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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...34 35 36 37 38 Hits 741 – 759 of 759 741 In quelle classi le lingue sono tre Cavalli, Marisa In: Italiano & oltre. - Roma [u.a.] : Nuova Italia 8 (1993) 5, 262-271 BLLDB Show details 742 Sociolinguistic factors affecting codeswitches produced by trilingual children Stavans, Anat In: Language culture and curriculum. - Abingdon : Routledge, Taylor & Francis Group 5 (1992) 1, 41-53 BLLDB Show details 743 Application for a community literacy programme Malone, Susan E.. - 1991 BASE Show details 744 The role of languages of minority groups for literacy and education in Africa Van Dyken, Julia. - 1990 BASE Show details 745 Eliciting strategies in trilingual language acquisition Nyikos, Katalin In: Linguistic Association of Canada and the United States. LACUS forum. - Lake Buff., Ill. : LACUS 15 (1988), 577-582 BLLDB Show details 746 Trilingual education for majority-language children Genesee, Fred; Lambert, W.E. In: Child development. - Malden, Ma. [u.a.] : Blackwell 54 (1983) 1, 105-114 BLLDB Show details 747 Attitudes Towards Migrants and Needs in Teacher Training : Some Research Findings Sealey, R. W. In: Australian Journal of Teacher Education (1980) BASE Show details 748 The Summer Institute of Linguistics, Working with the Regional Ministry of Education, Southern Regional, Sudan: Project Progress Report V, October 1 to December 31, 1980 1980 BASE Show details 749 The Summer Institute of Linguistics, working with the Regional Ministry of Education, Southern Region, Sudan: Project progress report IV, July 1 to September 30, 1980 1980 BASE Show details 750 The Summer Institute of Linguistics working with the Regional Ministry of Education, Southern Region, Sudan: Project progress report III, April 1 to June 30, 1980 1980 BASE Show details 751 Contesting the monolingual practices of a bilingual to multilingual policy Kathleen Heugh In: http://edlinked.soe.waikato.ac.nz/research/files/etpc/files/2009v8n2art5.pdf BASE Show details 752 More than a term : a consideration of how to support generation 1.5 students at colleges and universities Wimberly, Elizabeth Summer. - : Oregon State University BASE Show details 753 Teaching in the United States and Egypt: A Case Study Exploring the Life and Work of A Muslim Convert Brooks, Melanie Carol (authoraut); Milligan, Jeffrey (professor directing dissertation); Southerland, Sherry (outside committee member). - : Florida State University BASE Show details 754 The Race to Educate: African American Resistance to Educational Segregation in Kentucky, 1865-1910 Bradley, Tashia Levanga (authoraut); Milligan, Jeffrey (professor co-directing dissertation); MacDonald, Victoria-Maria (professor co-directing dissertation). - : Florida State University BASE Show details 755 Cultural Competency in Evaluation: A Black Perspective Jones, Tamara Bertrand (authoraut); Driscoll, Marcy (professor co-directing dissertation); Schrader, Linda (professor co-directing dissertation). - : Florida State University BASE Show details 756 Preservice Teachers' Learning of Multiculturalism in a Teacher Education Program Bodur, Yasar (authoraut); Fueyo, Vivian (professor directing dissertation); Milton, Sande (outside committee member); Wolfgang, Charles (committee member); Hansen, John (committee member); School of Teacher Education (degree granting department); Florida State University (degree granting institution). - : Florida State University Abstract: This study was designed to investigate preservice teachers' beliefs and attitudes about teaching culturally and linguistically diverse students. The investigation was designed to analyze the effects on this population of acquiring professional knowledge in a teacher education program and gaining experience in a school with a culturally and linguistically diverse student population. The design selected for this investigation was a cross sectional design. Because the study proposed to investigate the effects of preservice teacher education on teachers beliefs and attitudes about teaching culturally and linguistically diverse learners, comparing groups was necessary to document the changes in beliefs and attitudes. All elementary education preservice teachers who had completed the multicultural strand of their program of study (third semester) and all preservice teachers who had not completed the multicultural strand of their program of study (first semester) were sampled. In order to create a ground for comparison, all first semester and third semester preservice teachers from early childhood education program, which did not require multicultural preparation, were sampled. Data were collected using three instruments: Teacher Multicultural Attitude Survey (TMAS), analysis of three multicultural vignettes, and an open-ended questionnaire with three questions for each participant and a fourth question for the treatment group (third semester elementary education). Data were collected during Fall 2002 semester. Data obtained from the TMAS were analyzed using a one-way analysis of variance to assess the significance of differences between groups. Data obtained from the analysis of three multicultural vignettes and the first and the third questions of the open-ended questionnaire were scored holistically by two outside raters based on the rubric developed by the researcher inductively from a sample of responses. Scores obtained from outside raters were analyzed using a one-way analysis of variance to assess the level of mean differences between sampled groups. The second and fourth questions of the open-ended questionnaire were analyzed qualitatively by the researcher and debriefed by a peer. Analysis of the data obtained from the TMAS indicated that there were no significant differences among the groups sampled. Vignette analysis indicated that there were significant differenced between third semester elementary education preservice teachers and first semester elementary and early childhood education preservice teachers. The analysis of the first and the third questions of the open-ended questionnaire resulted in significant difference between third semester elementary education preservice teachers and all other groups. The qualitative data indicated that third semester elementary education preservice teachers relied more on academic coursework and field experience and less on personal experienced than all other groups in defining multicultural education. The analysis of the fourth questions indicated preservice teachers learning in four main areas: cultural awareness, ESOL, teaching and teaching strategies, and child perspective. In light of the existing literature and the overall picture that study depicted, it was concluded that the multicultural preparation that was combined fieldwork and coursework preservice teachers had received impacted their beliefs and attitudes positively. According to the findings of the study, it was recommended that the issues of equality and social justice be more fully integrated into the curriculum. ; A Dissertation submitted to the Department of Elementary and Early Childhood Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Fall Semester, 2003. ; October 27, 2003. ; Preservice Teacher Education, Multicultural Education ; Includes bibliographical references. ; Vivian Fueyo, Professor Directing Dissertation; Sande Milton, Outside Committee Member; Charles Wolfgang, Committee Member; John Hansen, Committee Member. Keyword: Bilingual; Education; Multicultural education; Multilingual education; Teachers--Training of URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-3635 http://diginole.lib.fsu.edu/islandora/object/fsu%3A181906/datastream/TN/view/Preservice%20Teachers%27%20Learning%20of%20Multiculturalism%20in%20a%20Teacher%20Education%20Program.jpg BASE Hide details 757 "Sometimes children can be smarter than grown-ups": Re/constructing identities with plurilingual students in English-medium classrooms Stille, Saskia. - NO_RESTRICTION BASE Show details 758 Conceptualising Integration in CLIL and Multilingual Education: reseña Roothooft, Hanne. - : Universidad Cardenal Cisneros BASE Show details 759 Irakaskuntza eleanitza aurrera eramateko jarraibideak lehen hezkuntzan Orozko Etxeberria, Jokin BASE Show details Page: 1...34 35 36 37 38

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