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Sick? Or slow? On the origins of intelligence as a psychological object
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In: ISSN: 0160-2896 ; Intelligence ; https://hal.archives-ouvertes.fr/hal-01101379 ; Intelligence, Elsevier, 2013, 41 (5), pp.699-711. ⟨10.1016/j.intell.2013.08.006⟩ (2013)
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VOICES IN AN EDUCATION TRAP: Linguistic Deficit Theory in Nova Scotia Assessments
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Immigrant teacher narratives: re-storying the problem of immigrant teacher integration
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The Processes of Second Language Acquisition, the Benefits of the Intensive Teaching Method,and the Successful Integration of High-Ability Students in Second Language Classes.
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Language, Power, and Race: A Comparative Approach to the Sociopolitics of English
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Teaching in China: Reflections on Higher Education, Student Learning, and Teacher Training
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In: 2013 New England Association for Asian Studies Conference (2013)
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Ƴantarun Nana Asma’u Ɗan Fodiyo: Tsarinsu da Taskace Waƙoƙinsu (The Associates of Nana Asma’u bn Fodiyo: Their Structures and the Preservation of their Poems)
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ELLs in Secondary Classrooms: Part 2
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In: Scholarship and Professional Work – Education (2013)
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Teacher Shared Leadership for Educating English Learning Students
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In: Scholarship and Professional Work – Education (2013)
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Developing and Assessing Students’ Collaboration in the IB Programme
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In: Scholarship and Professional Work – Education (2013)
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Audacious translation: Learning the double bind to translate Spivak
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In: Scholarship and Professional Work – Education (2013)
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Transformative Leadership: An Asset-Based Approach to Leadership for Diverse Schools and Learners
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In: Scholarship and Professional Work – Education (2013)
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Community, Home, and School Partnerships: A Critical Issue in Bilingual Education
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2013)
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Abstract:
How can we help educators realize the wealth and relevancy that culturally and linguistically diverse families and students bring into the schools? Preparing teachers to effectively teach across socioeconomic, cultural, linguistic, and gender differences is complicated by a lack of familiarity with or valuing of the cultures, learning styles, and communication patterns of diverse groups (Bohn & Sleeter, 2000). Today, however, 84% of teachers are white (Feistritzer, 2011), despite serving 74 million children in the United States (defined by the U.S. Census Bureau as those under 18 years of age), of which 59% are White; 19% Hispanic, 15%; Black, 4%; Asian, and 3% Other ethnicities, (National Center for Children in Poverty, 2006). Because our nation’s teaching force is predominantly white, female, and middle-class, the values, perceptions, and decisions of these teachers will vary greatly from those of this increasingly diverse student population.
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Keyword:
Education
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URL: https://scholarworks.boisestate.edu/literacy_facpubs/75 https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1074&context=literacy_facpubs
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Overcoming backgrounds : an in-depth analysis of the effects of socioeconomic class and ethnicity on elementary students
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Identifying Formative Assessment in Classroom Instruction: Creating an Instrument to Observe Use of Formative Assessment in Practice
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In: Boise State University Theses and Dissertations (2013)
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Biliterate Literature Circles: Talks as Tickets to Ride
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2013)
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