Examining Factors That Shape The Perspectives Of Afro-Caribbean Parents On The American Special Education System,
2025
Lesley University
Examining Factors That Shape The Perspectives Of Afro-Caribbean Parents On The American Special Education System, Eldine Beaubrun Montauban
Educational Studies Dissertations
Cultural beliefs of disabilities and education can impact parents’ perspectives of special education. There are pertinent concerns over the cultural factors shaping the perspectives of Afro-Caribbean parents on the American special education system. This qualitative case study explored the perceptions of six parents of children with special needs who identify as Afro-Caribbean living in Massachusetts. Applying a theoretical/conceptual framework that includes acculturation, assimilation, social identity, and school family partnership, this study reveals challenges Afro-Caribbean parents and their children encounter in the U.S. special education system. The analysis of the data yielded seven findings. The findings detail parents’ negotiations of their …
Implementing A Schematic Word Problem Process In A Fourth-Grade Classroom,
2025
University of Nebraska, Omaha
Implementing A Schematic Word Problem Process In A Fourth-Grade Classroom, Anna R. Vidlak
Journal of Curriculum, Teaching, Learning and Leadership in Education
Abstract Word problems represent a culmination of mathematical skills which often pose significant challenges for students who struggle with logical reasoning. The purpose of my study was to determine if implementing a word problem process in my math whole group would increase students’ ability to solve multistep math word problems. The word problem process implemented in this study was a schematic process called FOPS. In this process, students learned to identify three word problem types and their respective schematic diagrams in order to organize and solve word problems. This action research took place in a 4th-grade classroom. Students underwent a …
Fostering Critical Thinking In The World Language Classroom,
2025
University of Nebraska at Omaha
Fostering Critical Thinking In The World Language Classroom, Madeline Sossi-Jones
Journal of Curriculum, Teaching, Learning and Leadership in Education
In education, the lack of critical thinking (CT) in students has become increasingly evident in classrooms of all contents. There are a multitude of factors that have contributed to this issue over the last ten years, so just one is not solely to blame. This study examines the prevalence of a CT deficit in world language classrooms. Data from Integrated Performance Assessments (IPAs) and classroom observations proposed a need for students to increase their CT skills in the Spanish language. The study consisted of 21 students in a Spanish 2 course in grades 9-12 throughout 6 weeks. The research analyzed …
Where Digital Accessibility Meets Universal Design: Transforming Classrooms For Multilingual Learners With Disabilities,
2025
University of Wisconsin–Madison
Where Digital Accessibility Meets Universal Design: Transforming Classrooms For Multilingual Learners With Disabilities, Vitaliy Shyyan, Laurene Christensen, Swati V. Chauhan
Developmental Disabilities Network Journal
Multilingual learners with disabilities comprise an important population of diverse students that need to be empowered with accessible instructional and assessment materials on their pathways to college, career, and community readiness. These students require integrated supports for both language- and disability-related needs. Conventional approaches to accessibility often fall short in addressing the diverse linguistic, cognitive, and cultural needs of multilingual learners with disabilities. This article examines the intersection of digital accessibility and principles of universal design to create more inclusive and equitable educational environments for these students. Universal design provides a flexible framework that accommodates diverse learning needs by offering …
The Missing Link: Connecting Hearing Parents Of Deaf Children To Resources That Re-Center Language Access Decisions Around Their Deaf Child,
2025
Gallaudet University
The Missing Link: Connecting Hearing Parents Of Deaf Children To Resources That Re-Center Language Access Decisions Around Their Deaf Child, Ella Stromberg
Undergraduate University Honors Capstones
Countless DHH children around the world experience language deprivation (National Association of the Deaf, n.d.). The deprivation of language severely impacts on a child’s comprehension and communication, limiting essential information for growth; in contrast, a hearing child would have advantageous access. Language deprivation occurs when parents cannot access or are unaware about resources to make educated decisions that center around their child (National Association of the Deaf, n.d.). This three-section project examines the experience of a Deaf individual born into a hearing family with no structural language access until his teenage years, highlighting the long-term impact of limited language exposure …
The Impact Of Teacher Training On Newcomer Integration,
