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You searched for subject:(cultural proficiency). Showing records 1 – 30 of 54 total matches.

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University of Southern California

1. Nuñez, Roberto, Jr. Infusing school-wide culturally responsive teaching to increase the cultural proficiency of teachers.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 The purpose of this study was to determine if Culturally Relevant Pedagogy (CRP) training of teachers can have a significant effect on closing the achievement… (more)

Subjects/Keywords: cultural proficiency; culturally responsive teaching

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

APA (6th Edition):

Nuñez, Roberto, J. (2011). Infusing school-wide culturally responsive teaching to increase the cultural proficiency of teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/210324/rec/3499

Chicago Manual of Style (16th Edition):

Nuñez, Roberto, Jr. “Infusing school-wide culturally responsive teaching to increase the cultural proficiency of teachers.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/210324/rec/3499.

MLA Handbook (7th Edition):

Nuñez, Roberto, Jr. “Infusing school-wide culturally responsive teaching to increase the cultural proficiency of teachers.” 2011. Web. 22 Sep 2020.

Vancouver:

Nuñez, Roberto J. Infusing school-wide culturally responsive teaching to increase the cultural proficiency of teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/210324/rec/3499.

Council of Science Editors:

Nuñez, Roberto J. Infusing school-wide culturally responsive teaching to increase the cultural proficiency of teachers. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/210324/rec/3499


University of North Texas

2. Mince, Marcus Dwayne. The Impact of Culturally Proficient School Leadership on LGBTQI Students and Staff.

Degree: 2020, University of North Texas

 Research has shown that LGBTQI youth are four to six times more likely to attempt suicide than their heterosexual peers. Many schools across the nation… (more)

Subjects/Keywords: LGBTQI; Cultural Proficiency; School Leadership; Education, General

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APA (6th Edition):

Mince, M. D. (2020). The Impact of Culturally Proficient School Leadership on LGBTQI Students and Staff. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1707250/

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):

Mince, Marcus Dwayne. “The Impact of Culturally Proficient School Leadership on LGBTQI Students and Staff.” 2020. Thesis, University of North Texas. Accessed September 22, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707250/.

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

MLA Handbook (7th Edition):

Mince, Marcus Dwayne. “The Impact of Culturally Proficient School Leadership on LGBTQI Students and Staff.” 2020. Web. 22 Sep 2020.

Vancouver:

Mince MD. The Impact of Culturally Proficient School Leadership on LGBTQI Students and Staff. [Internet] [Thesis]. University of North Texas; 2020. [cited 2020 Sep 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1707250/.

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

Council of Science Editors:

Mince MD. The Impact of Culturally Proficient School Leadership on LGBTQI Students and Staff. [Thesis]. University of North Texas; 2020. Available from: https://digital.library.unt.edu/ark:/67531/metadc1707250/

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


Penn State University

3. Li, Na. Designing for cross-cultural group chat.

Degree: 2014, Penn State University

 Cross-cultural communication is taking place everywhere as the world is getting flat. Research conducted across many disciplines (e.g. education, psycholinguistics, sociology, HCI and CSCW) shows… (more)

Subjects/Keywords: cross cultural communication; synchronous annotation; language proficiency

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APA (6th Edition):

Li, N. (2014). Designing for cross-cultural group chat. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/22957

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):

Li, Na. “Designing for cross-cultural group chat.” 2014. Thesis, Penn State University. Accessed September 22, 2020. https://submit-etda.libraries.psu.edu/catalog/22957.

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

MLA Handbook (7th Edition):

Li, Na. “Designing for cross-cultural group chat.” 2014. Web. 22 Sep 2020.

Vancouver:

Li N. Designing for cross-cultural group chat. [Internet] [Thesis]. Penn State University; 2014. [cited 2020 Sep 22]. Available from: https://submit-etda.libraries.psu.edu/catalog/22957.

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

Council of Science Editors:

Li N. Designing for cross-cultural group chat. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/22957

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


University of North Texas

4. Owens Luper, Willene DeeAndra. High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders.

Degree: 2011, University of North Texas

 This study examined Texas high school teachers’ perceptions of their principals as culturally proficient leaders, focusing specifically on how teacher-, school-, and principal-related factors impacted… (more)

Subjects/Keywords: Cultural proficiency; teacher perceptions; principals; administrators

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APA (6th Edition):

Owens Luper, W. D. (2011). High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103367/

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):

Owens Luper, Willene DeeAndra. “High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders.” 2011. Thesis, University of North Texas. Accessed September 22, 2020. https://digital.library.unt.edu/ark:/67531/metadc103367/.

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

MLA Handbook (7th Edition):

Owens Luper, Willene DeeAndra. “High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders.” 2011. Web. 22 Sep 2020.

Vancouver:

Owens Luper WD. High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Sep 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103367/.

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

Council of Science Editors:

Owens Luper WD. High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103367/

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


University of Manitoba

5. Scott, Troy. The importance of the teacher-student relationship in contributing to adolescent EAL newcomer success in secondary school.

Degree: Educational Administration, Foundations and Psychology, 2015, University of Manitoba

 The purpose of this study was first to describe the impact of the relationship between adolescent newcomers in South Winnipeg secondary schools and their teachers.… (more)

Subjects/Keywords: education; EAL; teacher; Relationship; Cultural proficiency; student

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APA (6th Edition):

Scott, T. (2015). The importance of the teacher-student relationship in contributing to adolescent EAL newcomer success in secondary school. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/30756

Chicago Manual of Style (16th Edition):

Scott, Troy. “The importance of the teacher-student relationship in contributing to adolescent EAL newcomer success in secondary school.” 2015. Masters Thesis, University of Manitoba. Accessed September 22, 2020. http://hdl.handle.net/1993/30756.

