Achieving Cultural Proficiency in Schools from the. - ERIC.
Culturally proficient teachers and leaders are needed to address twenty-first century students in our increasingly diverse and modern technological world: “Cultural proficiency is a model for shifting the culture of the school or district; it is a model for individual transformation and organizational change” (Lindsey et al., 2009, p. 4). Teacher preparation programs are not adequately.
The study also highlighted the need to challenge colorblindness ideation and incorporate race conversations into capacity-building initiatives for cultural proficiency. Five major themes emerged from the data, indicating building the capacity of school personnel and parents in the following areas could have a positive impact on parental involvement efforts: (a) create a positive culture built.
This qualitative phenomenological study examined the perceptions of students of color about cultural competence in the independent school classroom. Current research defines the importance of cultural competence as a means to enhance engagement and feelings of acceptance. This study addressed research questions related to cultural competence in education which stemmed from perceptions of.
The MA Film and Cultural Management is designed for students who wish to combine study of film at postgraduate level with a knowledge of cultural management. This course provides a framework through which the contemporary cultural sector can be analysed and understood; it situates the film industry in that context and at the same time provides theoretical knowledge of film and its industrial.
Cultural Proficiency in Education: A Review of the Literature Focused on Teachers, School Leaders, and Schools 12 I. Definition of Cultural Competency and Proficiency in the Field of Education 12 II. Effects of Cultural Competence and Proficiency in Schools A. Studies Examining the Effects of Cultural Matching Strategies B. Individual Studies on Cultural Mismatch and Matching C. Studies on.
INTERACTION AND LANGUAGE DEVELOPMENT OF ELL STUDENTS IN MAINSTREAM CLASSROOMS by Beth A. Ralston Bachelor of Arts University of Nevada, Las Vegas 2004 A thesis submitted in partial fulfillment of the requirements for the: Master of Science in Curriculum and Instruction Department of Curriculum and Instruction College of Education Graduate College.
By examining the cultural composition of their acculturative stress, English proficiency, social support, and coping strategies, this study hopes to contribute to the existing literature in understanding the challenges Chinese students face while in their undergraduate studies. Drawing on data from 137 Chinese students who enrolled in a large research university in the Southwest of the United.