2025
The University of San Francisco
The Impact Of Teacher Training On Newcomer Integration, Erika Ibanez
Master's Theses
As global migration diversifies classrooms, teachers face growing responsibility to meet the academic, social, and emotional needs of students navigating new cultural and linguistic contexts. Therefore, this thesis examines how teacher training programs shape educators’ ability to support newcomer students in U.S. schools. Chapter One outlines the research problem and objectives, highlighting the need for inclusive teaching practices that promote newcomer integration. Chapter Two reviews literature on newcomer student integration, instructional strategies, and teacher professional development, framed by Culturally Sustaining Pedagogy. Chapter Three outlines the qualitative methodology, which involved semi-structured interviews with five K–12 teachers. Chapter Four presents key findings, …
A Tale Of Two Organizations: San Francisco & Tokyo, An Analysis Of Urban Youth Poverty In The Developed World,
2025
The University of San Francisco
A Tale Of Two Organizations: San Francisco & Tokyo, An Analysis Of Urban Youth Poverty In The Developed World, Arturo Paredes
Master's Projects and Capstones
This study analyzes the experiences of low-income youth in terms of their access to educational opportunities in connection to their social mobility, the study focuses on two highly prosperous cities: San Francisco and Tokyo specifically dwelling into some affected population groups and overall neighborhoods where low-income populations are clustered in. The study delves into youth poverty as a complex phenomenon facing communities and its direct implications for the lives of youth in the context of educational experiences and its connection to socio-economic outcomes. By focusing on two organizations addressing this issue in each of the contexts, the study highlights interventions, …
English Language Development Teachers’ Cognitions And Self-Efficacy Of Reading Instruction For Adolescent Multilingual Learners,
2025
Minnesota State University Moorhead
English Language Development Teachers’ Cognitions And Self-Efficacy Of Reading Instruction For Adolescent Multilingual Learners, Jenna N. Hafner
Dissertations, Theses, and Projects
This qualitative phenomenological study explored the lived experiences, cognitions, and perceived self-efficacies of high school English language development (ELD) teachers in providing literacy instruction to adolescent multilingual learners (MLs). The study focused on three subpopulations of adolescent MLs, including students with limited or interrupted formal education (SLIFE), experienced MLs who have been in U.S. schools for more than five years, and traditional MLs who have been in U.S. schools for fewer than five years and who have not had gaps in their prior education. The purpose of the study was to contribute to a gap in the current literature around …
Administrators’ And Teachers’ Perceived Importance Of The Holistic Framework For Professional Development Elements: Survey Research,
2025
Minnesota State University Moorhead
Administrators’ And Teachers’ Perceived Importance Of The Holistic Framework For Professional Development Elements: Survey Research, Adrianna Cate
Dissertations, Theses, and Projects
This study researched the six elements of the Holistic Framework for Professional Development (HFPD) to understand administrators’ and teachers’ perceived importance and how demographic variables impacted those perceptions. This was done to contribute to the current gap in the literature regarding how to design and carry out effective professional development. The quantitative survey research utilized exponential, non-discriminative snowball sampling to recruit participants. Fifteen administrators, 64 teachers, and six participants working in ‘other’ roles in their school participated. These participants were citizens of fifteen different countries and worked across eleven countries worldwide. Even given this diverse sample, the results of this …
The Role Of School Leadership In Promoting And Supporting Cultural Diversity And Inclusion In The Classroom: A Grounded Theory Approach,
2025
Minnesota State University Moorhead
The Role Of School Leadership In Promoting And Supporting Cultural Diversity And Inclusion In The Classroom: A Grounded Theory Approach, Matuor Dot Alier
Dissertations, Theses, and Projects
This study addresses the pressing issue of how school leadership influences the promotion and support of cultural diversity and inclusion within classrooms. Despite growing demographic diversity in educational settings, many schools fail to adequately prioritize cultural inclusion, leading to inequities in educational opportunities, social isolation, and discrimination for students from diverse backgrounds. School leaders are uniquely positioned to create inclusive environments, yet there remains limited research on how they implement and sustain effective diversity practices. This qualitative study explores the experiences and strategies of school leaders who have successfully fostered inclusive educational environments. Grounded in a constructivist paradigm and employing …
