SCoE: Diversity in Education

The purpose of this study was to inform educators of obstacles to Differentiated Instruction in the form of teacher perceptions. Twelve teachers were interviewed and classroom observations were conducted to examine actual DI use and teachers perceptions of DI. Author: Abigail Scheg, Northcentral University

Using a policy discourse analysis methodology, I explore the articulated diversity education goals and the discourses and subject positions they advance. In particular, I consider the institution-wide diversity education goals established at 50 public liberal arts colleges and universities across the United States. Author: Stuart Glen Swain, The University of Maine

This study aims to explore faculty’s experiences regarding teaching methods and student-teacher interaction. The interaction between the majority groups and diverse (minority) groups on the college and university campuses needs to be addressed in order for colleges to achieve the universal goal of education for all. Author: Theresa West, Nova Southeastern University

The purpose of this exploratory qualitative case study was to understand Early Head Start teachers’ perspectives on their professional development training in their verbal and non-verbal communication with parents from diverse cultures. Author: Melanie Shaw, Northcentral University

The purpose of this qualitative case study was to examine how two faculty integrate equity, diversity, inclusion, and social justice (EDISJ) within their work with doctoral education at an AAU institution within two different disciplines. Author: Michael David DuPont, Iowa State University

Study participants will investigate a plan to address diversity training through the use of the text of the African-American spiritual. Through qualitative participatory action research (PAR), 10 employees at a company or school will be guided through a lesson using the text of multiple African-American spirituals. Author: Kellori Dower, Northcentral University

The purpose of this phenomenological qualitative study was to describe the lived experiences of six Anglo, monolingual elementary teachers with CLDs and Culturally Responsive Practices (CRPs) in a Title 1, five-star, urban, multiethnic, public elementary school in the southern part of Nevada. Author: Anila Hylviu, Northcentral University

The purpose of this qualitative phenomenological study was to explore the experiences of secondary teachers’ use of whole-child and multicultural instructional approaches that affect students’ success within diverse student populations. Author: Sarah Ann Gardner, Northcentral University

As an exploratory study, this research provides a foundation through a conceptual framework, diversity measures, and results for further testing the relationship between private giving to a public good oft thought to be the responsibility of funding by tax payers. While the institutions in the sample were shown to expand access and opportunity, gaps remain between the diversity of the freshmen class and the graduating class as well as between institutions who benefit the most from their alumni support and those who face limited financial resources all around. Author: Jason Paul Guilbeau, The Florida State University

A quantitative research study was employed to examine the extents personal and professional beliefs about diversity were most influential in predicting multicultural teaching competence of elementary and middle-school teachers. Author: Regina Watts, Northcentral University