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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 Hits 1 – 15 of 15 1 Culturally and linguistically responsive pedagogy: case studies of rural elementary teachers Bellas, Traci J.; NC DOCKS at The University of North Carolina at Greensboro. - 2015 Abstract: Over the last decade, the face of the American classroom has changed dramatically. As the number of culturally and linguistically diverse (CLD) students continues to grow, teachers are challenged to work with a larger number of children of varying backgrounds in their classrooms, pertaining not only to language and cultures, but also with regard to their proficiencies and experiences, ideas and interests. The purpose of this qualitative study was to examine inservice elementary school teachers’ culturally and linguistically responsive (CLRP) teaching practices (Gay, 2010; Lucas & Villegas, 2002) in rural elementary schools experiencing an increase in diverse populations. The study was designed to understand how these teachers’ beliefs regarding working with CLD students and other competing factors might impact the implementation of this pedagogy. Guiding the study was a conceptual framework that identified the observable interactions between teachers, students, and content. Three teachers who had been nominated by district and school level administrators as enacting this pedagogy participated in the study. Teacher interviews, classroom observations, and classroom artifacts were collected and analyzed to examine the supports and barriers these teachers encountered as they attempted to enact culturally and linguistically responsive teaching practices. Three descriptive cases were provided. Findings revealed that these teachers engage in a culturally and linguistically responsive pedagogy in similar ways. Barriers included institutional requirements, peer pressure, limited teacher preparation and training, and testing mandates. Based on the findings, suggestions for teacher educators, school communities, and ways to support the enactment of culturally and linguistically responsive teaching practices were discussed. Keyword: Education; Linguistic minorities $x Education $z North Carolina; Multicultural education $z North Carolina; Rural $z North Carolina; Teachers $x Training of $z North Carolina URL: http://libres.uncg.edu/ir/uncg/f/Bellas_uncg_0154D_11749.pdf BASE Hide details 2 Supervision in Spanish: Reflections from supervisor-trainee dyads Gonzalez, Laura McLaughlin; NC DOCKS at The University of North Carolina at Greensboro. - 2015 BASE Show details 3 Burnishing History: The Legacies of Maria Martinez and Nesta Nala in Dialogue: Part II: An Artists’ Conversation NC DOCKS at The University of North Carolina at Greensboro; Perrill, Elizabeth A.. - 2015 BASE Show details 4 Capturing the diversity of English language learners' cultural and linguistic backgrounds and the influence on math and reading achievement Gilbert, Carolyn Anne; NC DOCKS at The University of North Carolina at Greensboro. - 2015 BASE Show details 5 Vivir la Música: Spanish cultural identity examined through the lens of Spanish classical piano music NC DOCKS at The University of North Carolina at Greensboro; Summers, Rachel B. - 2015 BASE Show details 6 Emergent literacy interactions between parents of Latino heritage and their preschool children with speech or language impairments Grace, Sheryl H.; NC DOCKS at The University of North Carolina at Greensboro. - 2015 BASE Show details 7 Contributions to a herpetological community of practice: funds of knowledge of Lumbee youth Ash, Mary Callis; NC DOCKS at The University of North Carolina at Greensboro. - 2015 BASE Show details 8 A return to the reader and their imagination: the forming of a referential world in order to establish meaning in a text NC DOCKS at The University of North Carolina at Greensboro; Smith, Michael D.. - 2015 BASE Show details 9 Adolescent writing in the content areas NC DOCKS at The University of North Carolina at Greensboro; Knight, Carrie. - 2015 BASE Show details 10 The impact of African American English on language proficiency in adolescent speakers Graham Bethea, June; NC DOCKS at The University of North Carolina at Greensboro. - 2015 BASE Show details 11 Brain networks underlying figurative language production Beaty, Roger E.; NC DOCKS at The University of North Carolina at Greensboro. - 2015 BASE Show details 12 Ultrasonic vocalizations of male mice differ among species and females show assortative preference for male calls Kalcounis-Rüppell, Matina C.; NC DOCKS at The University of North Carolina at Greensboro. - 2015 BASE Show details 13 Embodied female authorship in early modern English literature NC DOCKS at The University of North Carolina at Greensboro; Shook, Lauren. - 2015 BASE Show details 14 Developing Critical Language Awareness via Service-Learning for Spanish Heritage Speakers Lowther Pereira, Kelly Anne; NC DOCKS at The University of North Carolina at Greensboro. - 2015 BASE Show details 15 Preservation of memory-based automaticity in reading for older adults NC DOCKS at The University of North Carolina at Greensboro; Touron, Dayna R.. - 2015 BASE Show details

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