Connecting Through Context: A Culturally Relevant Mental Health Resource For K-12 School Counselors,
2025
The University of San Francisco
Connecting Through Context: A Culturally Relevant Mental Health Resource For K-12 School Counselors, Erica Knebel
Master's Projects and Capstones
This field project, Connecting Through Context: A Culturally Relevant Mental Health Resource for K–12 School Counselors, explores the intersection of decolonial theory, culturally relevant pedagogy, and school-based mental health practices. Rooted in both personal and academic experiences, the project addresses the significant gap in culturally responsive mental health resources for immigrant and refugee students, with a personal emphasis on those from Southeast Asian backgrounds. With nearly 27% of the U.S. student population being immigrants, traditional Western mental health models, centered on talk therapy and medication, often fall short in effectively supporting culturally diverse students. Through a literature review grounded in …
Translanguaging 101 For Adult Esol Teachers,
2025
The University of San Francisco
Translanguaging 101 For Adult Esol Teachers, Shae Green
Master's Projects and Capstones
Although translanguaging has gained recognition in K–12 education and research over the past decade, it remains largely underutilized in adult ESOL classrooms. This presentation introduces the concept of translanguaging and offers practical strategies for its implementation with adult learners, addressing a gap in both research and practice. Grounded in the theoretical framework of Community Cultural Wealth, this conference presentation challenges deficit narratives by affirming students’ linguistic and cultural knowledge as valuable classroom resources. Drawing on research that highlights the benefits of utilizing students' home languages for language acquisition and identity affirmation, this presentation equips educators with tools to foster more …
Nature For New Minnesotans: A Minnesota Master Naturalist Program Connecting Adult English Language Learners To The Outdoors,
2025
University of Minnesota, Twin Cities, 135 Skok Hall, 2003 Upper Buford Circle, St. Paul, MN 55108, USA
Nature For New Minnesotans: A Minnesota Master Naturalist Program Connecting Adult English Language Learners To The Outdoors, Lucas Fitchen Rapisarda, Britt M. Forsberg
Journal of Extension
English language (EL) learners, many of whom are immigrants, face economic, social, and cultural constraints when accessing Extension programming. NFNM is an innovative program that seeks to address these constraints by developing and implementing place-based natural history curriculum for adult English language (EL) learners in the authors state. This article describes the program development process for NFNM and shares important lessons learned during the process.
The Lasting Impact Of Belonging: Exploring The Relationship Between Undergraduate Experiences And Black Alumni Contributions,
2025
Arcadia University
The Lasting Impact Of Belonging: Exploring The Relationship Between Undergraduate Experiences And Black Alumni Contributions, Kauna Greene
Graduate Theses & Dissertations
Black alumni at predominantly white institutions (PWIs) remain underrepresented in alumni engagement and philanthropic research, despite a long and well-documented tradition of Black philanthropy. This qualitative, phenomenological study examines the relationship between undergraduate experiences and the post-graduation engagement of Black alumni from a private PWI in the Mid-Atlantic region of the United States. Guided by Strayhorn's (2019) theory of sense of belonging, the study investigates what motivates Black alumni to contribute financially, non-financially (through mentorship, event attendance, and volunteering), or not at all, and how undergraduate feelings of belonging shape those decisions. Data were collected through an anonymous online survey …
The Role-Space Of Italian Sign Language Educational Interpreters: An Ethnographic Case Study Of Interpreters At The Istituto Comprensivo Di Cossato,
2025
University of New Mexico - Main Campus
The Role-Space Of Italian Sign Language Educational Interpreters: An Ethnographic Case Study Of Interpreters At The Istituto Comprensivo Di Cossato, Martin A. Crudo
Language, Literacy, and Sociocultural Studies ETDs
This dissertation explores the role-space of educational interpreters at IC Cossato, an Italian public school known for its Bilingualism Project promoting LIS-Italian bilingualism and biliteracy (Rivisto, 2016; Teruggi, 2003). Role-space theory (Lee, 2023; Llewellyn-Jones & Lee, 2013, 2014) conceptualizes interpreters’ roles as dynamic and co-constructed with interlocutors along three axes: Presentation of Self, Interaction Management, and Participant Alignment. Through ethnographic interviews (Spradley, 2016), observations and field notes (Emerson et al. 2011; Glesne, 2016), and policy artifacts (Hornberger & Johnson, 2011), I investigate how three interpreters in IC Cossato’s elementary school perceive and enact their roles, often diverging from their …