MLA Handbook (7th Edition):

Scott, Troy. “The importance of the teacher-student relationship in contributing to adolescent EAL newcomer success in secondary school.” 2015. Web. 22 Sep 2020.

Vancouver:

Scott T. The importance of the teacher-student relationship in contributing to adolescent EAL newcomer success in secondary school. [Internet] [Masters thesis]. University of Manitoba; 2015. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/1993/30756.

Council of Science Editors:

Scott T. The importance of the teacher-student relationship in contributing to adolescent EAL newcomer success in secondary school. [Masters Thesis]. University of Manitoba; 2015. Available from: http://hdl.handle.net/1993/30756


University of Southern California

6. Cohen, Lauren Deborah. Cultural proficiency in educational settings as the standard of student connection in a global world.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 Our high school students are worthy of a global education embedded with a commitment to bringing them learning experiences, which readily provide opportunities for building… (more)

Subjects/Keywords: globalization; social capital; human capital; cultural proficiency

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APA (6th Edition):

Cohen, L. D. (2011). Cultural proficiency in educational settings as the standard of student connection in a global world. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622101/rec/1732

Chicago Manual of Style (16th Edition):

Cohen, Lauren Deborah. “Cultural proficiency in educational settings as the standard of student connection in a global world.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622101/rec/1732.

MLA Handbook (7th Edition):

Cohen, Lauren Deborah. “Cultural proficiency in educational settings as the standard of student connection in a global world.” 2011. Web. 22 Sep 2020.

Vancouver:

Cohen LD. Cultural proficiency in educational settings as the standard of student connection in a global world. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622101/rec/1732.

Council of Science Editors:

Cohen LD. Cultural proficiency in educational settings as the standard of student connection in a global world. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/622101/rec/1732

7. Charbonneau, Steve Darwin. Becoming Culturally Proficient: A Crosscultural Study on the Public School Experience of Sikh Students.

Degree: 2011, California State University – Stanislaus

 The United States is among the most culturally diverse countries in the world, with newcomers coming from cultural backgrounds unique from mainstream American society (Boehm,… (more)

Subjects/Keywords: Ethnic Studies; Cultural Anthropology; Cultural Education; Sikh Students; High School Proficiency

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APA (6th Edition):

Charbonneau, S. D. (2011). Becoming Culturally Proficient: A Crosscultural Study on the Public School Experience of Sikh Students. (Thesis). California State University – Stanislaus. Retrieved from http://scholarworks.csustan.edu/handle/011235813/14

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):

Charbonneau, Steve Darwin. “Becoming Culturally Proficient: A Crosscultural Study on the Public School Experience of Sikh Students.” 2011. Thesis, California State University – Stanislaus. Accessed September 22, 2020. http://scholarworks.csustan.edu/handle/011235813/14.

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

MLA Handbook (7th Edition):

Charbonneau, Steve Darwin. “Becoming Culturally Proficient: A Crosscultural Study on the Public School Experience of Sikh Students.” 2011. Web. 22 Sep 2020.

Vancouver:

Charbonneau SD. Becoming Culturally Proficient: A Crosscultural Study on the Public School Experience of Sikh Students. [Internet] [Thesis]. California State University – Stanislaus; 2011. [cited 2020 Sep 22]. Available from: http://scholarworks.csustan.edu/handle/011235813/14.

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

Council of Science Editors:

Charbonneau SD. Becoming Culturally Proficient: A Crosscultural Study on the Public School Experience of Sikh Students. [Thesis]. California State University – Stanislaus; 2011. Available from: http://scholarworks.csustan.edu/handle/011235813/14

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


University of Toronto

8. Walker, Rosemarie. Responsiveness to Culture: Conflict Management Practices of Secondary School Administrators.

Degree: 2011, University of Toronto

Traditional administrative approaches to conflict in schools tend to be punitive, dominated by Western cultural assumptions, and to disregard students’ cultures. Cultural responsiveness attends to… (more)

Subjects/Keywords: conflict management; cultural responsiveness; cultural proficiency; discipline; administrators; 0514; 0533

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APA (6th Edition):

Walker, R. (2011). Responsiveness to Culture: Conflict Management Practices of Secondary School Administrators. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/29490

Chicago Manual of Style (16th Edition):

Walker, Rosemarie. “Responsiveness to Culture: Conflict Management Practices of Secondary School Administrators.” 2011. Masters Thesis, University of Toronto. Accessed September 22, 2020. http://hdl.handle.net/1807/29490.

MLA Handbook (7th Edition):

Walker, Rosemarie. “Responsiveness to Culture: Conflict Management Practices of Secondary School Administrators.” 2011. Web. 22 Sep 2020.

Vancouver:

Walker R. Responsiveness to Culture: Conflict Management Practices of Secondary School Administrators. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/1807/29490.

