassment and other forms of student conflict that are often the result… (more)

Subjects/Keywords: Multicultural education; Performing arts – Study and teaching; Interpersonal conflict; Toleration

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APA (6th Edition):

Falkner, A. W. G. (2018). A Poet’s Room: Troubling Tolerance, Cultural Ruptures & The Dialogic Curriculum. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8XD2J38

Chicago Manual of Style (16th Edition):

Falkner, Adam Wallace Graham. “A Poet’s Room: Troubling Tolerance, Cultural Ruptures & The Dialogic Curriculum.” 2018. Doctoral Dissertation, Columbia University. Accessed December 10, 2019. https://doi.org/10.7916/D8XD2J38.

MLA Handbook (7th Edition):

Falkner, Adam Wallace Graham. “A Poet’s Room: Troubling Tolerance, Cultural Ruptures & The Dialogic Curriculum.” 2018. Web. 10 Dec 2019.

Vancouver:

Falkner AWG. A Poet’s Room: Troubling Tolerance, Cultural Ruptures & The Dialogic Curriculum. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Dec 10]. Available from: https://doi.org/10.7916/D8XD2J38.

Council of Science Editors:

Falkner AWG. A Poet’s Room: Troubling Tolerance, Cultural Ruptures & The Dialogic Curriculum. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8XD2J38


Columbia University

11. Watkins, Nicole L. Disarming Microaggressions: How Black College Students Self-regulate Racial Stressors within Predominately White Institutions.

Degree: 2012, Columbia University

 The nature of racism in the United States has transformed from overt prejudice and blatant discrimination to more covert, embedded, ambiguous manifestations called racial microaggressions… (more)

Subjects/Keywords: Psychology; Multicultural education; Social sciences – Study and teaching

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APA (6th Edition):

Watkins, N. L. (2012). Disarming Microaggressions: How Black College Students Self-regulate Racial Stressors within Predominately White Institutions. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D84T6RFR

Chicago Manual of Style (16th Edition):

Watkins, Nicole L. “Disarming Microaggressions: How Black College Students Self-regulate Racial Stressors within Predominately White Institutions.” 2012. Doctoral Dissertation, Columbia University. Accessed December 10, 2019. https://doi.org/10.7916/D84T6RFR.

MLA Handbook (7th Edition):

Watkins, Nicole L. “Disarming Microaggressions: How Black College Students Self-regulate Racial Stressors within Predominately White Institutions.” 2012. Web. 10 Dec 2019.

Vancouver:

Watkins NL. Disarming Microaggressions: How Black College Students Self-regulate Racial Stressors within Predominately White Institutions. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2019 Dec 10]. Available from: https://doi.org/10.7916/D84T6RFR.

Council of Science Editors:

Watkins NL. Disarming Microaggressions: How Black College Students Self-regulate Racial Stressors within Predominately White Institutions. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D84T6RFR


Florida Atlantic University

12. Leichtman, Anala. Creating Spaces For Culturally Responsive Pedagogy Amid Standards Driven Curriculum In Secondary School English/Language Arts Classes.

Degree: 2018, Florida Atlantic University

This hermeneutic phenomenological study emerged from concerns about the ways teachers’ pedagogical practices are affected by growing diversity in their classrooms and continuous education reform.… (more)

Subjects/Keywords: Culturally relevant pedagogy.; Multicultural education.; Language arts (Secondary) Study and teaching

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APA (6th Edition):

Leichtman, A. (2018). Creating Spaces For Culturally Responsive Pedagogy Amid Standards Driven Curriculum In Secondary School English/Language Arts Classes. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:40740

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):

Leichtman, Anala. “Creating Spaces For Culturally Responsive Pedagogy Amid Standards Driven Curriculum In Secondary School English/Language Arts Classes.” 2018. Thesis, Florida Atlantic University. Accessed December 10, 2019. http://fau.digital.flvc.org/islandora/object/fau:40740.

