| 41 |
Critical Multicultural Engagement with Children's Texts: Perspectives, Power, and Positioning
|
|
|
|
In: Doctoral Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 42 |
Defining Inclusion: Surveying Educator Perceptions and Practices in Chile
|
|
|
|
In: Doctoral Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 43 |
Engaging The Disengaged: The Zone Of Proximal Distance Between Deliberately Silenced Educators And Preferably Unheard Latino Immigrant Parents
|
|
|
|
In: Open Access Theses & Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 44 |
A Phenomenological Case Study Exploring The In-Home Experiences Of African Americans Pursuing Stem Degrees At A Historically Black College
|
|
|
|
In: Open Access Theses & Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 45 |
Etymologies of Chinese Hànzì and Japanese Kanji: Explanations on Liùshū 六書 and Rikusho 六書
|
|
|
|
In: Chinese Language Teaching Methodology and Technology (2020)
|
|
BASE
|
|
Show details
|
|
|
| 46 |
Culturally Collaborative Teaching: A Path Toward Black Student Learning
|
|
|
|
In: All Antioch University Dissertations & Theses (2020)
|
|
BASE
|
|
Show details
|
|
|
| 47 |
Truly, Madly, Deeply: Adverbs and ELLs
|
|
|
|
In: Faculty Publications (2020)
|
|
BASE
|
|
Show details
|
|
|
| 48 |
Cuban Immigrants’ Experience with Acculturation and How They Cope in the United States
|
|
|
|
In: Dissertations (2020)
|
|
BASE
|
|
Show details
|
|
|
| 49 |
A Case-Based Tool Promoting Teacher’s Reflection on Intercultural Encounters
|
|
|
|
In: Australian Journal of Teacher Education (2020)
|
|
BASE
|
|
Show details
|
|
|
| 50 |
Turning White: Co-Opting a Profession through the Myth of Progress, An Intersectional Historical Perspective of Brown v. Board of Education
|
|
|
|
In: Educational Considerations (2020)
|
|
BASE
|
|
Show details
|
|
|
| 51 |
Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement
|
|
|
|
In: The Advocate (2020)
|
|
BASE
|
|
Show details
|
|
|
| 52 |
A Study on Teacher Candidates’ Questioning Strategies for English Learners through an Interactive Classroom Simulation
|
|
|
|
In: Northwest Journal of Teacher Education (2020)
|
|
BASE
|
|
Show details
|
|
|
| 53 |
“Invisibility is not a natural state for anyone”: (Re)constructing narratives of Japanese American incarceration in elementary classrooms
|
|
|
|
In: Education Publications (2020)
|
|
BASE
|
|
Show details
|
|
|
| 54 |
Language, Identity, and Citizenship: Politics of Education in Madawaska, 1842-1920
|
|
|
|
In: Electronic Theses and Dissertations (2020)
|
|
BASE
|
|
Show details
|
|
|
| 55 |
Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study
|
|
|
|
In: Reports (2020)
|
|
BASE
|
|
Show details
|
|
|
| 56 |
Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction
|
|
|
|
In: Professional Journal Articles (2020)
|
|
Abstract:
This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships. ; https://digitalcommons.lmu.edu/ceel_journalarticles/1007/thumbnail.jpg
|
|
Keyword:
and Multicultural Education; Bilingual; Multilingual; Science and Mathematics Education; Teacher Education and Professional Development
|
|
URL: https://digitalcommons.lmu.edu/ceel_journalarticles/4
https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1007&context=ceel_journalarticles
|
|
BASE
|
|
Hide details
|
|
|
| 57 |
Your Social Brain: Creating Safe Classrooms where English Language Learners Thrive
|
|
|
|
In: National Youth Advocacy and Resilience Conference (2020)
|
|
BASE
|
|
Show details
|
|
|
| 58 |
But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices
|
|
|
|
In: National Youth Advocacy and Resilience Conference (2020)
|
|
BASE
|
|
Show details
|
|
|
| 59 |
Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
|
|
|
|
In: Excelsior: Leadership in Teaching and Learning (2020)
|
|
BASE
|
|
Show details
|
|
|
| 60 |
"Academic Languages Isn't Easy": English Learners' Perceptions of Learning in High School
|
|
|
|
In: All Theses & Dissertations (2020)
|
|
BASE
|
|
Show details
|
|
|
|
|