Council of Science Editors:

Walker R. Responsiveness to Culture: Conflict Management Practices of Secondary School Administrators. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29490


University of Southern California

9. Alvarez, Alberto. An alternative capstone project: Closing the Hispanic English learners achievement gap in a high performing district.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 The purpose of this inquiry project was to identify root causes for the persistent Hispanic English Learner (EL) achievement gap in Rowland Unified School District… (more)

Subjects/Keywords: Hispanic English learner; achievement gap; cultural proficiency; gap analysis

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APA (6th Edition):

Alvarez, A. (2011). An alternative capstone project: Closing the Hispanic English learners achievement gap in a high performing district. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455975/rec/662

Chicago Manual of Style (16th Edition):

Alvarez, Alberto. “An alternative capstone project: Closing the Hispanic English learners achievement gap in a high performing district.” 2011. Doctoral Dissertation, University of Southern California. Accessed September 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455975/rec/662.

MLA Handbook (7th Edition):

Alvarez, Alberto. “An alternative capstone project: Closing the Hispanic English learners achievement gap in a high performing district.” 2011. Web. 22 Sep 2020.

Vancouver:

Alvarez A. An alternative capstone project: Closing the Hispanic English learners achievement gap in a high performing district. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455975/rec/662.

Council of Science Editors:

Alvarez A. An alternative capstone project: Closing the Hispanic English learners achievement gap in a high performing district. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455975/rec/662


University of Georgia

10. Sims, Barbara Nell. Impact of professional learning on cultural proficiency.

Degree: 2018, University of Georgia

 Bridging the achievement gap has become a major focus for most school districts as one result of NCLB and high-stakes testing. New assessment accountability measures… (more)

Subjects/Keywords: Achievement Gap; Urban Communities; Cultural Proficiency; Culturally Relevant Pedagogy

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APA (6th Edition):

Sims, B. N. (2018). Impact of professional learning on cultural proficiency. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/37505

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):

Sims, Barbara Nell. “Impact of professional learning on cultural proficiency.” 2018. Thesis, University of Georgia. Accessed September 22, 2020. http://hdl.handle.net/10724/37505.

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

MLA Handbook (7th Edition):

Sims, Barbara Nell. “Impact of professional learning on cultural proficiency.” 2018. Web. 22 Sep 2020.

Vancouver:

Sims BN. Impact of professional learning on cultural proficiency. [Internet] [Thesis]. University of Georgia; 2018. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10724/37505.

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

Council of Science Editors:

Sims BN. Impact of professional learning on cultural proficiency. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/37505

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


University of North Texas

11. Babb, Katie A. Cultural Competency of District Leaders: The Influence on Campus Leaders.

Degree: 2020, University of North Texas

 The purpose of this qualitative study was to determine the cultural competence of district leaders and their potential resulting influence on campus leaders in the… (more)

Subjects/Keywords: cultural competence continuum; cultural proficiency; district leaders; equity; inclusive; influential leadership; school principals

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APA (6th Edition):

Babb, K. A. (2020). Cultural Competency of District Leaders: The Influence on Campus Leaders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1707256/

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):

Babb, Katie A. “Cultural Competency of District Leaders: The Influence on Campus Leaders.” 2020. Thesis, University of North Texas. Accessed September 22, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707256/.

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

MLA Handbook (7th Edition):

Babb, Katie A. “Cultural Competency of District Leaders: The Influence on Campus Leaders.” 2020. Web. 22 Sep 2020.

Vancouver:

Babb KA. Cultural Competency of District Leaders: The Influence on Campus Leaders. [Internet] [Thesis]. University of North Texas; 2020. [cited 2020 Sep 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1707256/.

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

Council of Science Editors:

Babb KA. Cultural Competency of District Leaders: The Influence on Campus Leaders. [Thesis]. University of North Texas; 2020. Available from: https://digital.library.unt.edu/ark:/67531/metadc1707256/

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


Northeastern University

12. GUEVARA, MARISOL. Perception Of Students Enrolled In The Bachelor's Degree Program In Human Services Regarding Cultural Competence.

Degree: EdD, School of Education, 2019, Northeastern University

 Abstract This study examined the perception of students in their final year of their bachelor's degree program in human services about "cultural competence" as a… (more)

Subjects/Keywords: cultural competence; cultural proficiency; culture; human services education; nontraditional students; Higher education administration; International relations

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APA (6th Edition):

GUEVARA, M. (2019). Perception Of Students Enrolled In The Bachelor's Degree Program In Human Services Regarding Cultural Competence. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316531

Chicago Manual of Style (16th Edition):

GUEVARA, MARISOL. “Perception Of Students Enrolled In The Bachelor's Degree Program In Human Services Regarding Cultural Competence.” 2019. Doctoral Dissertation, Northeastern University. Accessed September 22, 2020. http://hdl.handle.net/2047/D20316531.

MLA Handbook (7th Edition):

GUEVARA, MARISOL. “Perception Of Students Enrolled In The Bachelor's Degree Program In Human Services Regarding Cultural Competence.” 2019. Web. 22 Sep 2020.

Vancouver:

GUEVARA M. Perception Of Students Enrolled In The Bachelor's Degree Program In Human Services Regarding Cultural Competence. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/2047/D20316531.

Council of Science Editors:

GUEVARA M. Perception Of Students Enrolled In The Bachelor's Degree Program In Human Services Regarding Cultural Competence. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316531


Loyola University Chicago

13. Raatjes, Aaron. Maintaining and Improving Academic Achievement in the Midst of Significant Demographic Change: A Case Study Analysis.