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

MLA Handbook (7th Edition):

Leichtman, Anala. “Creating Spaces For Culturally Responsive Pedagogy Amid Standards Driven Curriculum In Secondary School English/Language Arts Classes.” 2018. Web. 10 Dec 2019.

Vancouver:

Leichtman A. Creating Spaces For Culturally Responsive Pedagogy Amid Standards Driven Curriculum In Secondary School English/Language Arts Classes. [Internet] [Thesis]. Florida Atlantic University; 2018. [cited 2019 Dec 10]. Available from: http://fau.digital.flvc.org/islandora/object/fau:40740.

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

Council of Science Editors:

Leichtman A. Creating Spaces For Culturally Responsive Pedagogy Amid Standards Driven Curriculum In Secondary School English/Language Arts Classes. [Thesis]. Florida Atlantic University; 2018. Available from: http://fau.digital.flvc.org/islandora/object/fau:40740

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


Columbia University

13. Mangione, Lauren. Experiences of Science Education Graduate Students in the Critical Voices Classroom.

Degree: 2019, Columbia University

 Science teachers in the United States are not prepared to teach the students in their classrooms. Teachers are most often White females, while the children… (more)

Subjects/Keywords: Science – Study and teaching; Science teachers – Training of; Graduate students; Multicultural education; Teaching

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APA (6th Edition):

Mangione, L. (2019). Experiences of Science Education Graduate Students in the Critical Voices Classroom. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-n90x-7a94

Chicago Manual of Style (16th Edition):

Mangione, Lauren. “Experiences of Science Education Graduate Students in the Critical Voices Classroom.” 2019. Doctoral Dissertation, Columbia University. Accessed December 10, 2019. https://doi.org/10.7916/d8-n90x-7a94.

MLA Handbook (7th Edition):

Mangione, Lauren. “Experiences of Science Education Graduate Students in the Critical Voices Classroom.” 2019. Web. 10 Dec 2019.

Vancouver:

Mangione L. Experiences of Science Education Graduate Students in the Critical Voices Classroom. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2019 Dec 10]. Available from: https://doi.org/10.7916/d8-n90x-7a94.

Council of Science Editors:

Mangione L. Experiences of Science Education Graduate Students in the Critical Voices Classroom. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-n90x-7a94


University of North Texas

14. Wagner, Terra M. Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis.

Degree: 2015, University of North Texas

Multicultural education in counselor education is a popular topic among counselor educators and scholars. To date, scholars have focused on understanding the experiences of counselor… (more)

Subjects/Keywords: multi-cultural; counselor education; teaching multicultural education; Mental health counseling  – Study and teaching.; Mental health counselors  – Education.; Cross-cultural counseling  – Study and teaching.; Ethnopsychology  – Study and teaching.

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APA (6th Edition):

Wagner, T. M. (2015). Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc822760/

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):

Wagner, Terra M. “Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis.” 2015. Thesis, University of North Texas. Accessed December 10, 2019. https://digital.library.unt.edu/ark:/67531/metadc822760/.

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

MLA Handbook (7th Edition):

Wagner, Terra M. “Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis.” 2015. Web. 10 Dec 2019.

Vancouver:

Wagner TM. Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Dec 10]. Available from: https://digital.library.unt.edu/ark:/67531/metadc822760/.

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

Council of Science Editors:

Wagner TM. Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc822760/

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


Columbia University

15. Cook, Eloise R. Rethinking Traditional Grammars of Schooling: Experiences of White, Middle-class, Female, First-year Aspiring Multicultural Educators in Intercultural Urban Teaching Contexts.

