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Factors Predicting Identification of Giftedness Resulting from Universal Screening
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In: Doctoral Dissertations and Projects (2022)
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Förderung ab Geburt mit dem Programm "PAT - Mit Eltern Lernen": Effekte im ersten Kindergartenjahr ; Early support with the program "PAT - Mit Eltern Lernen": effects in the first year of Kindergarten
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In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021)
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Poverty, According to Gorski
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In: The Montana English Journal (2020)
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Rags to Riches: One Migrant Worker's Journey to Educational Triumph
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In: Educational Considerations (2019)
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Unexamined Beliefs: Understanding Teachers’ Reasoning about Poverty
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In: Nenadal, Lindsey. (2018). Unexamined Beliefs: Understanding Teachers’ Reasoning about Poverty. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/2nj116nf (2018)
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A Transcendental Phenomenological Study of Novice Teachers Administrative Support Experiences in High-Poverty High-Minority Rural South Carolina Schools
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In: Doctoral Dissertations and Projects (2018)
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The Role of Education in Self-Sustaining Community Development
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In: Senior Honors Theses (2017)
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The Poverty Simulation: Developing Teacher Empathy Toward Students who Live in Poverty
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In: Georgia Educational Research Association Conference (2017)
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Enhancing the early home learning environment through a brief group parenting intervention: study protocol for a cluster randomised controlled trial
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Powerful Partnerships: A Community Program for Low Income, High School Dropouts and a University
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In: National Youth Advocacy and Resilience Conference (2016)
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The Persistence of Working Poor Families in a Changing U.S. Job Market: An Integrative Review of the Literature
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In: Faculty Publications in Educational Administration (2016)
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Supporting the minority physician pipeline: providing global health experiences to undergraduate students in the United States-Mexico border region.
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In: Medical education online, vol 20, iss 1 (2015)
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Abstract:
BackgroundThe sizeable US Latino population calls for increasing the pipeline of minority and bilingual physicians who can provide culturally competent care. Currently, only 5.5% of US providers are Hispanic/Latino, compared with 16% of the US population (i.e., >50.5 million persons). By 2060, it is predicted that about one-third of all US residents will be of Latino ethnicity.Activities and outcomesThis article describes the Health Frontiers in Tijuana Undergraduate Internship Program (HFiT-UIP), a new quarterly undergraduate internship program based at a US-Mexico binational student-run free clinic and sponsored by the University of California, San Diego School of Medicine and the Universidad Autónoma de Baja California in Tijuana, Mexico. The HFiT-UIP provides learning opportunities for students and underrepresented minorities interested in medical careers, specifically Latino health.DiscussionThe HFiT-UIP might serve as a model for other educational partnerships across the US-Mexico border region and may help minority and other undergraduates seeking academic and community-based enrichment experiences. The HFiT-UIP can also support students' desires to learn about Latino, border, and global health within resource-limited settings.
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Keyword:
Ambulatory Care Facilities; Career Choice; Clinical Competence; Cultural Competency; Education; global health; Hispanic Americans; Humans; Interinstitutional Relations; Medical; Mexico; minority physician pipeline; Poverty; Public Health and Health Services; Specialist Studies in Education; Undergraduate; undergraduate mentoring; United States
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URL: https://escholarship.org/uc/item/5n85g5bz
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Supporting the minority physician pipeline: providing global health experiences to undergraduate students in the United States-Mexico border region.
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In: Burgos, Jose L; Yee, Daniel; Csordas, Thomas; Vargas-Ojeda, Adriana C; Segovia, Luis A; Strathdee, Steffanie A; et al.(2015). Supporting the minority physician pipeline: providing global health experiences to undergraduate students in the United States-Mexico border region. Medical education online, 20(1), 27260. doi:10.3402/meo.v20.27260. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/5n85g5bz (2015)
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Building a Culture of Hope for At-Risk Students
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In: National Youth Advocacy and Resilience Conference (2015)
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Teaching Triumph: Enhancing Pedagogy to Realize the Academic Potenital of Students from Poverty
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A Pluri-Ethno-Linguistic Fragmentation Index
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In: Séminaire du Centre d'Etudes et de Recherches en Développement International ; https://halshs.archives-ouvertes.fr/halshs-01577324 ; Séminaire du Centre d'Etudes et de Recherches en Développement International, Université d'Auvergne, CERDI, May 2013, Clermont-Ferrand, France (2013)
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My Journey with Prisoners: Perceptions, Observations and Opinions
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648 (2013)
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The Effects of Incentive Initiatives on Teacher Retention in Tanzania: A Case of the Rukwa Region
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In: Master's Capstone Projects (2013)
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Bill Gates, Kesha und Tom im Siegerland. Kinder und ihre Lernbiografien – Beiträge aus dem Projekt LISA&KO
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Wagener, Anna Lena Hrsg.. - : Universität, Arbeitsgruppe Primar- und Sekundarstufe, 2012. : Siegen, 2012. : pedocs-Dokumentenserver/DIPF, 2012
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In: Siegen : Universität, Arbeitsgruppe Primar- und Sekundarstufe 2012, 265 S. (2012)
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Effects of embedded and direct language strategies on prekindergarten students' cognitive and social emotional development
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In: Student Work (2012)
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