Realizing And Practicing Teaching As A Calling: Narratives From Black Women Teachers In Urban K-12 Public Schools,
2025
University of Nevada, Las Vegas
Realizing And Practicing Teaching As A Calling: Narratives From Black Women Teachers In Urban K-12 Public Schools, De'ana Renee Mauldin
UNLV Theses, Dissertations, Professional Papers, and Capstones
Research and scholarship frequently ignore and dismiss the unique experiences and perspectives of Black women teachers. They bring with them a unique angle of vision through various race, gender, cultural, and historical intersections that inform their spirituality-based pedagogy and outlook while providing instruction in urban public schools.The purpose of this qualitative dissertation study is to examine the narratives and amplify the voices of Black women K-12 teachers in urban public schools to address how they realized teaching as a calling. Teaching as a calling is more than simply a job and source of income for these teachers. Understanding of this …
Capturing The Intersection Of Black-American, Muslim Males And Education: Exploring Their Attitudes, Perceptions, And Lived Experiences Within An Islamic Consciousness,
2025
University of Nevada, Las Vegas
Capturing The Intersection Of Black-American, Muslim Males And Education: Exploring Their Attitudes, Perceptions, And Lived Experiences Within An Islamic Consciousness, Kirk A. Talib-Deen
UNLV Theses, Dissertations, Professional Papers, and Capstones
This dissertation explored the lived realities of Black-American, Muslim males and their attitudes, perceptions, histories, and endurances toward higher learning in America. It attempted to join and contribute to the more significant, historical, and extant conversations and literature on Black-American males and education, as well as their successes and failures. This dissertation adds to the dearth of literature on the intersection of Black-American, Muslim males, and education, and using jazz as an epistemological way of navigating and organizing the content, the research works to uncover, locate, and define an Islamic consciousness. While negating racist histories concomitant with the American narrative …
The Voices Of Black Motherscholars: Navigating Academia, Motherhood, And Beyond,
2025
James Madison University
The Voices Of Black Motherscholars: Navigating Academia, Motherhood, And Beyond, Danae Peterson
Masters Theses, 2020-current
The experiences of Black women in academia are shaped by the intersection of multiple, often conflicting identities. As mothers and scholars, Black women navigate the complex terrain of competing responsibilities, societal expectations, and institutional barriers, all while striving to achieve personal and professional aspirations. This daily balancing act is complicated by the compounded effects of racism and sexism in academia, coined as misogynoir (Bailey, 2018). Misogynoir, a specific form of anti-Black racist misogyny, manifests through stereotyping, marginalization, and invisibility affecting Black women’s ability to thrive in academic spaces that were not designed with them in mind (Patton & Njoku, 2019). …
Exploring The Relationship Of Program Type On Multilingual Learners Students’ English Growth And Promotion In Secondary School,
2025
Seton Hall University
Exploring The Relationship Of Program Type On Multilingual Learners Students’ English Growth And Promotion In Secondary School, Simone M. Wilkinson
Seton Hall University Dissertations and Theses (ETDs)
This study explores the relationships between tenure as Multilingual Learners (MLs), English proficiency, academic performance, and promotion among middle and high school students. This study is grounded in Bourdieu’s (1967, 2018) theory, which emphasizes that schools perpetuate cultural norms by limiting ML’s language access and post-secondary success. Also informed by Krashen’s (1982, 1985, 2003) theory of Input Hypothesis, this study investigates how meaningful interaction is key for language learning. The primary research questions explore: (1) Is there a relationship between students’ tenure as a ML, English proficiency, and promotion through secondary school? (2) Is the EL program type for MLs …
Rootless - The Body Remembers What The Mind Has Forgotten,
2025
University of New Mexico - Main Campus
Rootless - The Body Remembers What The Mind Has Forgotten, Helena Omana-Zapata
Language, Literacy, and Sociocultural Studies ETDs
In repurposing academic spaces for healing, this project is meant to culminate in an artefact that aligns with decolonial educational practices, focusing on accessibility. In doing so, this project braids multimodality, re-represented history, and testimonio of various genres: personal narrative, Latinx story and resistance, critical examination of history and reproductions of information to depict my experience of detaching from cultural identity through assimilation and acculturation in the United States in education. In what I have called the process of leaving me rootless, I no longer had access to the places, people, identity, or language that established belonging. However, through …