Degree: 2018, Columbia University

 Enactment of social justice education is an important step toward rectifying pervasive discrimination woven into public schools and other American institutions. A social justice educator… (more)

Subjects/Keywords: Multicultural education; Teachers – Training of; Education; Social justice – Study and teaching; Teachers, White; Urban schools

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APA (6th Edition):

Cook, E. R. (2018). Rethinking Traditional Grammars of Schooling: Experiences of White, Middle-class, Female, First-year Aspiring Multicultural Educators in Intercultural Urban Teaching Contexts. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8BP1KQV

Chicago Manual of Style (16th Edition):

Cook, Eloise R. “Rethinking Traditional Grammars of Schooling: Experiences of White, Middle-class, Female, First-year Aspiring Multicultural Educators in Intercultural Urban Teaching Contexts.” 2018. Doctoral Dissertation, Columbia University. Accessed December 10, 2019. https://doi.org/10.7916/D8BP1KQV.

MLA Handbook (7th Edition):

Cook, Eloise R. “Rethinking Traditional Grammars of Schooling: Experiences of White, Middle-class, Female, First-year Aspiring Multicultural Educators in Intercultural Urban Teaching Contexts.” 2018. Web. 10 Dec 2019.

Vancouver:

Cook ER. Rethinking Traditional Grammars of Schooling: Experiences of White, Middle-class, Female, First-year Aspiring Multicultural Educators in Intercultural Urban Teaching Contexts. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Dec 10]. Available from: https://doi.org/10.7916/D8BP1KQV.

Council of Science Editors:

Cook ER. Rethinking Traditional Grammars of Schooling: Experiences of White, Middle-class, Female, First-year Aspiring Multicultural Educators in Intercultural Urban Teaching Contexts. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8BP1KQV


University of Johannesburg

16. Radebe-Hawu, Diane Lindela. Teaching literature using cooperative learning strategies to reduce prejudice.

Degree: 2012, University of Johannesburg

D.Ed.

The question which this study endeavours to address, is whether learning about the cultural and ethnic perspectives of other racial and ethnic groups would… (more)

Subjects/Keywords: Literature - Study and teaching - South Africa - Planning.; Prejudices; Group work in education; Multicultural education.

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APA (6th Edition):

Radebe-Hawu, D. L. (2012). Teaching literature using cooperative learning strategies to reduce prejudice. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5784

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):

Radebe-Hawu, Diane Lindela. “Teaching literature using cooperative learning strategies to reduce prejudice.” 2012. Thesis, University of Johannesburg. Accessed December 10, 2019. http://hdl.handle.net/10210/5784.

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

MLA Handbook (7th Edition):

Radebe-Hawu, Diane Lindela. “Teaching literature using cooperative learning strategies to reduce prejudice.” 2012. Web. 10 Dec 2019.

Vancouver:

Radebe-Hawu DL. Teaching literature using cooperative learning strategies to reduce prejudice. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10210/5784.

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

Council of Science Editors:

Radebe-Hawu DL. Teaching literature using cooperative learning strategies to reduce prejudice. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5784

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


Drexel University

17. Chenier, Jonathan Glenn. Classroom Without Walls Excursions and Their Impact on the Affective Growth of International Middle School Students.

Degree: 2018, Drexel University

Each school year, it is common for international middle schools to offer outdoor experiential education programs that take them off campus for three to seven… (more)

Subjects/Keywords: Education; Multicultural education – Study and teaching (Higher); Experiential learning; International schools – Middle School – School Camp

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

APA (6th Edition):

Chenier, J. G. (2018). Classroom Without Walls Excursions and Their Impact on the Affective Growth of International Middle School Students. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A8041

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):

Chenier, Jonathan Glenn. “Classroom Without Walls Excursions and Their Impact on the Affective Growth of International Middle School Students.” 2018. Thesis, Drexel University. Accessed December 10, 2019. https://idea.library.drexel.edu/islandora/object/idea%3A8041.

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

MLA Handbook (7th Edition):

Chenier, Jonathan Glenn. “Classroom Without Walls Excursions and Their Impact on the Affective Growth of International Middle School Students.” 2018. Web. 10 Dec 2019.

Vancouver:

Chenier JG. Classroom Without Walls Excursions and Their Impact on the Affective Growth of International Middle School Students. [Internet] [Thesis]. Drexel University; 2018. [cited 2019 Dec 10]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8041.

