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| 61 |
Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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| 62 |
Theme-based Second Language Learning through Multimodal Experimental Animation
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 63 |
Defending K-12 Education Against the New Racism
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In: Law Faculty Books (2021)
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| 64 |
A comparative Study of the Teaching of Chinese and Swahili Credit Courses at Burundi University
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 65 |
Improving Chinese Language Learning through Collaborative Kahoot Mode
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 66 |
Culturally Relevant Pedagogy in Teaching Proficiency through Reading and Storytelling
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 67 |
Needs Analysis in Teaching Chinese for Special Purposes: From Theory to Practice
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 68 |
Learning Strategies, Motivation and Learners' Perspectives on Online Multimodal Chinese Learning
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 69 |
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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| 70 |
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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| 71 |
Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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| 72 |
THE LATINO ACHIEVEMENT GAP: THE ROLE OF TEACHERS IN THE SUCCESS OR FAILURE OF LATINO STUDENTS
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In: Dissertations (2021)
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| 73 |
The Latina Graduate Experience at Hispanic Serving Institutions
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In: Dissertations (2021)
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| 74 |
Closing The English Language Proficiency Gap In Post-Secondary Education In Canada
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In: Dissertations (2021)
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| 75 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 76 |
Black Lives Matter in Teaching English as a Second Language!
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In: Faculty Publications (2021)
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| 77 |
The Lived Experiences Of Latinx Parents And Their Perception Of Bilingual Programs: A Phenomenological Reflection
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In: Dissertations (2021)
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| 78 |
Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
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In: Dissertations (2021)
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| 79 |
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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| 80 |
An exploration of virtual reality to facilitate authentic tasks in EFL learning in a Vietnamese tertiary setting
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In: Theses: Doctorates and Masters (2021)
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