| 1 |
RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 2 |
Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language
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In: Educational Considerations (2022)
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| 3 |
Learning Analytics: A Classroom Response System’s impact on Summative Assessment
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In: SoTL Commons Conference (2022)
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| 4 |
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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| 5 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 6 |
The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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| 7 |
Evaluation of the Availability and Utilization Status of Texts in Core Subjects in Primary Schools’ Libraries
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In: Library Philosophy and Practice (e-journal) (2022)
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| 8 |
Discourse in Inquiry Science Classrooms, DiISC Version 2.0 (User’s manual for an observation research instrument)
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 9 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 10 |
Observación Participante de Clases Virtuales Bilingües en K-2 Durante Covid-19
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In: World Languages and Cultures (2021)
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| 11 |
Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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| 12 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 13 |
How Teachers use Formative Assessment Strategies during Teaching: Evidence from the Classroom
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In: Australian Journal of Teacher Education (2021)
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| 14 |
Understanding Teacher Experience with Instructional Coaching to Inform Program Improvement Reflecting the Principles of Adult Learning Theory: A Mixed Method Case Study
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In: Graduate Theses & Dissertations (2020)
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| 15 |
Impact on Teacher Beliefs about Emergent Bilinguals’ Mathematical Learning
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In: Education Publications (2020)
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| 16 |
A Step Toward the Assessment of English as a Lingua Franca
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In: English Publications (2020)
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| 17 |
“This is why nobody knows who you are:” (Counter)Stories of Southeast Asian Americans in the Midwest
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In: Education Publications (2020)
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| 18 |
The Experience of Undergraduate Family Science Female Students: A Qualitative Study
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In: Southeastern Council on Family Relations Conference (2020)
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Abstract:
As female students have traditionally been underrepresented in a number of academic disciplines (e.g., Hernandez et al., 2017), and because female students have often encountered obstacles in persisting in their preferred fields of study (e.g., Hughes, 2012), it's important to elevate female voices and learn how to better support them in academia. In order to pursue this, original qualitative research was conducted to better understand the academic experience of undergraduate female students pursuing a degree in an CFLE approved family science program. As part of this presentation, participants will learn about the female undergraduate experience and what obstacles they often encounter. Specifically, from the results of this study, participants will learn about female students' desires to be challenged and to have diverse perspectives included in the classroom, and also about the stigma they often experience due to their chosen field of study. Implications for programs and professions will be discussed.
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Keyword:
and Research; Curriculum and Instruction; Educational Assessment; Evaluation; Gender; Higher Education; Professional Identity
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URL: https://dc.etsu.edu/secfr-conf/2020/schedule/41
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| 19 |
Authorship, Scholarship, & Friendship: Insights & Highlights from an International Collaborative Writing Group
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In: SoTL Commons Conference (2020)
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| 20 |
Facilitating Critical Thinking in Graduate Coursework in Communication Sciences and Disorders: Process Review
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In: SoTL Commons Conference (2020)
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