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

Council of Science Editors:

Chenier JG. Classroom Without Walls Excursions and Their Impact on the Affective Growth of International Middle School Students. [Thesis]. Drexel University; 2018. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8041

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


Ryerson University

18. Landry, Adrienne. Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document.

Degree: 2010, Ryerson University

 This paper will evaluate the extent to which grade 9/10 Canadian and World Studies curriculum in Ontario perpetuates a monolithic, nation centered focus of citizenship… (more)

Subjects/Keywords: Multicultural education  – Ontario  – Evaluation; Social sciences  – Study and teaching (Secondary)  – Ontario; Citizenship  – Study and teaching (Secondary)  – Ontario; Curriculum evaluation  – Ontario

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APA (6th Edition):

Landry, A. (2010). Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6239

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):

Landry, Adrienne. “Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document.” 2010. Thesis, Ryerson University. Accessed December 10, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A6239.

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

MLA Handbook (7th Edition):

Landry, Adrienne. “Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document.” 2010. Web. 10 Dec 2019.

Vancouver:

Landry A. Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document. [Internet] [Thesis]. Ryerson University; 2010. [cited 2019 Dec 10]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6239.

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

Council of Science Editors:

Landry A. Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document. [Thesis]. Ryerson University; 2010. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6239

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


Columbia University

19. Grayson, Mara Lee. Racial Literacy in the College Composition Classroom: Developing Discursive Practices through Critical Writing and Textual Analysis.

Degree: 2017, Columbia University

 Racial literacy is vital in a contemporary American society that professes meritocracy and post-racialism yet where racial tensions continue to give rise to fear, violence,… (more)

Subjects/Keywords: English language – Composition and exercises – Study and teaching (Higher); Multicultural education; Race relations – Study and teaching (Higher)

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APA (6th Edition):

Grayson, M. L. (2017). Racial Literacy in the College Composition Classroom: Developing Discursive Practices through Critical Writing and Textual Analysis. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8M332Q1

Chicago Manual of Style (16th Edition):

Grayson, Mara Lee. “Racial Literacy in the College Composition Classroom: Developing Discursive Practices through Critical Writing and Textual Analysis.” 2017. Doctoral Dissertation, Columbia University. Accessed December 10, 2019. https://doi.org/10.7916/D8M332Q1.

MLA Handbook (7th Edition):

Grayson, Mara Lee. “Racial Literacy in the College Composition Classroom: Developing Discursive Practices through Critical Writing and Textual Analysis.” 2017. Web. 10 Dec 2019.

Vancouver:

Grayson ML. Racial Literacy in the College Composition Classroom: Developing Discursive Practices through Critical Writing and Textual Analysis. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2019 Dec 10]. Available from: https://doi.org/10.7916/D8M332Q1.

Council of Science Editors:

Grayson ML. Racial Literacy in the College Composition Classroom: Developing Discursive Practices through Critical Writing and Textual Analysis. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8M332Q1


University of Alberta

20. Hula, Dan W. Coloring outside the lines: global education in the classroom.

Degree: Master of Education in International/Intercultural Education, Department of Educational Policy Studies, 1997, University of Alberta

Subjects/Keywords: Peace – Study and teaching.; Multicultural education.

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

APA (6th Edition):

Hula, D. W. (1997). Coloring outside the lines: global education in the classroom. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/gf06g4284

Chicago Manual of Style (16th Edition):

Hula, Dan W. “Coloring outside the lines: global education in the classroom.” 1997. Masters Thesis, University of Alberta. Accessed December 10, 2019. https://era.library.ualberta.ca/files/gf06g4284.

MLA Handbook (7th Edition):

Hula, Dan W. “Coloring outside the lines: global education in the classroom.” 1997. Web. 10 Dec 2019.

Vancouver:

Hula DW. Coloring outside the lines: global education in the classroom. [Internet] [Masters thesis]. University of Alberta; 1997. [cited 2019 Dec 10]. Available from: https://era.library.ualberta.ca/files/gf06g4284.

