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1	Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
	sarbunan, thobias. - : Open Science Framework, 2022
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2	Learning Analytics: A Classroom Response System’s impact on Summative Assessment
	Tucker, Eric J.
	In: SoTL Commons Conference (2022)
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3	Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
	Shin, Ji Hye; Choi, Jayoung; Khote, Nihal...
	In: SoTL Commons Conference (2022)
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4	Social Justice in the Language Classroom Series: Argentina
	Báez, Graciela
	In: Early College Folio (2021)
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5	Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
	Van Winkle, Kristina A.
	In: All Antioch University Dissertations & Theses (2021)
	Abstract: Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data were collected, grouped into emergent themes, and organized into cohesive categories. The data from this project supported the creation of two foundational models for educating for global competence. The first is pedagogical and the other, coaching. Both models are in developing stages and are grounded in key theoretical frameworks and the data shared by the participants. Globally competent and globally responsive pedagogy tasks educators with examining their practice through a global and cultural prism to gain clarity of perspective, build social capital, improve relationships, and meet ever-changing local and global challenges. The approaches honor and respect diversity so as to dismantle systems of oppression and fight policies and social norms rooted in cognitive biases. The model integrates theory and key findings from this study to support educators to integrate and implement global competence. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/etd.
	Keyword: action research; adaptive challenges; Adult and Continuing Education; African American Studies; and Multicultural Education; and Sexuality Studies; Bilingual; coaching; Curriculum and Instruction; Curriculum and Social Inquiry; education; Educational Leadership; Educational Methods; Educational Psychology; English Language and Literature; Ethnic Studies; Feminist; Gender; Global competence; globally responsive pedagogy; Higher Education; Indigenous Studies; Language and Literacy Education; learning; Multilingual; Other Education; positive deviance; Reading and Language; Social and Philosophical Foundations of Education; Teacher Education and Professional Development; teaching; technical challenges
	URL: https://aura.antioch.edu/etds/719 https://aura.antioch.edu/cgi/viewcontent.cgi?article=1731&context=etds
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6	Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
	Finau, Lynette Suliana Sikahema
	In: All Antioch University Dissertations & Theses (2021)
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7	The impact of positive feedback on student outcomes and perceptions
	Faulconer, Emily, Ph.D.; Griffith, John C., Ph.D.; Gruss, Amy B.
	In: John Griffith (2021)
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8	Teaching Classroom Mathematics: Linking Two Pedagogical Models for Promoting Student Engagement and Conceptual Connections
	Ormond, Christine A
	In: Australian Journal of Teacher Education (2021)
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9	Advances in Global Education and Research: Volume 4
	James, Waynne B.; Cobanoglu, Cihan; Cavusoglu, Muhittin
	In: University of South Florida M3 Center Publishing (2021)
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10	Connecting to Place: A City as Text™ Assignment Sequence
	Quay, Sara
	In: Chapters from NCHC Monographs Series (2021)
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11	From “Filled” to “Fulfilled”: Tech-Minimal Experiences Bolster Core Honors Values
	Blincoe, Adam; Blincoe, Sarai
	In: Journal of the National Collegiate Honors Council --Online Archive (2021)
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12	The Effect of Pedagogical Agent Persona on Performance, Self-Efficacy, and Attitudes in Adult Learners in an Online Environment
	Mathews, Justin L.
	In: Dissertations (2021)
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13	Authorship, Scholarship, & Friendship: Insights & Highlights from an International Collaborative Writing Group
	Ludwig, Lynn O., Dr.
	In: SoTL Commons Conference (2020)
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14	Facilitating Critical Thinking in Graduate Coursework in Communication Sciences and Disorders: Process Review
	Battaglia, Dana
	In: SoTL Commons Conference (2020)
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15	Unblock Metacognitive & Technical Bottlenecks of USAFA Intermediate Chinese Learners
	Wang, Jue, Dr.
	In: SoTL Commons Conference (2020)
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16	"Academic Languages Isn't Easy": English Learners' Perceptions of Learning in High School
	Howard, Clara Jean, PhD
	In: All Theses & Dissertations (2020)
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17	Building Honors Contracts: Insights and Oversights -- Introduction
	Miller, Kristine
	In: Chapters from NCHC Monographs Series (2020)
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18	Early Impact: Assessing Global-Mindedness and Intercultural Competence in a First-Year Honors Abroad Course
	Carignan, Michael; Vandermaas-Peeler, Maureen
	In: Chapters from NCHC Monographs Series (2020)
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19	Balancing International Aspirations with Honors Expectations: Expanding Honors to a Branch Campus in Florence, Italy
	Snyder, James G.; Nichol-Peters, Vanessa
	In: Chapters from NCHC Monographs Series (2020)
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20	CRITICAL CULTURAL PERSPECTIVES ON TEACHING ARABIC AS A FOREIGN LANGUAGE (TAFL): A CRITICAL ETHNOGRAPHIC INVESTIGATION OF A US COLLEGE-LEVEL COURSE
	Moustafa, Shaimaa
	In: Doctoral Dissertations (2020)
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