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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 2 |
Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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| 3 |
Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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| 4 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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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.
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In: Culminating Experience Projects (2022)
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| 6 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 7 |
Linguistically Responsive Leaders: Working With Multilingual Students and Their Families
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 8 |
Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 9 |
Creating Community of Young Readers during Covid-19 Lockdown: A Comprehensive Study of a Digital Reading Platform: Storyweaver
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In: Library Philosophy and Practice (e-journal) (2022)
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| 10 |
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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| 11 |
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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| 12 |
Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms
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In: Australian Journal of Teacher Education (2021)
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| 13 |
Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development
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In: Australian Journal of Teacher Education (2021)
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| 14 |
Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand
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In: Australian Journal of Teacher Education (2021)
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| 15 |
EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language
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In: Australian Journal of Teacher Education (2021)
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| 16 |
Teacher Educators Learning with Prospective Teachers: Finding Relevant Mathematics in Our (Their) Lives
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In: Networks: An Online Journal for Teacher Research (2021)
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| 17 |
EFFECTS OF STUDENT-LED PROGRESS TRACKING OF ENGLISH PROFICIENCY ON NEWCOMERS’ SELF-EFFICACY ...
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| 18 |
Leveraging Equity and Excellence for English Learners: An Annotated Bibliography
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In: Annotated Bibliographies (2021)
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Abstract:
Leveraging Equity and Excellence for English Learners: An Annotated Bibliography is comprised of 100 annotations from both recent and seminal literature (released between 1994–2018) that have significant implications for policy and practice for English learner (EL) schooling and academic achievement. The purpose of this annotated bibliography is to serve as a resource for educators and advocates who are working for equity and justice for ELs. The Center for Equity for English Learners conducted a review of empirical and theoretical articles from peer-reviewed journals, as well as books, book chapters, and reports from leading scholars in the field. This annotated bibliography is not meant to be an exhaustive list of research in the field and is intended to capture a wide breadth of topics. The annotations are organized into the following15 topics: academic achievement and assessment, biliteracy and bilingualism, course access, designated English language development (DELD), early childhood education and dual language learners, English language and literacy, identification and classification, integrated English language development (IELD), leadership, policy, program models, school-family-community engagement, students with disabilities, and teacher preparation & professional development. Each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords that provide additional information for readers. ; https://digitalcommons.lmu.edu/ceel_annotatedbibliographies/1000/thumbnail.jpg
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Keyword:
and Multicultural Education; and Research; Bilingual; Educational Assessment; Evaluation; Language and Literacy Education; Multilingual; Teacher Education and Professional Development
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URL: https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1000&context=ceel_annotatedbibliographies
https://digitalcommons.lmu.edu/ceel_annotatedbibliographies/1
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| 19 |
Manteniendo la Chispa: Testimonios of Latina Veteran Urban Teachers
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In: LMU/LLS Theses and Dissertations (2021)
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| 20 |
No. 9, September 2021: Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers
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In: Education and Policy Briefs (2021)
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