Council of Science Editors:

Hula DW. Coloring outside the lines: global education in the classroom. [Masters Thesis]. University of Alberta; 1997. Available from: https://era.library.ualberta.ca/files/gf06g4284


Nelson Mandela Metropolitan University

21. Boschmans, Shirley-Anne Inez. Teaching pharmacology: issues of language and learning in a multilingual classroom setting.

Degree: Faculty of Education, 2012, Nelson Mandela Metropolitan University

 The medium for teaching and learning in South African universities is not the mother tongue of the majority of students and this has been reported… (more)

Subjects/Keywords: English language  – Study and teaching  – South Africa; Pharmacology  – Terminology; Multicultural education; Second language acquisition

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

APA (6th Edition):

Boschmans, S. I. (2012). Teaching pharmacology: issues of language and learning in a multilingual classroom setting. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1013398

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):

Boschmans, Shirley-Anne Inez. “Teaching pharmacology: issues of language and learning in a multilingual classroom setting.” 2012. Thesis, Nelson Mandela Metropolitan University. Accessed December 10, 2019. http://hdl.handle.net/10948/d1013398.

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

MLA Handbook (7th Edition):

Boschmans, Shirley-Anne Inez. “Teaching pharmacology: issues of language and learning in a multilingual classroom setting.” 2012. Web. 10 Dec 2019.

Vancouver:

Boschmans SI. Teaching pharmacology: issues of language and learning in a multilingual classroom setting. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10948/d1013398.

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

Council of Science Editors:

Boschmans SI. Teaching pharmacology: issues of language and learning in a multilingual classroom setting. [Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1013398

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


Columbia University

22. Thompson, Tara Aline. The Mind’s Eye: A Culturally Relevant Pedagogy in College English with Multilingual Populations.

Degree: 2018, Columbia University

 This dissertation study explores the relationship between Ladson-Billings’ (1992, 1994, 2006) early scholarship and work with Culturally Relevant Pedagogy (CRP) frameworks and the literacy practices… (more)

Subjects/Keywords: Community colleges; English language – Study and teaching – Foreign speakers; Multicultural education; Culturally relevant pedagogy

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

APA (6th Edition):

Thompson, T. A. (2018). The Mind’s Eye: A Culturally Relevant Pedagogy in College English with Multilingual Populations. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8FJ408P

Chicago Manual of Style (16th Edition):

Thompson, Tara Aline. “The Mind’s Eye: A Culturally Relevant Pedagogy in College English with Multilingual Populations.” 2018. Doctoral Dissertation, Columbia University. Accessed December 10, 2019. https://doi.org/10.7916/D8FJ408P.

MLA Handbook (7th Edition):

Thompson, Tara Aline. “The Mind’s Eye: A Culturally Relevant Pedagogy in College English with Multilingual Populations.” 2018. Web. 10 Dec 2019.

Vancouver:

Thompson TA. The Mind’s Eye: A Culturally Relevant Pedagogy in College English with Multilingual Populations. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Dec 10]. Available from: https://doi.org/10.7916/D8FJ408P.

Council of Science Editors:

Thompson TA. The Mind’s Eye: A Culturally Relevant Pedagogy in College English with Multilingual Populations. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8FJ408P


University of Johannesburg

23. Moore-Swanepoel, Elmarie. Psigolinguistiese en sosiolinguistiese perspektiewe op taalonderrig in 'n multikulturele skoolsituasie.

Degree: 2012, University of Johannesburg

M.A.

The changing circumstances in South Africa up to date can be seen as the inspiration for the investigation of how language teaching, and language… (more)

Subjects/Keywords: Language and languages  – Study and teaching  – South Africa; Multicultural education  – South Africa; Sociolinguistics; Psycholinguistics.

