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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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| 2 |
Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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| 3 |
Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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| 4 |
Plain Language or Anything But?
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In: Journal of Aviation/Aerospace Education & Research (2022)
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| 5 |
Learning Analytics: A Classroom Response System’s impact on Summative Assessment
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In: SoTL Commons Conference (2022)
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| 6 |
Spanish Film Festivals in the Library.
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In: Georgia International Conference on Information Literacy (2022)
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| 7 |
From Panic to Joy: The Socio-emotional Side of Information Literacy for First-Generation College Students
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In: Georgia International Conference on Information Literacy (2022)
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| 8 |
English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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| 9 |
Language learning through interaction: Online and in the classroom
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In: The Coastal Review: An Online Peer-reviewed Journal (2022)
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| 10 |
Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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| 11 |
Subverting Summer Slide - ELL Camp Program
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In: National Youth Advocacy and Resilience Conference (2022)
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| 12 |
Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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| 13 |
Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH
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In: Honors Theses and Capstones (2022)
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| 14 |
Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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| 15 |
Linguistically Responsive Leaders: Working With Multilingual Students and Their Families
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 16 |
Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 17 |
Developing Critical Cultural Awareness in the ELT Classroom
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 19 |
Using Issues in Honors Education to Teach Argumentation
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In: Honors in Practice -- Online Archive (2022)
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| 20 |
Counterstories of Honors Students of Color
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In: Honors in Practice -- Online Archive (2022)
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Abstract:
This study explores the experience of high-achieving students of color in an honors program at a large research university. Qualitative methods involve surveying students (n = 39) and interviewing a select group (n = 5) in attempts to measure both the frequency and severity of racial microaggression as well as subjective experience relating to diversity and representation in honors. Using critical race theory, a discourse analysis of four broad questions pertaining to pre-entry, entry, continuation, and exit of honors programs suggests that more is needed to foster an honors community that better understands and meets the needs of students’ racial, ethnic, cultural, and socioeconomic backgrounds. While several students report nearly withdrawing from honors, citing feelings of racial tokenization, alienation from peers, and impostor phenomenon, the author notes how results elucidate a pressing need for university honors programs to recruit more students from underrepresented backgrounds and provide targeted resources to support honors students and the programs to which they belong.
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Keyword:
communities of practice; critical race theory; Curriculum and Instruction; diversity in higher education; Education; Educational Administration and Supervision; Gifted Education; Higher Education; Liberal Studies; Racial Microaggressions Scale (RMAS); University of California–Davis (CA)–Honors Program
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URL: https://digitalcommons.unl.edu/nchchip/372
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1371&context=nchchip
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