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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 Page: 1 2 Hits 1 – 20 of 25 1 Phil the Phytoplankton Kihm, Kylie; Frankiewich, Lexi In: World Languages and Cultures (2020) BASE Show details 2 Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement Mitchell, Tamra; Herrera, Socorro In: The Advocate (2020) BASE Show details 3 Focus on Friendship or Fights for Civil Rights? Teaching the Difficult History of Japanese American Incarceration through The Bracelet Naseem Rodriguez, Noreen In: Education Publications (2020) BASE Show details 4 The Intersection of Agricultural Education and Teaching Foreign Languages in American Elementary Schools Floyd, Kori In: Creative Components (2020) BASE Show details 5 Teachers’ Experiences Incorporating English Language Learners Funds of Knowledge Within Classrooms Mead, James In: National Youth Advocacy and Resilience Conference (2020) BASE Show details 6 Becoming a Mexican American in the U.S. South: Autobiographical Narrative of Liberation Martinez, Claudia In: Electronic Theses and Dissertations (2020) BASE Show details 7 But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices Gillmore, Marina V In: National Youth Advocacy and Resilience Conference (2020) BASE Show details 8 MacArthur-Bates Communicative Developmental Inventories (CDI): A Research Synthesis Evaluating Children at 2-36 months Giammarco, Nicholas In: MA in Linguistics Final Projects (2020) BASE Show details 9 The Impact of a Social Justice-Oriented Mindfulness Practice on the Self-Efficacy of an Early Childhood Montessori Teacher Myers-Vandrovec, Quiana In: Masters of Arts in Education Action Research Papers (2020) BASE Show details 10 The Impact of Nonviolent Communication in an Early Childhood Montessori Environment Hadsall Jakowich, Amanda Britt In: Masters of Arts in Education Action Research Papers (2020) BASE Show details 11 Self-Efficacy: A First-Generation American Educator Teaching in a Culturally Diverse Montessori Classroom Cuevas, Esmeralda In: Masters of Arts in Education Action Research Papers (2020) BASE Show details 12 "Want Me to Show You?": Emergent Bilingual Preschoolers' Multimodal Resourcing in Show-and-Tell Activity Sembiante, Sabrina F.; Bengochea, Alain In: Educational & Clinical Studies Faculty Publications (2020) BASE Show details 13 A Library Without Books: The Importance of Language Representation in Public Libraries Armshaw, Caelyn In: Theses/Capstones/Creative Projects (2020) BASE Show details 14 Supporting Public School Students' Education and Adaptation to U.S. Schools while Celebrating Bilingualism Crosbie, Allison In: Purdue Journal of Service-Learning and International Engagement (2020) BASE Show details 15 Toward a Culturally Inclusive Canon of Multimodal Picture Books: Developing Multiliteracies Practices and Assessments for Ontario’s Classrooms Jammali, Arwa In: Major Papers (2020) BASE Show details 16 Dialect Use, Language Abilities, and Emergent Literacy Skills of Prekindergarten Children Who Speak African American English Baldwin, Erika Rose In: Theses and Dissertations (2020) BASE Show details 17 Fathers’ perceived co-parenting and children’s academic readiness among Chinese preschoolers: Longitudinal pathways through parenting and behavioral regulation Ren, Lixin; Cheung, Rebecca Y.M.; Boise, Courtney... In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020) BASE Show details 18 Statewide Policies to Improve Early Intervention Services: Promising Practices and Preliminary Results Kuhn, Miriam; Boise, Courtney; Bainter, Sue... In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020) BASE Show details 19 A Longitudinal Examination of Peer Victimization on Depressive Symptoms Among Asian American School‑Aged Youth Arora, Prerna G.; Wheeler, Lorey A; Fisher, Sycarah... In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020) BASE Show details 20 Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel Edwards, Katie M.; Sessarego, Stephanie N.; Mitchell, Kimberly J.; Chang, Hong; Waterman, Emily A.; Banyard, Victoria L. In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020) Abstract: The purpose of the current study was to examine the impact of exposure to Bringing in the Bystander—High School Curriculum (BITB-HSC) on school personnel, which included a seven session classroom curriculum for ninth through twelfth graders (student curriculum), a bystander training workshop for school personnel (school personnel workshop), and reading materials (handout). We examined how exposure to these various BITB-HSC intervention components was associated with school personnel’s knowledge and bystander efficacy, intentions, and barriers specific to student relationship abuse (RA) and sexual assault (SA). Participants were 488 school personnel from 12 high schools in upper New England who completed the 4-month follow-up survey that assessed for intervention exposure (284 participants completed both the baseline and follow-up survey). Whereas 53% of participants were exposed to no intervention components, the other half of the sample were exposed to a combination of intervention components. Higher baseline knowledge and reactive bystander intentions were associated with subsequent exposure to both the student curriculum and the handout, and fewer barriers to bystander action predicted exposure to the school personnel workshop. Exposure to the school personnel workshop, student curriculum, and handout was associated with subsequent greater knowledge, exposure to the student curriculum predicted reactive bystander intentions, and exposure to the handout predicted higher reactive bystander intentions and bystander efficacy. Findings suggest that despite challenges with engagement, exposure to the BITB-HSC components may be a useful tool in improving school personnel’s responses to RA and SA among high school students. Keyword: and Multicultural Education; and Society; Bilingual; Bystander; Child Psychology; Counseling Psychology; Dating violence; Developmental Psychology; Early Childhood Education; Educational Psychology; Family; Intervention Prevention; Life Course; Multilingual; Other Social and Behavioral Sciences; Relationship abuse; School Personnel; Sexual assault; Sexual harassment; Teachers Training URL: https://digitalcommons.unl.edu/cyfsfacpub/129 https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1130&context=cyfsfacpub BASE Hide details Page: 1 2

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