國立虎尾科技大學 |

Multicultural awareness practices in education : = A sense of belonging for transfer students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Multicultural awareness practices in education :/
其他題名:	A sense of belonging for transfer students.
作者:	Martinson, Mary Colleen.
面頁冊數:	1 online resource (279 pages)
附註:	Source: Dissertations Abstracts International, Volume: 78-02, Section: A.
Contained By:	Dissertations Abstracts International78-02A.
標題:	Counseling psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9781369017120

Multicultural awareness practices in education : = A sense of belonging for transfer students.
Martinson, Mary Colleen.

Multicultural awareness practices in education :A sense of belonging for transfer students. - 1 online resource (279 pages)

Source: Dissertations Abstracts International, Volume: 78-02, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2016.

Includes bibliographical references

This qualitative, descriptive study explored how the use of culturally-based education (CBE) practices in diverse school environments supported students who transferred at unexpected transition points or mid-way through a school year to a build a sense of belonging in school. The research integrated knowledge of multicultural awareness in education (MCE) and belonging needs of individuals grounded in Maslow's Hierarchy of Needs. The study delved into teacher perceptions of how students coped with stress due to transition, how they built a sense of belonging to school, and MCE training. Three public conversion charter schools in the Hawaiian Islands with diverse student populations were selected for this research. A purposeful sample of 14 teachers utilizing culturally-based education (CBE) practices were interviewed and eight administrators, counselors, and program coordinators responded to questionnaires responses. Findings from the analysis of data reflected that teacher use of CBE supports the building of a sense of belonging for students transferring at unexpected transition points in diversely populated schools. Data revealed MCE and CBE primarily included the dominant culture within the school as integrated strategies utilized, and additional challenges were reported for mid-year transfers. Teachers described training specific to MCE as inadequate, indicating a need for professional development in the field of education related to cultural competence. School leaders and teachers both practicing and those enrolled in certification programs benefit from the recommendations within this research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781369017120Subjects--Topical Terms:

963782
Counseling psychology.
Subjects--Index Terms:

BelongingIndex Terms--Genre/Form:

554714
Electronic books.

Multicultural awareness practices in education : = A sense of belonging for transfer students.
LDR:03100ntm a22004217 4500 001 1150539
005 20241028051748.5
006 m o d
007 cr bn ---uuuuu
008 250605s2016 xx obm 000 0 eng d
020 $a 9781369017120
035 $a (MiAaPQ)AAI10146352
035 $a (MiAaPQ)gcu:10325
035 $a AAI10146352
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Martinson, Mary Colleen. $3 1477032
245 1 0 $a Multicultural awareness practices in education : $b A sense of belonging for transfer students.
264 0 $c 2016
300 $a 1 online resource (279 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 78-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Shelton, Dana.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2016.
504 $a Includes bibliographical references
520 $a This qualitative, descriptive study explored how the use of culturally-based education (CBE) practices in diverse school environments supported students who transferred at unexpected transition points or mid-way through a school year to a build a sense of belonging in school. The research integrated knowledge of multicultural awareness in education (MCE) and belonging needs of individuals grounded in Maslow's Hierarchy of Needs. The study delved into teacher perceptions of how students coped with stress due to transition, how they built a sense of belonging to school, and MCE training. Three public conversion charter schools in the Hawaiian Islands with diverse student populations were selected for this research. A purposeful sample of 14 teachers utilizing culturally-based education (CBE) practices were interviewed and eight administrators, counselors, and program coordinators responded to questionnaires responses. Findings from the analysis of data reflected that teacher use of CBE supports the building of a sense of belonging for students transferring at unexpected transition points in diversely populated schools. Data revealed MCE and CBE primarily included the dominant culture within the school as integrated strategies utilized, and additional challenges were reported for mid-year transfers. Teachers described training specific to MCE as inadequate, indicating a need for professional development in the field of education related to cultural competence. School leaders and teachers both practicing and those enrolled in certification programs benefit from the recommendations within this research.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Counseling psychology. $3 963782
650 4 $a Multicultural education. $3 556370
650 4 $a Educational psychology. $3 555103
653 $a Belonging
653 $a Culturally-based education
653 $a Multicultural awareness
653 $a Transfer
653 $a Transition
655 7 $a Electronic books. $2 local $3 554714
690 $a 0455
690 $a 0525
690 $a 0603
710 2 $a Grand Canyon University. $b College of Doctoral Studies. $3 1179925
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 78-02A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10146352 $z click for full text (PQDT)