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APA (6th Edition):

Moore-Swanepoel, E. (2012). Psigolinguistiese en sosiolinguistiese perspektiewe op taalonderrig in 'n multikulturele skoolsituasie. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6009

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):

Moore-Swanepoel, Elmarie. “Psigolinguistiese en sosiolinguistiese perspektiewe op taalonderrig in 'n multikulturele skoolsituasie.” 2012. Thesis, University of Johannesburg. Accessed December 10, 2019. http://hdl.handle.net/10210/6009.

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

MLA Handbook (7th Edition):

Moore-Swanepoel, Elmarie. “Psigolinguistiese en sosiolinguistiese perspektiewe op taalonderrig in 'n multikulturele skoolsituasie.” 2012. Web. 10 Dec 2019.

Vancouver:

Moore-Swanepoel E. Psigolinguistiese en sosiolinguistiese perspektiewe op taalonderrig in 'n multikulturele skoolsituasie. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10210/6009.

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

Council of Science Editors:

Moore-Swanepoel E. Psigolinguistiese en sosiolinguistiese perspektiewe op taalonderrig in 'n multikulturele skoolsituasie. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6009

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


University of Johannesburg

24. Nkotoe, Tidimalo Catherine. Prejudice reduction in multicultural mathematics education.

Degree: 2012, University of Johannesburg

M.Ed.

Prejudice reduction is regarded as a deliberate and systematic process which aims at reorienting the values, attitudes, actions and behaviour of individuals or groups… (more)

Subjects/Keywords: Mathematics  – Study and teaching  – Research  – South Africa; Multicultural education  – South Africa  – Case studies

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APA (6th Edition):

Nkotoe, T. C. (2012). Prejudice reduction in multicultural mathematics education. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7255

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):

Nkotoe, Tidimalo Catherine. “Prejudice reduction in multicultural mathematics education.” 2012. Thesis, University of Johannesburg. Accessed December 10, 2019. http://hdl.handle.net/10210/7255.

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

MLA Handbook (7th Edition):

Nkotoe, Tidimalo Catherine. “Prejudice reduction in multicultural mathematics education.” 2012. Web. 10 Dec 2019.

Vancouver:

Nkotoe TC. Prejudice reduction in multicultural mathematics education. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10210/7255.

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

Council of Science Editors:

Nkotoe TC. Prejudice reduction in multicultural mathematics education. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7255

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


University of Oklahoma

25. Nkurumeh, Bartholomew C. TEACHING FOR CROSS-CULTURAL UNDERSTANDING: A CRITICAL STUDY OF THE CLASSROOM EFFORTS OF THREE US ARTS EDUCATORS.

Degree: PhD, 2010, University of Oklahoma

 Misunderstandings continue to exist between cultures. Across space, continued social inequalities involving unequal power relations create lack of understanding between cultures; this has led to… (more)

Subjects/Keywords: Multicultural education – Case studies; Intercultural communication in art; Art – Study and teaching (Higher)

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

APA (6th Edition):

Nkurumeh, B. C. (2010). TEACHING FOR CROSS-CULTURAL UNDERSTANDING: A CRITICAL STUDY OF THE CLASSROOM EFFORTS OF THREE US ARTS EDUCATORS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318884

Chicago Manual of Style (16th Edition):

Nkurumeh, Bartholomew C. “TEACHING FOR CROSS-CULTURAL UNDERSTANDING: A CRITICAL STUDY OF THE CLASSROOM EFFORTS OF THREE US ARTS EDUCATORS.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed December 10, 2019. http://hdl.handle.net/11244/318884.

MLA Handbook (7th Edition):

Nkurumeh, Bartholomew C. “TEACHING FOR CROSS-CULTURAL UNDERSTANDING: A CRITICAL STUDY OF THE CLASSROOM EFFORTS OF THREE US ARTS EDUCATORS.” 2010. Web. 10 Dec 2019.

Vancouver:

Nkurumeh BC. TEACHING FOR CROSS-CULTURAL UNDERSTANDING: A CRITICAL STUDY OF THE CLASSROOM EFFORTS OF THREE US ARTS EDUCATORS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/11244/318884.