Degree: Doctor of Education (EdD), School of Education, 2017, Loyola University Chicago

  The research of Mei Jiun Wu (2013) indicates that demographic change greater than 1% has significant impact on the achievement performance of school districts.… (more)

Subjects/Keywords: achievement; achievement gap; culturally responsive teaching; cultural proficiency; demographic change; leadership; Educational Leadership

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APA (6th Edition):

Raatjes, A. (2017). Maintaining and Improving Academic Achievement in the Midst of Significant Demographic Change: A Case Study Analysis. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2841

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):

Raatjes, Aaron. “Maintaining and Improving Academic Achievement in the Midst of Significant Demographic Change: A Case Study Analysis.” 2017. Thesis, Loyola University Chicago. Accessed September 22, 2020. https://ecommons.luc.edu/luc_diss/2841.

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

MLA Handbook (7th Edition):

Raatjes, Aaron. “Maintaining and Improving Academic Achievement in the Midst of Significant Demographic Change: A Case Study Analysis.” 2017. Web. 22 Sep 2020.

Vancouver:

Raatjes A. Maintaining and Improving Academic Achievement in the Midst of Significant Demographic Change: A Case Study Analysis. [Internet] [Thesis]. Loyola University Chicago; 2017. [cited 2020 Sep 22]. Available from: https://ecommons.luc.edu/luc_diss/2841.

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

Council of Science Editors:

Raatjes A. Maintaining and Improving Academic Achievement in the Midst of Significant Demographic Change: A Case Study Analysis. [Thesis]. Loyola University Chicago; 2017. Available from: https://ecommons.luc.edu/luc_diss/2841

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


Texas A&M University

14. Piper, Annetra Patrece. Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?.

Degree: EdD, Educational Administration, 2016, Texas A&M University

 African American and other students of color have continued to score lower than White students in many classrooms and on achievement tests in every subject,… (more)

Subjects/Keywords: African American; culture; cultural; responsiveness; proficiency; competence; student achievement; racial uplift; disproportionality; dimensions

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APA (6th Edition):

Piper, A. P. (2016). Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158903

Chicago Manual of Style (16th Edition):

Piper, Annetra Patrece. “Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?.” 2016. Doctoral Dissertation, Texas A&M University. Accessed September 22, 2020. http://hdl.handle.net/1969.1/158903.

MLA Handbook (7th Edition):

Piper, Annetra Patrece. “Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?.” 2016. Web. 22 Sep 2020.

Vancouver:

Piper AP. Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/1969.1/158903.

Council of Science Editors:

Piper AP. Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158903

15. Finch, Perry A. The Case For Cultural Proficiency For Teachers Of Students Of Color Who Live In Poverty: A Policy Advocacy Document.

Degree: EdD Doctor of Education, Disability and Equity in Education, 2016, National-Louis University

  This document explores how expanding educators’ cultural proficiency leads to increased learning opportunities for students of color who live in poverty. Through the development… (more)

Subjects/Keywords: cultural proficiency; culturally responsive instruction; differentiation; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Finch, P. A. (2016). The Case For Cultural Proficiency For Teachers Of Students Of Color Who Live In Poverty: A Policy Advocacy Document. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/221

Chicago Manual of Style (16th Edition):

Finch, Perry A. “The Case For Cultural Proficiency For Teachers Of Students Of Color Who Live In Poverty: A Policy Advocacy Document.” 2016. Doctoral Dissertation, National-Louis University. Accessed September 22, 2020. http://digitalcommons.nl.edu/diss/221.

MLA Handbook (7th Edition):

Finch, Perry A. “The Case For Cultural Proficiency For Teachers Of Students Of Color Who Live In Poverty: A Policy Advocacy Document.” 2016. Web. 22 Sep 2020.

Vancouver:

Finch PA. The Case For Cultural Proficiency For Teachers Of Students Of Color Who Live In Poverty: A Policy Advocacy Document. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2020 Sep 22]. Available from: http://digitalcommons.nl.edu/diss/221.

Council of Science Editors:

Finch PA. The Case For Cultural Proficiency For Teachers Of Students Of Color Who Live In Poverty: A Policy Advocacy Document. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/221


Georgia Southern University

16. Houser, Mary C. Looking Through a Culturally Proficient Lens: Georgia Elementary ESOL Teachers' Perceptions of School Leaders.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2020, Georgia Southern University

  This study examines the perceptions of ESOL teachers in Georgia regarding their school leaders’ cultural proficiency in working with diverse learners. The hypothesis is… (more)

Subjects/Keywords: Cultural proficiency; EL; ESOL; School leaders; Perceptions; Experience; Diversity; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Houser, M. C. (2020). Looking Through a Culturally Proficient Lens: Georgia Elementary ESOL Teachers' Perceptions of School Leaders. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/2133

Chicago Manual of Style (16th Edition):

Houser, Mary C. “Looking Through a Culturally Proficient Lens: Georgia Elementary ESOL Teachers' Perceptions of School Leaders.” 2020. Doctoral Dissertation, Georgia Southern University. Accessed September 22, 2020. https://digitalcommons.georgiasouthern.edu/etd/2133.

MLA Handbook (7th Edition):

Houser, Mary C. “Looking Through a Culturally Proficient Lens: Georgia Elementary ESOL Teachers' Perceptions of School Leaders.” 2020. Web. 22 Sep 2020.

Vancouver:

Houser MC. Looking Through a Culturally Proficient Lens: Georgia Elementary ESOL Teachers' Perceptions of School Leaders. [Internet] [Doctoral dissertation]. Georgia Southern University; 2020. [cited 2020 Sep 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/2133.

