| 41 |
Self-efficacy within an individualized approach to improving language learners’ self-regulated learning strategies
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In: World Languages and Cultures Publications (2020)
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| 42 |
Asian Pacific American Showcase: Narratives of home and family push back against stereotypes of perpetual foreigners
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In: Education Publications (2020)
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| 43 |
A Step Toward the Assessment of English as a Lingua Franca
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In: English Publications (2020)
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| 44 |
“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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| 45 |
Faculty Perceptions and Teaching Practices for Transformative Change: Culturally Responsive Teaching in Pharmacy Education
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In: Theses, Dissertations and Capstones (2020)
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Abstract:
Cultural diversity training in pharmacy education has evolved from standalone lectures to longitudinal courses, service-learning initiatives, rotation experiences, and global health opportunities. This mixed methods study explored the perceptions, attitudes, and pedagogies of pharmacy educators who have incorporated culture diversity into their classrooms and clinic sites. First, 91 online surveys incorporating items from the Teaching Multicultural Attitudes Survey and the Multicultural Competency Teaching Scale were distributed to a random sample of pharmacy faculty who interface with cultural diversity. In total, 36 completed surveys were analyzed using descriptive statistics, Pearson correlations, and stepwise linear regressions. Following the survey, seven pharmacy faculty members volunteered for one-on-one interviews. Interviews were interpreted using the five elements of culturally responsive teaching as a theoretical lens. Survey results indicated that multicultural awareness is highly relevant to the courses the participants teach, multiculturalism is rewarding, and it is important for students to be multiculturally aware. Additionally, respondents indicated they often promote diversity by demonstrating appropriate behaviors, integrate cultural values and lifestyles of ethnic minority groups into their teaching, and include examples of experiences and perspectives of these diverse groups as well. Qualitative results indicated pharmacy faculty engage in all aspects of culturally responsive teaching; namely, they create opportunities for cultural socialization, adopt diverse teaching strategies to meet student needs, learn the cultural diversity of the classroom, develop culturally relevant curricula, and demonstrate cultural compassion. The results suggest that pharmacy educators with a vested interest in culture teach to and through cultural diversity.
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Keyword:
and Multicultural Education; Bilingual; cultural competence; cultural humility; culturally responsive teaching; Curriculum and Instruction; Education; Higher Education; medical anthropology; Medical Education; Medicine and Health Sciences; Multilingual; Pharmacy -- Study and teaching. Inclusive education. Curriculum planning -- Study and teaching (Graduate) Curriculum planning -- Study and teaching (Higher).; Pharmacy and Pharmaceutical Sciences; pharmacy education
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URL: https://mds.marshall.edu/etd/1296
https://mds.marshall.edu/cgi/viewcontent.cgi?article=2298&context=etd
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| 46 |
Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
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In: Excelsior: Leadership in Teaching and Learning (2020)
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| 47 |
"Academic Languages Isn't Easy": English Learners' Perceptions of Learning in High School
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In: All Theses & Dissertations (2020)
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| 48 |
An Empirical Exploration of Southeast Asian-Americans in Education Research: A Qualitative Meta-Analysis
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In: Journal of Southeast Asian American Education and Advancement (2020)
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| 49 |
The Representation of Majors in Purdue University Study Abroad Programs
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In: The Journal of Purdue Undergraduate Research (2020)
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| 50 |
Equity, Diversity, and Inclusion Climate Assessment Activities: Development and Strategic Use in Diversity Action Plans
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In: School of Information Student Research Journal (2020)
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| 51 |
Effect of Multinational Projects on Engineering Students through a Summer Exposure Research Program
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In: School of Computer Science & Engineering Faculty Publications (2020)
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| 52 |
Marketing university students as mobile multilingual workers: the emergence of neoliberal lifestylers
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| 53 |
Book review: Neha Vora, Teach for Arabia: American Universities, Liberalism, and Transnational Qatar
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020)
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| 54 |
TEAC 413M: Teaching Multilingual Learners in Content Areas – A Peer Review of Teaching Benchmark Portfolio
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In: UNL Faculty Course Portfolios (2020)
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| 55 |
Paths to the Baccalaureate at a Hispanic-Serving Institution: The Lived Experiences of Latinos who Entered Higher Education at the Community College
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In: Contemporary Issues in Educational Leadership (2020)
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| 57 |
The Most Important Cog in the System: A Case for Legislative Change to Drive Professionalisation
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In: Journal of Interpretation (2020)
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| 58 |
Get Rich or Die Tryin’: Media and Black Male Academic Identity Development
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In: University of New Orleans Theses and Dissertations (2020)
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| 59 |
CRITICAL CULTURAL PERSPECTIVES ON TEACHING ARABIC AS A FOREIGN LANGUAGE (TAFL): A CRITICAL ETHNOGRAPHIC INVESTIGATION OF A US COLLEGE-LEVEL COURSE
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In: Doctoral Dissertations (2020)
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| 60 |
Self-Efficacy and Attitudes for Vocabulary Strategies Among English Learners and Native Speakers
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In: Reading Horizons: A Journal of Literacy and Language Arts (2020)
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