Council of Science Editors:

Nkurumeh BC. TEACHING FOR CROSS-CULTURAL UNDERSTANDING: A CRITICAL STUDY OF THE CLASSROOM EFFORTS OF THREE US ARTS EDUCATORS. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/318884


Cape Peninsula University of Technology

26. Bhebhe, Lindelihle. Multicultural narratives in graphic design teaching and learning for diverse audiences at a university of technology .

Degree: 2018, Cape Peninsula University of Technology

 This research is an investigation into how Graphic Design, a visual communication subject is taught and learnt at Cape Peninsula University of Technology in light… (more)

Subjects/Keywords: Culturally relevant pedagogy; Intercultural communication; Multicultural education; Graphic arts  – Study and teaching (Higher)

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

APA (6th Edition):

Bhebhe, L. (2018). Multicultural narratives in graphic design teaching and learning for diverse audiences at a university of technology . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2804

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):

Bhebhe, Lindelihle. “Multicultural narratives in graphic design teaching and learning for diverse audiences at a university of technology .” 2018. Thesis, Cape Peninsula University of Technology. Accessed December 10, 2019. http://etd.cput.ac.za/handle/20.500.11838/2804.

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

MLA Handbook (7th Edition):

Bhebhe, Lindelihle. “Multicultural narratives in graphic design teaching and learning for diverse audiences at a university of technology .” 2018. Web. 10 Dec 2019.

Vancouver:

Bhebhe L. Multicultural narratives in graphic design teaching and learning for diverse audiences at a university of technology . [Internet] [Thesis]. Cape Peninsula University of Technology; 2018. [cited 2019 Dec 10]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2804.

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

Council of Science Editors:

Bhebhe L. Multicultural narratives in graphic design teaching and learning for diverse audiences at a university of technology . [Thesis]. Cape Peninsula University of Technology; 2018. Available from: http://etd.cput.ac.za/handle/20.500.11838/2804

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


Florida Atlantic University

27. Shah, Rachayita. The contributions of a Holocaust and human rights education program to teacher learning.

Degree: PhD, 2012, Florida Atlantic University

Summary: Drawing on the principles of critical multicultural education and teacher learning, this mixed methods study examined the contributions of a professional development program (the… (more)

Subjects/Keywords: Holocaust, Jewish (1939-1945) – Study and teaching; Curriculum planning; Multicultural education; Teachers, Training of

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

APA (6th Edition):

Shah, R. (2012). The contributions of a Holocaust and human rights education program to teacher learning. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3356014

Chicago Manual of Style (16th Edition):

Shah, Rachayita. “The contributions of a Holocaust and human rights education program to teacher learning.” 2012. Doctoral Dissertation, Florida Atlantic University. Accessed December 10, 2019. http://purl.flvc.org/FAU/3356014.

MLA Handbook (7th Edition):

Shah, Rachayita. “The contributions of a Holocaust and human rights education program to teacher learning.” 2012. Web. 10 Dec 2019.

Vancouver:

Shah R. The contributions of a Holocaust and human rights education program to teacher learning. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2012. [cited 2019 Dec 10]. Available from: http://purl.flvc.org/FAU/3356014.

Council of Science Editors:

Shah R. The contributions of a Holocaust and human rights education program to teacher learning. [Doctoral Dissertation]. Florida Atlantic University; 2012. Available from: http://purl.flvc.org/FAU/3356014


Drexel University

28. Champion, Gemmika R. Moral Disengagement in Minority Adolescents: A Literature Review.

Degree: 2019, Drexel University

Moral disengagement is defined as a cognitive distortion that leads to negative conduct being rationalized as reasonable and justified behavior, and it is a harmful… (more)

Subjects/Keywords: Psychology; Multicultural education; Conduct of life; African Americans – Study and teaching; Teenagers; Minorities

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APA (6th Edition):

Champion, G. R. (2019). Moral Disengagement in Minority Adolescents: A Literature Review. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A9536

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):

Champion, Gemmika R. “Moral Disengagement in Minority Adolescents: A Literature Review.” 2019. Thesis, Drexel University. Accessed December 10, 2019. https://idea.library.drexel.edu/islandora/object/idea%3A9536.

