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Cultural Competence and the Role of the Patient’s Mother Tongue: An Exploratory Study of Health Professionals’ Perceptions
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In: Societies; Volume 12; Issue 2; Pages: 53 (2022)
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Promoting English movie as a means of enhancing EFL learners’ cultural competence
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 186-201 (2022) (2022)
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ТЕКСТ В ФОРМИРОВАНИИ У ШКОЛЬНИКОВ ПРЕДМЕТНЫХ КОМПЕТЕНЦИЙ ПРИ ОБУЧЕНИИ РУССКОМУ ЯЗЫКУ ... : TEXT IN THE FORMATION OF STUDENTS' SUBJECT COMPETENCIES IN TEACHING THE RUSSIAN LANGUAGE ...
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Черепанова Лариса Витальевна. - : Вестник Пермского государственного гуманитарно-педагогического университета. Серия № 1. Психологические и педагогические науки, 2021
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Translating genomic education materials into languages other than English: A scoping review protocol ...
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Problematizing "planning ahead": a cross-cultural analysis of Vietnamese health and community workers' perspectives on Advance Care Directives
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Native and Non-native English-speaking Doctoral Students' Strategies to Understand Idiomatics in Comics and Comic Strips
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In: Graduate Theses and Dissertations (2021)
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Enhancing Social Justice and Multicultural Counseling Competence through Cultural Immersion: A Guide for Faculty
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In: The Journal of Counselor Preparation and Supervision (2021)
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STRUCTURAL CHARACTERISTICS OF CULTURAL COMPETENCE ; СТРУКТУРНА ХАРАКТЕРИСТИКА КУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ
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In: Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work»; No. 1(48) (2021); 64-68 ; Науковий вісник Ужгородського університету. Серія: «Педагогіка. Соціальна робота»; № 1(48) (2021); 64-68 ; 2524-0609 (2021)
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Patient/Consumer Codesign and Coproduction of Medical Curricula: A Possible Path Toward Improved Cultural Competence and Reduced Health Disparity
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In: Test Series for Scopus Harvesting 2021 (2021)
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Diversity and Social Justice in the Massachusetts Classroom: Teachers Implementation and Students Reflections
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In: Honors Program Theses and Projects (2020)
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Assess Intersectionality & Cultural Competence: Attitude toward Elderly Immigrants
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In: Southeastern Council on Family Relations Conference (2020)
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Faculty Perceptions and Teaching Practices for Transformative Change: Culturally Responsive Teaching in Pharmacy Education
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In: Theses, Dissertations and Capstones (2020)
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Disparities in Social Capital: The Shared Journey of African American/Black Sign Language Interpreters
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In: Master of Arts in Interpreting Studies and Communication Equity Thesis or Action Research Project (2020)
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L’ENSEIGNEMENT INTEGRÉ DE LA LANGUE ET DE LA CULTURE DES FUTURS ENSEIGNANTS DE FLE AVEC SUPPORT SUR LE DESSIN D’HUMOUR
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In: Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology"; № 33 (2020); 47-56 ; ВІСНИК КИЇВСЬКОГО НАЦІОНАЛЬНОГО ЛІНГВІСТИЧНОГО УНІВЕРСИТЕТУ. Серія Педагогіка та Психологія; № 33 (2020): Вісник КНЛУ. Серія Педагогіка та психологія.; 47-56 ; 2518-1408 ; 2412-9283 (2020)
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BILINGUALISM TYPES AND THEIR DIDACTIC POTENTIAL
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In: "Zhytomyr Ivan Franko state university journal. Pedagogical sciences"; № 1(100) (2020); 151-158 ; Czasopismo Żytomierskiego Państwowego Uniwersytetu imienia Iwana Franki; № 1(100) (2020); 151-158 ; Вестник Житомирского государственного университета имени Ивана Франко. Педагогические науки; № 1(100) (2020); 151-158 ; Вісник Житомирського державного університету імені Івана Франка. Педагогічні науки; № 1(100) (2020); 151-158 ; 2664-0155 ; 2663-6387 (2020)
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[In Press] New graduate physiotherapists' perceptions and experiences working with people from culturally and linguistically diverse communities in Australia : a qualitative study
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An investigation into the development of cultural responsiveness in Australian physiotherapy students and new graduates’ capability to work with culturally and linguistically diverse communities
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An Examination of the Factors Influencing High School Graduation Rates for Students with Limited or Interrupted Formal Education
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In: Graduate Doctoral Dissertations (2020)
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Abstract:
The history of high school graduation rates in the United States shows that English Learners (EL) students graduate at rates considerably lower than that of their English language proficient and mainstream peers. Students who also have significant gaps or interruptions in their formal education (SLIFE) may be even further at risk of not graduating. Yet information about these students is not currently available as a separate subset of ELs on any reports, i.e., graduation rates, dropout rates, or high stakes testing results, making it problematic to track their progress or the effectiveness of policy and pedagogy. In addition, the literature for SLIFE is sparse and focused on pedagogy and teaching guidelines rather than on the factors that impact success and failure rates. A mixed-method case study was conducted of a SLIFE program at an urban high school in the Greater Boston area to determine actual graduation rates of SLIFE in the 2020 cohort. The student demographic and program organizational factors that impact these rates were examined. The theoretical framework that guided this study was Critical Pedagogy, accompanied by Cultural Relevant Pedagogy, Culturally Responsive Teaching, Culturally Sustaining Pedagogy, and Organizational theory. The graduation rate for the 2020 SLIFE cohort was 37.5%, 15.5% lower than their EL peers at the school. Findings indicate that graduation rates of SLIFE are impacted by certain student and programmatic factors. Student factors that were found to have significant impact on these rates include age/grade placement, MCAS requirement for competency determination, and economic need. Program factors include strengths and limitations. Programs strengths were found in the areas of teacher-student connectedness, home visits, and music-based mindfulness classes. Whereas professional development, social-emotional support, and curriculum were areas that were lacking and/or in need of improvement. Implications of this research can inspire educational policies and programs to recognize the uniqueness of SLIFE and instigate changes to meet their distinct needs.
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Keyword:
and Multicultural Education; Bilingual; cultural competence; English Language Learners; First and Second Language Acquisition; Massachusetts Comprehensive Assessment System; MCAS; Multilingual; Students with Limited or Interrupted Education
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URL: https://scholarworks.umb.edu/doctoral_dissertations/622 https://scholarworks.umb.edu/cgi/viewcontent.cgi?article=1621&context=doctoral_dissertations
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Best Practices in Providing Culturally Sensitive Care to the LGBTQ Population in a Hospice Setting
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A Phenomologial Study of the Lived Experience of College Students Participating in a Multi-faith Education Program
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In: Electronic Theses and Dissertations (2019)
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