Education Commons^™

The Importance Of Linguistic Diversity Instruction Within Teacher Education Programs, Rhiannon L. Finney

Honors College Theses

The United States is continuously growing, and as it grows it has become more and more diverse. As diversity increases, awareness of culture becomes a more pressing and important manner. So, while schools have often worked to include and encourage multiculturalism and diversity within their boundaries, one major section has been left out of the equation. The importance of linguistic diversity is vastly misunderstood and left out of teacher education programs, negatively impacting young students, particularly those of traditionally marginalized groups. In order to better prepare prospective teachers and to help provide a real social change in an inherently racialized …

Impact Of Self-Selected Versus Prescribed Level Reading On Arabic Speaking Ell Students: A Mixed Methods Study, Manal M. Assi

Wayne State University Dissertations

ABSTRACT

IMPACT OF SELF-SELECTED VERSUS PRESCRIBED LEVEL READING ON ARABIC SPEAKING ELL STUDENTS: A MIXED METHODS STUDY

by

MANAL M. ASSI

May 2016

Advisor: Dr. Sandra Gonzales

Major: Curriculum and Instruction; English as a Second Language

Degree: Doctor of Education

This study uses the Accelerated Reader collection to find which reading model, reading within the Lexile range versus having the choice to read outside the Lexile range, will positively impact Arabic speaking eighth grade ELL students and improve their attitude towards reading. The study was conducted in a Title III charter school in the metro-Detroit area. Participants included six female …

Principals’ Perceptions Of Teacher-Student Interactions In Diversifying Suburban Middle Schools, Yolanda E. Bloodsaw

Wayne State University Dissertations

This qualitative study examined the kinds of troublesome teacher-student interactions that principals in a large Midwestern metro community manage. Personal interview data from nine suburban middle school principals as well as a group interview with four of the nine participants followed an interpretivist paradigm. This study found that the tense teacher-student interactions are triggered by conflicting perceptions held by students and teachers as a result of racial/cultural differences and socioeconomic status. Conflicting perceptions included stereotypes, cultural insensitivity, student motivation, student survival, loud Black kids, and tardiness. The bulk of the teacher-student interactions described by participants primarily concerned interactions between the …