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

MLA Handbook (7th Edition):

Champion, Gemmika R. “Moral Disengagement in Minority Adolescents: A Literature Review.” 2019. Web. 10 Dec 2019.

Vancouver:

Champion GR. Moral Disengagement in Minority Adolescents: A Literature Review. [Internet] [Thesis]. Drexel University; 2019. [cited 2019 Dec 10]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9536.

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

Council of Science Editors:

Champion GR. Moral Disengagement in Minority Adolescents: A Literature Review. [Thesis]. Drexel University; 2019. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9536

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


University of Washington

29. Cannie, Raedell. Daring to Differ: A Culturally Responsive Research Study of Self.

Degree: PhD, 2018, University of Washington

 Self-study is an inherent component of culturally responsive teaching, but most scholars and educators do not specifically highlight its process. This is an essential time… (more)

Subjects/Keywords: Black women; critical race theory; culturally responsive teaching; self-study; teacher education; Multicultural education; Teacher education; Curriculum development; Education

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

APA (6th Edition):

Cannie, R. (2018). Daring to Differ: A Culturally Responsive Research Study of Self. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/42075

Chicago Manual of Style (16th Edition):

Cannie, Raedell. “Daring to Differ: A Culturally Responsive Research Study of Self.” 2018. Doctoral Dissertation, University of Washington. Accessed December 10, 2019. http://hdl.handle.net/1773/42075.

MLA Handbook (7th Edition):

Cannie, Raedell. “Daring to Differ: A Culturally Responsive Research Study of Self.” 2018. Web. 10 Dec 2019.

Vancouver:

Cannie R. Daring to Differ: A Culturally Responsive Research Study of Self. [Internet] [Doctoral dissertation]. University of Washington; 2018. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/1773/42075.

Council of Science Editors:

Cannie R. Daring to Differ: A Culturally Responsive Research Study of Self. [Doctoral Dissertation]. University of Washington; 2018. Available from: http://hdl.handle.net/1773/42075


Florida Atlantic University

30. Hamilton, Rebecca. Multicultural education and high school English teachers: a teacher awareness study.

Degree: 2015, Florida Atlantic University

Summary: Multicultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented,… (more)

Subjects/Keywords: Cultural pluralism; Curriculum planning; Educational equalization; English language  – Study and teaching (Secondary); English literature  – Study and teaching (Secondary); Ethnicity  – Study and teaching; Multicultural education  – Case studies; Teachers, Training of

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hamilton, R. (2015). Multicultural education and high school English teachers: a teacher awareness study. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004376 ; (URL) http://purl.flvc.org/fau/fd/FA00004376

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):

Hamilton, Rebecca. “Multicultural education and high school English teachers: a teacher awareness study.” 2015. Thesis, Florida Atlantic University. Accessed December 10, 2019. http://purl.flvc.org/fau/fd/FA00004376 ; (URL) http://purl.flvc.org/fau/fd/FA00004376.

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

MLA Handbook (7th Edition):

Hamilton, Rebecca. “Multicultural education and high school English teachers: a teacher awareness study.” 2015. Web. 10 Dec 2019.

Vancouver:

Hamilton R. Multicultural education and high school English teachers: a teacher awareness study. [Internet] [Thesis]. Florida Atlantic University; 2015. [cited 2019 Dec 10]. Available from: http://purl.flvc.org/fau/fd/FA00004376 ; (URL) http://purl.flvc.org/fau/fd/FA00004376.

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

Council of Science Editors:

Hamilton R. Multicultural education and high school English teachers: a teacher awareness study. [Thesis]. Florida Atlantic University; 2015. Available from: http://purl.flvc.org/fau/fd/FA00004376 ; (URL) http://purl.flvc.org/fau/fd/FA00004376

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

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