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Scaling undergraduate scientific writing via Prominent Feature Analysis
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In: http://sun.library.msstate.edu/ETD-db/theses/available/etd-09262018-131654/ (2018)
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| 2 |
Radical Social Ecology as Deep Pragmatism: A Call to the Abolition of Systemic Dissonance and the Minimization of Entropic Chaos
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In: Student Theses 2015-Present (2018)
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| 3 |
Helping Pre-Service Teachers Understand the "T" and "Q" in LGBTQ
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In: National Youth Advocacy and Resilience Conference (2018)
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| 4 |
Examining Culturally Responsive Understandings within an Undergraduate Teacher Education Program
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2018)
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| 5 |
Ethnography of Language Planning and Policy
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In: GSE Faculty Research (2018)
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Abstract:
A decade ago, Hornberger & Johnson proposed that the ethnography of language planning and policy (ELPP) offers a useful way to understand how people create, interpret, and at times resist language policy and planning (LPP). They envisioned ethnographic investigation of layered LPP ideological and implementational spaces, taking up Hornberger's plea five years earlier for language users, educators, and researchers to fill up and wedge open ideological and implementational spaces for multiple languages, literacies, identities, and practices to flourish and grow rather than dwindle and disappear. With roots going back to the 1980s and 1990s, ethnographic research in LPP had been gathering momentum since the turn of the millennium. This review encompasses selected ethnographic LPP research since 2000, exploring affordances and constraints of this research in yielding comparative and cumulative findings on how people interpret and engage with LPP initiatives. We highlight how common-sense wisdom about the perennial gap between policy and practice is given nuance through ethnographic research that identifies and explores intertwining dynamics of top-down and bottom-up LPP activities and processes, monoglossic and heteroglossic language ideologies and practices, potential equality and actual inequality of languages, and critical and transformative LPP research paradigms.
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Keyword:
and Multicultural Education; and Research; Bilingual; Curriculum and Social Inquiry; Education; Educational Administration and Supervision; Educational Assessment; Educational Foundations; Educational Methods; Evaluation; International and Comparative Education; Language and Literacy; Language and Literacy Education; Multilingual; Social and Philosophical Foundations of Education; Teaching and Learning
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URL: https://repository.upenn.edu/gse_pubs/478
https://repository.upenn.edu/cgi/viewcontent.cgi?article=1492&context=gse_pubs
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