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Threat assessment, sense making, and critical decision-making in police, military, ambulance, and fire services
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In: Research outputs 2022 to 2026 (2022)
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A rapid review of anti-racism strategies and tools to inform the establishment of an anti-racism strategy across South Australian Government agencies Protocol ...
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A rapid review of anti-racism strategies and tools to inform the establishment of an anti-racism strategy across South Australian Government agencies Protocol ...
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| 4 |
The effect of categories on the condorcet voting paradox ...
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Validating the Mechanism of Acceptance and Change in The Informative Process Model ...
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| 6 |
Table of Contents
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In: Cultural Encounters, Conflicts, and Resolutions (2020)
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| 7 |
Introduction
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In: Cultural Encounters, Conflicts, and Resolutions (2020)
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| 8 |
Introduction Project 400: Our Lived Experience
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In: Cultural Encounters, Conflicts, and Resolutions (2020)
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| 9 |
The New Debt Peonage in the Era of Mass Incarceration
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In: Cultural Encounters, Conflicts, and Resolutions (2020)
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| 10 |
Artefacts and influence in curriculum policy enactment: Processes, products and policy work in curriculum reform
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In: Research outputs 2014 to 2021 (2020)
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| 11 |
"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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| 12 |
Should New Zealand Do More to Uphold Animal Welfare?
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In: Animal Studies Journal (2020)
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| 13 |
Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough
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In: Estrada, Peggy. (2018). Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough. American Educational Research Journal, 55(2). UC Santa Cruz: Retrieved from: http://www.escholarship.org/uc/item/6wh423bk (2018)
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Abstract:
Employing longitudinal, multi-site comparative mixed methods, we describe patterns of reclassifying and not reclassifying eligible English learner students to fluent English proficient, and we identify factors impeding and facilitating reclassification. Analyses of administrative data for 7 cohrts of students in 2 districts revealed a considerable number of students meeting all criteria, and a subset meeting at least standardized-test criteria, were not reclassified, implicating this practice in the production of long-term EL status. The rate of not reclassifying was more than 2 to 5 times higher in one district than the other. Analyses of policy documents, reclassification decision forms, staff interviews, and surveys, revealed that undergirding these differences were distinct reclassification policies and practices. We discuss policy, practice, and research implications.
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Keyword:
Education; educational policy; English learners; equity; mixed methods; reclassification; Social and Behavioral Sciences
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URL: http://www.escholarship.org/uc/item/6wh423bk
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| 15 |
“COOLABILITIES” - ENHANCED ABILITIES IN DISABLING CONDITIONS ...
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| 16 |
A Critical Analysis of the Effects of Language Policy, Curriculum, and Assessment on Arabic L1 Student Performance in an Esl 1 Classroom
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In: Theses and Dissertations (2017)
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| 17 |
Teachers’ experiences with a state-mandated kindergarten readiness assessment
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In: Faculty Publications, Department of Child, Youth, and Family Studies (2017)
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| 18 |
Language and the Promised Land: Passage and Migration to a Spanish-Language ‘Third Place’
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In: Cultural Encounters, Conflicts, and Resolutions (2016)
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| 19 |
American Muslims: How the “American Creed” Fosters Assimilation and Pluralism
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In: Cultural Encounters, Conflicts, and Resolutions (2016)
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| 20 |
Teaching Secondary Mathematics and Science Contents embedded in Historical and Cultural Contexts: Challenges and Possibilities
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In: Cultural Encounters, Conflicts, and Resolutions (2016)
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