Council of Science Editors:

Houser MC. Looking Through a Culturally Proficient Lens: Georgia Elementary ESOL Teachers' Perceptions of School Leaders. [Doctoral Dissertation]. Georgia Southern University; 2020. Available from: https://digitalcommons.georgiasouthern.edu/etd/2133


Colorado State University

17. Hurny, Gina L. Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An.

Degree: PhD, Education, 2014, Colorado State University

 This quantitative study examined the factors that influence the cultural adjustment of undergraduate Chinese international students to the United States. The ever-increasing Chinese student population… (more)

Subjects/Keywords: academic adjustment; acculturation; Chinese international students; cultural adjustment; English language proficiency; social adjustment

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APA (6th Edition):

Hurny, G. L. (2014). Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/88438

Chicago Manual of Style (16th Edition):

Hurny, Gina L. “Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An.” 2014. Doctoral Dissertation, Colorado State University. Accessed September 22, 2020. http://hdl.handle.net/10217/88438.

MLA Handbook (7th Edition):

Hurny, Gina L. “Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An.” 2014. Web. 22 Sep 2020.

Vancouver:

Hurny GL. Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10217/88438.

Council of Science Editors:

Hurny GL. Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/88438


Jönköping University

18. Farah, Deqa. Language Proficiency and Cross-cultural Adaptation as Part of Cross-cultural Communication Competence : A Study of an Ethnically Diverse Team in a Multinational Company in Sweden.

Degree: Jönköping International Business School, 2012, Jönköping University

  Purpose: Our purpose is to study how language proficiency and cross-cultural adaptation affect ethnically diverse teams in their cross-cultural communication competence. Methodology: The data… (more)

Subjects/Keywords: Ethnically diverse teams; language proficiency; cross-cultural adaptation; crosscultural communication competence; multinational companies (MNCs).

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

APA (6th Edition):

Farah, D. (2012). Language Proficiency and Cross-cultural Adaptation as Part of Cross-cultural Communication Competence : A Study of an Ethnically Diverse Team in a Multinational Company in Sweden. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18862

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):

Farah, Deqa. “Language Proficiency and Cross-cultural Adaptation as Part of Cross-cultural Communication Competence : A Study of an Ethnically Diverse Team in a Multinational Company in Sweden.” 2012. Thesis, Jönköping University. Accessed September 22, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18862.

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

MLA Handbook (7th Edition):

Farah, Deqa. “Language Proficiency and Cross-cultural Adaptation as Part of Cross-cultural Communication Competence : A Study of an Ethnically Diverse Team in a Multinational Company in Sweden.” 2012. Web. 22 Sep 2020.

Vancouver:

Farah D. Language Proficiency and Cross-cultural Adaptation as Part of Cross-cultural Communication Competence : A Study of an Ethnically Diverse Team in a Multinational Company in Sweden. [Internet] [Thesis]. Jönköping University; 2012. [cited 2020 Sep 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18862.

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

Council of Science Editors:

Farah D. Language Proficiency and Cross-cultural Adaptation as Part of Cross-cultural Communication Competence : A Study of an Ethnically Diverse Team in a Multinational Company in Sweden. [Thesis]. Jönköping University; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18862

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


Georgia State University

19. Kranzlein, Kimberly. Culturally Responsive School Leadership and Gifted Identification in a Heterogeneous School: A Case Study.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2019, Georgia State University

  The purpose of this qualitative descriptive single case study is to gain a deeper understanding of how school leaders approach giftedness identification in a… (more)

Subjects/Keywords: gifted identification; underrepresentation; minority; descriptive case study; culturally responsive school leadership; cultural proficiency

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APA (6th Edition):

Kranzlein, K. (2019). Culturally Responsive School Leadership and Gifted Identification in a Heterogeneous School: A Case Study. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/207

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):

Kranzlein, Kimberly. “Culturally Responsive School Leadership and Gifted Identification in a Heterogeneous School: A Case Study.” 2019. Thesis, Georgia State University. Accessed September 22, 2020. https://scholarworks.gsu.edu/eps_diss/207.

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

MLA Handbook (7th Edition):

Kranzlein, Kimberly. “Culturally Responsive School Leadership and Gifted Identification in a Heterogeneous School: A Case Study.” 2019. Web. 22 Sep 2020.

Vancouver:

Kranzlein K. Culturally Responsive School Leadership and Gifted Identification in a Heterogeneous School: A Case Study. [Internet] [Thesis]. Georgia State University; 2019. [cited 2020 Sep 22]. Available from: https://scholarworks.gsu.edu/eps_diss/207.

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

Council of Science Editors:

Kranzlein K. Culturally Responsive School Leadership and Gifted Identification in a Heterogeneous School: A Case Study. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/eps_diss/207

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


Boston College

20. Greenwood, James Jason. Enhancing Culturally Responsive Practice in a District: How Teachers Make Sense of Their Cultural Proficiency.

Degree: EdD, Educational Leadership and Higher Education, 2020, Boston College

 While the U.S. student body is increasingly racially, ethnically, culturally, and linguistically diverse, the teaching population itself, however, does not mirror this same diversity. As… (more)

Subjects/Keywords: cultural proficiency; culturally responsive practice; educational leadership; school district administration; sensegiving; sensemaking

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APA (6th Edition):

Greenwood, J. J. (2020). Enhancing Culturally Responsive Practice in a District: How Teachers Make Sense of Their Cultural Proficiency. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108809

Chicago Manual of Style (16th Edition):

Greenwood, James Jason. “Enhancing Culturally Responsive Practice in a District: How Teachers Make Sense of Their Cultural Proficiency.” 2020. Doctoral Dissertation, Boston College. Accessed September 22, 2020. http://dlib.bc.edu/islandora/object/bc-ir:108809.

