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1	RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
	McMillion, Laquita
	In: Dissertations (2022)
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2	Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
	Matuzas, Mark A
	In: Networks: An Online Journal for Teacher Research (2022)
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3	Community Mapping 2.0: Using Technology to Raise Community Awareness
	Sclafani, Chris
	In: Networks: An Online Journal for Teacher Research (2022)
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4	Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
	Center for Equity for English Learners
	In: Annotated Bibliographies (2022)
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5	Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
	Roesler, Molly K
	In: Culminating Experience Projects (2022)
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6	Win, Win ! Finding Experiences for Preservice Teachers while addressing the Summer Reading Gap
	Mesco, Jacquelyn L; Johsnon, JAnet
	In: National Youth Advocacy and Resilience Conference (2022)
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7	Courageous Conversations: Transformational Leadership through Empathy
	Cribbs, Aimee M; McEntyre, Riley; Coffey, Marie
	In: National Youth Advocacy and Resilience Conference (2022)
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8	Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
	Ross, Sabrina N.
	In: Georgia International Conference on Information Literacy (2022)
	Abstract: In social justice education, socio-political consciousness (SPC) is an understanding of the socio-political and economic factors that influence the lives of students, their families, and their communities (Murray & Milner, 2015). SPC enables teachers to be critical consumers of the curriculum taught in schools and to be active producers of curricula that challenge deficit-orientations of diverse and historically marginalized students that may be manifested in curricular policies, materials, and practices. This session discusses the use of oral history research to support teachers SPC in an online professional development program designed to enhance the cultural responsiveness of teachers of urban learners. Oral history supports the development of SPC in teachers by providing them with opportunities to hone research skills, engage in critical analysis, and increase their historical and current knowledge about the schools and communities they are assigned to teach in. Due to covid-19 restrictions, oral history interviews with individuals pre-selected by the PD facilitators were not possible. Instead, teachers chose their own oral history participants and conducted the interviews online. Teachers’ abilities to critically analyze the interviews suggests that their self-selection of interview participants provided opportunities to engage in critical analysis and reflection that may not have been possible with interview participants chosen by the facilitators. A main takeaway from this project is the importance of trusting learners and the learning process in social justice education.
	Keyword: and Multicultural Education; Bilingual; critical consciousness; Curriculum and Instruction; Education; Educational Methods; Information Literacy; Library and Information Science; Multilingual; oral histories; social justice education; teacher education; urban education
	URL: https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/17
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9	Creating Community of Young Readers during Covid-19 Lockdown: A Comprehensive Study of a Digital Reading Platform: Storyweaver
	Azad, Shaveta; Chakravarty, Rupak, Prof.
	In: Library Philosophy and Practice (e-journal) (2022)
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10	Building a Positive Teacher and Student Identity in the Chinese DLI Context
	Jensen, Lila
	In: All Graduate Plan B and other Reports (2022)
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11	Student Centered Language Teaching: A Focus on Student Identity
	Mano, Rachel
	In: All Graduate Plan B and other Reports (2022)
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12	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)
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13	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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14	THE LATINO ACHIEVEMENT GAP: THE ROLE OF TEACHERS IN THE SUCCESS OR FAILURE OF LATINO STUDENTS
	Gonzalez-Adamski, Sandra
	In: Dissertations (2021)
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15	An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
	Jones, Gabrielle
	In: Dissertations (2021)
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16	The Lived Experiences Of Latinx Parents And Their Perception Of Bilingual Programs: A Phenomenological Reflection
	Adrianzen, Manuel O
	In: Dissertations (2021)
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17	Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms
	Premier, Jessica
	In: Australian Journal of Teacher Education (2021)
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18	Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development
	Smala, Simone; Gillies, Robyn M; McLay, Katherine...
	In: Australian Journal of Teacher Education (2021)
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19	A grounded theory study on how Vietnamese higher education teachers of English as a Foreign Language construct their professional identities
	Le, Thi Thuy Chinh. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
	In: Theses: Doctorates and Masters (2021)
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20	Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
	Hoang, Thinh; Wyatt, Mark
	In: Research outputs 2014 to 2021 (2021)
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