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Full-Text Articles in Education
Issue In Equity For Culturally And Linguistically Diverse Students With Complex Support Needs: A Comparative Analysis Of District-Level Student Data, Rosalia Pacheco
Issue In Equity For Culturally And Linguistically Diverse Students With Complex Support Needs: A Comparative Analysis Of District-Level Student Data, Rosalia Pacheco
Special Education ETDs
Research has shown that English learners with disabilities should have access to both special education and Title III services as required by law (de Valenzuela et al., 2006, 2018, 2016, 2022; de Valenzuela & Copeland, 2018; Kangas, 2014, 2018, 2019, 2021). This quantitative study uncovers issues of educational inequities related to: (a) the identification of these students as English learners; (b) their access to Title III services; and (c) the instructional settings in which they are educated for culturally and linguistically diverse students with Autism (ASD), Developmental Delay (DD), Intellectual Disability (ID), Multiple Disabilities (MD), or Traumatic Brain Injury (TBI). …
Making The Invisible Visible: Redefining Giftedness To Include Ell Students’ Community Cultural Wealth And Funds Of Knowledge, Molly I. Pargas
Making The Invisible Visible: Redefining Giftedness To Include Ell Students’ Community Cultural Wealth And Funds Of Knowledge, Molly I. Pargas
Electronic Theses and Dissertations
This study used improvement science methods to investigate a problem of practice surrounding the underrepresentation of ELL students in GT programming. This research addressed how teachers define giftedness using their underlying knowledge frameworks. The researcher conducted empathy interviews with parents of ELL students and a team of teachers to determine what the underlying issues are regarding the underrepresentation of ELL students in GT. The parent empathy interviews were coded using the combined conceptual framework of community cultural wealth (Yosso, 2005) and funds of knowledge (Moll et al, 1992). Through this process the types of capital and funds of knowledge were …
¿Dónde Están? Exploring The Identification Process For Gifted English Language Learners, Angelita O. Vasquez
¿Dónde Están? Exploring The Identification Process For Gifted English Language Learners, Angelita O. Vasquez
Electronic Theses and Dissertations
The problem this study addressed was the underrepresentation of ELLs in gifted and talented (GT) programs. The purpose of this case study was to explore teacher, parent, and administrator understandings of the identification process for the gifted and talented program in Gray ISD (pseudonym), in order to gain insights for improving the identification of ELLs for the GT program. The overall research question was: Based on their understandings of the GT identification process, what insights do teachers, parents, and administrators provide to improve the identification of ELLs for the GT program? With LatCrit theory serving as a theoretical framework, this …
Critical Consciousness Of Educators: The Development And Psychometric Validation Of A Measure Using Structural Equation Modeling, Melissa Peterson Schneider
Critical Consciousness Of Educators: The Development And Psychometric Validation Of A Measure Using Structural Equation Modeling, Melissa Peterson Schneider
Electronic Theses and Dissertations
This study examines a measure of critical consciousness (CC) of educators created by the author, based on the concept of CC as seminally developed by Paulo Freire. A three-factor conceptual model and measurement scale are developed and validated through exploratory and confirmatory factor analyses. Findings and limitations are discussed, as well as implications for the fields of CC measurement and development in educators.
Narrowing The Opportunity Gap: Developing Culturally Sustaining Pedagogy For Culturally And Linguistically Diverse Students, Niles Engerman
Narrowing The Opportunity Gap: Developing Culturally Sustaining Pedagogy For Culturally And Linguistically Diverse Students, Niles Engerman
Dissertations
As per Breeze and Laborda (2016), a culturally responsive curriculum addresses the integration of students into a new culture, as bilingual education traditionally receives minimal interest from the authorities. Akkari and Loomis (1998) explain that bilingual education is socially and historically situated, while van Lier (2004) posits that diverse linguistic groups will have an ominous future if the educational system ignores their linguistic needs. This demands a paradigmatic shift to meet the needs of culturally and linguistically diverse students (CLDs). Advocating for culturally responsive curriculum, this defense will examine the history of bilingual education in the United States, linguistic ecology, …
Cognitive Assessment Of Culturally And Linguistically Diverse Students:Evidence For Current Practices, Aaron Pomeranz, Hannah Luken
Cognitive Assessment Of Culturally And Linguistically Diverse Students:Evidence For Current Practices, Aaron Pomeranz, Hannah Luken
Thinking Matters Symposium Archive
Evidence from placement data show that culturally and linguistically diverse (CLD) students are over-identified for learning and intellectual disabilities (Donovan & Cross, 2002). Cognitive assessments play a central role in correctly identifying CLD students for special education services. This study reviewed the literature to determine support for three methods of cognitive assessment with CLD students. Search results revealed that although there was considerable research supporting the use of the Cultural-Linguistic Interpretive Matrix (C-LIM) and Nonverbal Assessment, there was also much research disputing their use. Much of the support the C-LIM and Dual Language Assessment was not from peer reviewed research. …
Culturally And Linguistically Diverse Special Education: Teacher And Outcome Proficiency Self-Rating Form Ensuring Assessment Competency, Tyler Edward Herman
Culturally And Linguistically Diverse Special Education: Teacher And Outcome Proficiency Self-Rating Form Ensuring Assessment Competency, Tyler Edward Herman
Graduate Education Student Scholarship
This Master’s project investigated current research literature for prevailing prereferral and referral processes of culturally and linguistically diverse (CLD) students to special education evaluation. To that end, this Master’s project sought to strengthen the validity of the referral process for CLD students by creating a self-rating form to guide teachers in accurately differentiating CLD students who are in need of receiving special education services from those who do not need such services. The self-rating form is founded on three competencies of multicultural teacher efficacy and requires teachers to reflect on classroom-level, team collaboration, prereferral, and referral practices. Limitations and suggestions …
From Limited-English-Proficient To Educator: Perspectives On Three Spanish-English Biliteracy Journeys, Elizabeth Visedo
From Limited-English-Proficient To Educator: Perspectives On Three Spanish-English Biliteracy Journeys, Elizabeth Visedo
USF Tampa Graduate Theses and Dissertations
The purpose of this multicase study was to describe and explain the perceptions of three Spanish-English culturally and linguistically diverse (CLD) high achievers on their biliteracy journeys to become educators in the United States (U.S.), by answering: What elements constitute the perspectives of three L1-Spanish/L2-English CLD high achievers on the relevance of their biliteracy experience in order to become educators in the U.S.?; What factors do these three L1-Spanish/L2-English CLD high achievers perceive as key to describe their biliteracy experience?; What relevance, if any, do these three L1-Spanish/L2-English CLD high achievers perceive their biliteracy experience had for them to become …
Culturally And Linguistically Diverse Decision-Making: Development Of A Survey Tool, Janeann M. Lineman
Culturally And Linguistically Diverse Decision-Making: Development Of A Survey Tool, Janeann M. Lineman
Electronic Theses and Dissertations
It has been projected that by 2020 one out of three children will originate from a culturally and linguistically diverse (CLD) population (Rogers & Lopez, 2002). Thus, school psychologists are called to reexamine and modify their service-delivery methods to better meet the needs of CLD populations (Guerrero & Leung, 2008). The purposes of this study were: (1) to identify what a CLD problem-solving process looks like in the daily practices of school psychologists; (2) identify the impact of perceived value and skill level on the frequency of implementation practices of a CLD problem-solving model; and (3) identify if personal characteristics …