MLA Handbook (7th Edition):

Greenwood, James Jason. “Enhancing Culturally Responsive Practice in a District: How Teachers Make Sense of Their Cultural Proficiency.” 2020. Web. 22 Sep 2020.

Vancouver:

Greenwood JJ. Enhancing Culturally Responsive Practice in a District: How Teachers Make Sense of Their Cultural Proficiency. [Internet] [Doctoral dissertation]. Boston College; 2020. [cited 2020 Sep 22]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108809.

Council of Science Editors:

Greenwood JJ. Enhancing Culturally Responsive Practice in a District: How Teachers Make Sense of Their Cultural Proficiency. [Doctoral Dissertation]. Boston College; 2020. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108809


University of Southern California

21. Bugarin, Merle Ann. A capstone gap analysis project of English learners' achievement at a suburban high schol: a focus on teacher collaboration and cultural competence.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 LTELs are students that have been classified as English learners for six or more years and have failed to make progress towards English proficiency. This… (more)

Subjects/Keywords: gap analysis; cultural proficiency; teacher collaboration; long term English learners; critical reflection; professional learning communities

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APA (6th Edition):

Bugarin, M. A. (2013). A capstone gap analysis project of English learners' achievement at a suburban high schol: a focus on teacher collaboration and cultural competence. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/234687/rec/59

Chicago Manual of Style (16th Edition):

Bugarin, Merle Ann. “A capstone gap analysis project of English learners' achievement at a suburban high schol: a focus on teacher collaboration and cultural competence.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 22, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/234687/rec/59.

MLA Handbook (7th Edition):

Bugarin, Merle Ann. “A capstone gap analysis project of English learners' achievement at a suburban high schol: a focus on teacher collaboration and cultural competence.” 2013. Web. 22 Sep 2020.

Vancouver:

Bugarin MA. A capstone gap analysis project of English learners' achievement at a suburban high schol: a focus on teacher collaboration and cultural competence. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/234687/rec/59.

Council of Science Editors:

Bugarin MA. A capstone gap analysis project of English learners' achievement at a suburban high schol: a focus on teacher collaboration and cultural competence. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/234687/rec/59

22. Escobar, Marta Adalberto. Schools and migrant families: the fundamentals for creating a culture of continuous improvement .

Degree: 2015, California State University – San Marcos

 The purpose of the study was to investigate how the policies and practices of one school located in North San Diego County support migrant students'… (more)

Subjects/Keywords: migrant families; migrant students; migrant parent participation; migrant families and illiteracy; migrant education; cultural proficiency

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APA (6th Edition):

Escobar, M. A. (2015). Schools and migrant families: the fundamentals for creating a culture of continuous improvement . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/140056

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):

Escobar, Marta Adalberto. “Schools and migrant families: the fundamentals for creating a culture of continuous improvement .” 2015. Thesis, California State University – San Marcos. Accessed September 22, 2020. http://hdl.handle.net/10211.3/140056.

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

MLA Handbook (7th Edition):

Escobar, Marta Adalberto. “Schools and migrant families: the fundamentals for creating a culture of continuous improvement .” 2015. Web. 22 Sep 2020.

Vancouver:

Escobar MA. Schools and migrant families: the fundamentals for creating a culture of continuous improvement . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10211.3/140056.

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

Council of Science Editors:

Escobar MA. Schools and migrant families: the fundamentals for creating a culture of continuous improvement . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/140056

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

23. Rey, Cynthia. Building a better future for our children through inclusion: A resource handbook for parents .

Degree: 2015, California State University – San Marcos

 Best practices are continually evolving and developing in the arena of public education. Additionally, with the variety of teaching methods in use, it is important… (more)

Subjects/Keywords: Administrators; Best Practice; Cultural Proficiency; Inclusion; Justice in Education; Parents; School Community; Disability; Teachers; Advocacy

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APA (6th Edition):

Rey, C. (2015). Building a better future for our children through inclusion: A resource handbook for parents . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/143761

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):

Rey, Cynthia. “Building a better future for our children through inclusion: A resource handbook for parents .” 2015. Thesis, California State University – San Marcos. Accessed September 22, 2020. http://hdl.handle.net/10211.3/143761.

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

MLA Handbook (7th Edition):

Rey, Cynthia. “Building a better future for our children through inclusion: A resource handbook for parents .” 2015. Web. 22 Sep 2020.

Vancouver:

Rey C. Building a better future for our children through inclusion: A resource handbook for parents . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10211.3/143761.

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

Council of Science Editors:

Rey C. Building a better future for our children through inclusion: A resource handbook for parents . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/143761

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


University of North Texas

24. Kelly, Elizabeth. Socially Just Principals' Pursuit of Cultural Proficiency.

Degree: 2018, University of North Texas

 The purpose of this research was to explore how the personal and professional experiences of school leaders strengthened or hindered their ability to engage in… (more)

Subjects/Keywords: cultural proficiency; equity; school leadership; social justice; Education, Administration; Education, Teacher Training

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APA (6th Edition):

Kelly, E. (2018). Socially Just Principals' Pursuit of Cultural Proficiency. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1157538/

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):

Kelly, Elizabeth. “Socially Just Principals' Pursuit of Cultural Proficiency.” 2018. Thesis, University of North Texas. Accessed September 22, 2020. https://digital.library.unt.edu/ark:/67531/metadc1157538/.

