Bilingual, Multilingual, and Multicultural Education Commons^™

Islamic Studies Teachers' Perspectives Of Applying Technology In Saudi Arabia Elementary Schools, Amal Abdulmohsen Alsaif

Electronic Theses and Dissertations

In recent years, the use of technology in education has been on the rise around the world, and Saudi Arabia is no exception. The integration of technology in Saudi education has the potential to enhance the quality of education, increase access to education, and provide students with the skills they need to succeed in a rapidly changing world. It also has the potential to facilitate collaboration between students and teachers, both within and outside the classroom, and to promote lifelong learning.

The purpose of this qualitative study is to investigate Islamic Studies teachers' perceptions of using technology in their classrooms …

Addressing Racial Disparities Through K-12 School-Based Culturally Relevant Interventions, Dina Malala

Electronic Theses and Dissertations

This meta-analysis systematically identified culturally relevant interventions for Black students in K-12 school settings to determine (a) the effect of culturally relevant reading interventions on reading comprehension and reading fluency (b) the effect of culturally relevant behavioral interventions on student behaviors (c) the extent to which culturally relevant interventions impact cultural identity and awareness (d) how cultural identity moderates academic and behavioral outcomes. Twelve studies were identified. Overall, there was a statistically significant combined effect across the twelve studies (g = 0.96, p < 0.05). There was a statistically significant effect of culturally relevant reading interventions on reading outcomes (g =1.174, p < 0.05), a statistically significant effect of culturally relevant behavior interventions on behavior outcomes (g = 0.889, p < 0.05), and a statistically significant effect of cultural identity interventions on cultural awareness and identity (g =0. 914, p < 0.05). The primary limitation of this meta-analysis are the mainstream and standardized dependent variables. Future intervention research is needed that utilizes both culturally relevant independent and dependent variables to better support this population.

Common Strategies Used By Kindergarten Teachers To Instruct Reading To English-As-A-Second-Language Students, Emma Kaye Penn

Electronic Theses and Dissertations

This research was designed to describe, analyze, and interpret what reading strategies experienced kindergarten teachers believe are essential to instruct English-as-a-Second-Language learners how to read. Through in-depth interviews, experienced kindergarten teachers were given a voice to describe what they consider essential reading strategies to instruct English-as-a-Second-Language learners to learn how to read.

The participants were four licensed, non-probationary kindergarten teachers instructing reading in English to a minimum of 51% English-as-a-Second-Language population. Selected kindergarten programs were consistent in program design. Processes were influenced by the gateway approach. The stories teachers told about their experiences in teaching ELLs how to read was …