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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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| 2 |
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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| 3 |
Literacy and Access to the Opportunities of Democracy
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In: Internship Reflection Papers (2021)
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| 4 |
Layout of Current US-China Online PD Programs for Chinese Language
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 5 |
Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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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.
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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
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URL: https://aura.antioch.edu/etds/719
https://aura.antioch.edu/cgi/viewcontent.cgi?article=1731&context=etds
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| 6 |
Two for the Price of One! A Study of Persistence of Adult Education Students pursuing a High School Equivalency Credentiial and a Study of the Researcher's Experience Conducting that Study.
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In: Dissertations (2021)
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| 7 |
Oral Vocabulary Instruction Practices of Teachers of Nonacademic Adult English Language Learners
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In: Journal of Multilingual Education Research (2021)
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| 8 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 9 |
Linguistic and Cultural Diversity: Examining Support for English Language Learners in Canada through Multiliteracies and Sociocultural Theories for Teaching and Learning
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In: Electronic Theses and Dissertations (2021)
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| 10 |
The Predictive Role of Grapho-Morphological Knowledge in Reading Comprehension for Beginning-Level L2 Chinese Learners
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In: Modern and Classical Languages, Literatures and Cultures Faculty Publications (2021)
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| 11 |
“Mama, Let’s Read!”: Critical Race Perspectives and the Centrality of Language in Everyday Literacies
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In: Korina Jocson (2021)
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| 12 |
Meeting the Needs of Adult Language Learners: A Focus on Communication and Literacy
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In: All Graduate Plan B and other Reports (2021)
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| 13 |
Intergenerational Family Learning Programs: Stories of Latinx, Immigrant Families and Their Journeys to and through Higher Education
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In: Dissertations (2020)
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| 14 |
Cuban Immigrants’ Experience with Acculturation and How They Cope in the United States
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In: Dissertations (2020)
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| 15 |
Cultivating Classroom Libraries that Promote Multicultural Literature: Helping Our Students See Themselves in the Books that They Read
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In: Certificate of Advanced Studies (CAS) in Literacy (2020)
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| 16 |
21CLEO: First Year Recap
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In: 21CLEO Research Project Blog Posts (2020)
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| 17 |
All in One Place: References Cited in 21 CLEO Work
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In: 21CLEO Research Project Blog Posts (2020)
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| 18 |
Persona Development as a Research Tool
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In: 21CLEO Research Project Blog Posts (2020)
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| 19 |
Persona Development: Unpacking the Process
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In: 21CLEO Research Project Blog Posts (2020)
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| 20 |
The impact of multiliteracies and multimodality on ESL learners: Using Neuroimaging Technologies
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In: Electronic Thesis and Dissertation Repository (2020)
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