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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)
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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)
	Abstract: Understanding that the academic achievement of Latino students continues to lag behind their White peers, this study explored the role of the teacher in the success or failure of Latino school-age children. The methodology utilized for this research was qualitative. I used a narrative approach to discuss the thoughts, opinions, and insights of the six teachers interviewed for this study. The in-depth conversations with the participants suggested differences in how Latino and White teachers view their Latino students. Most of the White teachers suggested that academic achievement can be reached through explicit vocabulary instruction, reading a wide variety of books, and holding students to higher standards. In contrast, the Latino teachers suggested that teachers and school districts need to honor bilingualism and provide a welcoming environment in order for Latino students to reach academic achievement. Overall, White teachers placed a higher value on cognitive intelligence, while Latino teachers placed a higher value on social intelligence. The White and Latino teachers that participated in this study had different perceptions on who is to be blamed for the failure of Latino students. When Latino students do not achieve academic success, some of the White participants suggested that this is because the Latino parents are not involved in their children’s schooling and do not read to their children, but the Latino teachers suggested that Latino students do not succeed in school because they do not feel valued and that their humble personalities do not fit the White teacher’s perspective of an independent learner. The individualistic view of educational success is quite different from the collectivistic viewpoint of success. White teachers who generally fall into the individualistic perspective described successful students as being self-reliant and independent, while the Latino teachers who generally fall into the collectivistic perspective described successful students as being interdependent and preferring to work in cooperative groups. As school districts continue to have conversations about closing the achievement gap between minority students and White students and continue to supply teachers with new curricula and the latest assessment tools to keep track of student growth, districts must not fail to provide teachers with teacher professional development about culturally and linguistically diverse students. In the end, the ones who suffer from this neglect are the students. It is my belief that many teachers would be eager to learn more about working with Latino students and leveraging their students’ culture to create a more educated student body.
	Keyword: Achievement Gap; and Multicultural Education; Bilingual; Curriculum and Social Inquiry; Latino; Multilingual; Teacher Perceptions
	URL: https://digitalcommons.nl.edu/diss/605 https://digitalcommons.nl.edu/cgi/viewcontent.cgi?article=1650&context=diss
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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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