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

MLA Handbook (7th Edition):

Kelly, Elizabeth. “Socially Just Principals' Pursuit of Cultural Proficiency.” 2018. Web. 22 Sep 2020.

Vancouver:

Kelly E. Socially Just Principals' Pursuit of Cultural Proficiency. [Internet] [Thesis]. University of North Texas; 2018. [cited 2020 Sep 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157538/.

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

Council of Science Editors:

Kelly E. Socially Just Principals' Pursuit of Cultural Proficiency. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157538/

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


University of Iowa

25. Grice-Dyer, Alesia J. Cultural competence among cardiovascular healthcare providers with Black patients in Rock Island County, Illinois.

Degree: MS, Community and Behavioral Health, 2010, University of Iowa

Subjects/Keywords: Cultural Awareness; Cultural Competence; Cultural Mistrust; Cultural Proficiency; Cultural Skill; Community Health

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APA (6th Edition):

Grice-Dyer, A. J. (2010). Cultural competence among cardiovascular healthcare providers with Black patients in Rock Island County, Illinois. (Masters Thesis). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/676

Chicago Manual of Style (16th Edition):

Grice-Dyer, Alesia J. “Cultural competence among cardiovascular healthcare providers with Black patients in Rock Island County, Illinois.” 2010. Masters Thesis, University of Iowa. Accessed September 22, 2020. https://ir.uiowa.edu/etd/676.

MLA Handbook (7th Edition):

Grice-Dyer, Alesia J. “Cultural competence among cardiovascular healthcare providers with Black patients in Rock Island County, Illinois.” 2010. Web. 22 Sep 2020.

Vancouver:

Grice-Dyer AJ. Cultural competence among cardiovascular healthcare providers with Black patients in Rock Island County, Illinois. [Internet] [Masters thesis]. University of Iowa; 2010. [cited 2020 Sep 22]. Available from: https://ir.uiowa.edu/etd/676.

Council of Science Editors:

Grice-Dyer AJ. Cultural competence among cardiovascular healthcare providers with Black patients in Rock Island County, Illinois. [Masters Thesis]. University of Iowa; 2010. Available from: https://ir.uiowa.edu/etd/676


University of South Africa

26. Schutte, Vani. The effectiveness of a cross-cultural training programme on expatriate adjustment .

Degree: 2016, University of South Africa

 In today’s global business environment, multinational companies recognise that expatriate management is a major determinant of success in international business. Expatriates do not only face… (more)

Subjects/Keywords: Cross-cultural training; Cross-cultural adjustment; Expatriate; Cultural distance; Culture shock; Language proficiency; Host country friends; Expatriate spouse; Previous overseas experience; Psychological adjustment

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

APA (6th Edition):

Schutte, V. (2016). The effectiveness of a cross-cultural training programme on expatriate adjustment . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22208

Chicago Manual of Style (16th Edition):

Schutte, Vani. “The effectiveness of a cross-cultural training programme on expatriate adjustment .” 2016. Masters Thesis, University of South Africa. Accessed September 22, 2020. http://hdl.handle.net/10500/22208.

MLA Handbook (7th Edition):

Schutte, Vani. “The effectiveness of a cross-cultural training programme on expatriate adjustment .” 2016. Web. 22 Sep 2020.

Vancouver:

Schutte V. The effectiveness of a cross-cultural training programme on expatriate adjustment . [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10500/22208.

Council of Science Editors:

Schutte V. The effectiveness of a cross-cultural training programme on expatriate adjustment . [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22208


Miami University

27. Smith, Audley Edward. A CRITICAL EXAMINATION OF THE IMPACT OF SCHOOL PRINCIPALS' LEADERSHIP ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN MALES IN PRESCHOOL THROUGH THIRD GRADE.

Degree: EdD, Educational Leadership, 2008, Miami University

  Over the course of four decades, African American males have continued to underachieve and to be underserved in our nation's public schools. The research… (more)

Subjects/Keywords: African Americans; Elementary Education; School Administration; African American males; early schooling; racial achievement gap; school principals; critical race theory; cultural proficiency

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APA (6th Edition):

Smith, A. E. (2008). A CRITICAL EXAMINATION OF THE IMPACT OF SCHOOL PRINCIPALS' LEADERSHIP ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN MALES IN PRESCHOOL THROUGH THIRD GRADE. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1228937687

Chicago Manual of Style (16th Edition):

Smith, Audley Edward. “A CRITICAL EXAMINATION OF THE IMPACT OF SCHOOL PRINCIPALS' LEADERSHIP ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN MALES IN PRESCHOOL THROUGH THIRD GRADE.” 2008. Doctoral Dissertation, Miami University. Accessed September 22, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1228937687.

MLA Handbook (7th Edition):

Smith, Audley Edward. “A CRITICAL EXAMINATION OF THE IMPACT OF SCHOOL PRINCIPALS' LEADERSHIP ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN MALES IN PRESCHOOL THROUGH THIRD GRADE.” 2008. Web. 22 Sep 2020.

Vancouver:

Smith AE. A CRITICAL EXAMINATION OF THE IMPACT OF SCHOOL PRINCIPALS' LEADERSHIP ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN MALES IN PRESCHOOL THROUGH THIRD GRADE. [Internet] [Doctoral dissertation]. Miami University; 2008. [cited 2020 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1228937687.

Council of Science Editors:

Smith AE. A CRITICAL EXAMINATION OF THE IMPACT OF SCHOOL PRINCIPALS' LEADERSHIP ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN MALES IN PRESCHOOL THROUGH THIRD GRADE. [Doctoral Dissertation]. Miami University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1228937687


University of Sydney

28. Mohammad, Annim. Role of community pharmacists in enhancing health literacy of culturally and linguistically diverse community members .

Degree: 2017, University of Sydney

 ABSTRACT To ensure there is excellence and equality in healthcare, it is imperative to cater for the needs of increasingly diverse patient populations due to… (more)

Subjects/Keywords: health literacy; community pharmacy; cultural competency; prescription medicine labels; low English proficiency; culturally and linguistically diverse patient

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APA (6th Edition):

Mohammad, A. (2017). Role of community pharmacists in enhancing health literacy of culturally and linguistically diverse community members . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/17933

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):

Mohammad, Annim. “Role of community pharmacists in enhancing health literacy of culturally and linguistically diverse community members .” 2017. Thesis, University of Sydney. Accessed September 22, 2020. http://hdl.handle.net/2123/17933.

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

MLA Handbook (7th Edition):

Mohammad, Annim. “Role of community pharmacists in enhancing health literacy of culturally and linguistically diverse community members .” 2017. Web. 22 Sep 2020.

Vancouver:

Mohammad A. Role of community pharmacists in enhancing health literacy of culturally and linguistically diverse community members . [Internet] [Thesis]. University of Sydney; 2017. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/2123/17933.

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

Council of Science Editors:

Mohammad A. Role of community pharmacists in enhancing health literacy of culturally and linguistically diverse community members . [Thesis]. University of Sydney; 2017. Available from: http://hdl.handle.net/2123/17933

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

29. Piowlski, Lori. Culturally Proficient Teachers.

Degree: 2013, Minnesota State University – Mankato

 Action needs to be taken by teacher preparation programs to prepare culturally proficient educators who are able to deliver equitable instruction and inspire all students… (more)

Subjects/Keywords: teacher preparation; cultural proficiency; education; educators; teachers; teacher education programs; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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

APA (6th Edition):

Piowlski, L. (2013). Culturally Proficient Teachers. (Thesis). Minnesota State University – Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/eec-fac-pubs/49 ; http://digitalcommons.unl.edu/cehsedaddiss/161/

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):

Piowlski, Lori. “Culturally Proficient Teachers.” 2013. Thesis, Minnesota State University – Mankato. Accessed September 22, 2020. https://cornerstone.lib.mnsu.edu/eec-fac-pubs/49 ; http://digitalcommons.unl.edu/cehsedaddiss/161/.

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

MLA Handbook (7th Edition):

Piowlski, Lori. “Culturally Proficient Teachers.” 2013. Web. 22 Sep 2020.

Vancouver:

Piowlski L. Culturally Proficient Teachers. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2020 Sep 22]. Available from: https://cornerstone.lib.mnsu.edu/eec-fac-pubs/49 ; http://digitalcommons.unl.edu/cehsedaddiss/161/.

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

Council of Science Editors:

Piowlski L. Culturally Proficient Teachers. [Thesis]. Minnesota State University – Mankato; 2013. Available from: https://cornerstone.lib.mnsu.edu/eec-fac-pubs/49 ; http://digitalcommons.unl.edu/cehsedaddiss/161/

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


San Jose State University

30. Kleidon, George. Principals' Instructional Leadership in Title I Schools: A Closer Look.

Degree: Doctor of Education (EdD), Education, 2018, San Jose State University

  The students in Title I schools remain the most vulnerable in our education system. Principals in these schools must be exceptional and well prepared.… (more)

Subjects/Keywords: Cultural proficiency; Develop instructional leadership; Instructional leadership; Novice Principals; Principals as Instructional Leaders; Title I Schools

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

APA (6th Edition):

Kleidon, G. (2018). Principals' Instructional Leadership in Title I Schools: A Closer Look. (Doctoral Dissertation). San Jose State University. Retrieved from https://doi.org/10.31979/etd.p89z-54vv ; https://scholarworks.sjsu.edu/etd_dissertations/17

Chicago Manual of Style (16th Edition):

Kleidon, George. “Principals' Instructional Leadership in Title I Schools: A Closer Look.” 2018. Doctoral Dissertation, San Jose State University. Accessed September 22, 2020. https://doi.org/10.31979/etd.p89z-54vv ; https://scholarworks.sjsu.edu/etd_dissertations/17.

MLA Handbook (7th Edition):

Kleidon, George. “Principals' Instructional Leadership in Title I Schools: A Closer Look.” 2018. Web. 22 Sep 2020.

Vancouver:

Kleidon G. Principals' Instructional Leadership in Title I Schools: A Closer Look. [Internet] [Doctoral dissertation]. San Jose State University; 2018. [cited 2020 Sep 22]. Available from: https://doi.org/10.31979/etd.p89z-54vv ; https://scholarworks.sjsu.edu/etd_dissertations/17.

Council of Science Editors:

Kleidon G. Principals' Instructional Leadership in Title I Schools: A Closer Look. [Doctoral Dissertation]. San Jose State University; 2018. Available from: https://doi.org/10.31979/etd.p89z-54vv ; https://scholarworks.sjsu.edu/etd_dissertations/17

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