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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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| 2 |
AAC Services for Emergent Bilinguals: Perspectives, Practices, and Confidence of Speech-Language Pathologists
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In: All Graduate Plan B and other Reports (2022)
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| 3 |
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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| 4 |
The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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| 5 |
Critical Awareness for Literacy Teachers and Educators in Troubling Times
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In: Literacy Practice and Research (2021)
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| 6 |
The benefits of imbedding literacy and skill development into content while embracing culture and diversity in the classroom
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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| 7 |
"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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| 8 |
The Prevalence and Importance of Ethnic Diversity in Children’s Literature
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In: Senior Honors Theses (2019)
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| 9 |
Does Lexical Frequency affect rater judgement of essays? An experimental design using quantitative and qualitative data
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In: Electronic Thesis and Dissertation Repository (2019)
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| 10 |
Getting to What Is: Poetry as a Genre of Access for Multilingual Learners
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In: Teaching/Writing: The Journal of Writing Teacher Education (2019)
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| 11 |
Culturally and Linguistically Diverse School Environments – Exploring the Unknown
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In: Australian Journal of Teacher Education (2018)
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| 12 |
Creating an environment of connectedness and cultural inclusiveness for non-native speakers of English in academic libraries
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In: Georgia International Conference on Information Literacy (2018)
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| 13 |
The Enactment of Academic Language Policy in the International University: A Mixed-Methods Investigation
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In: Electronic Thesis and Dissertation Repository (2018)
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| 14 |
The Power of Languages: Linguistic Discourse on Migration and Cultural Diversity
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In: World Languages and Literatures Faculty Publications and Presentations (2017)
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| 15 |
An Examination of Concepts of School Readiness Among Parents and Educators in Ireland
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Mhic Mhathuna, Maire; Ring, Emer; Hayes, Noirin; Stafford, Patsy; Keegan, Siobhan; Kelleher, Cathy; Ozonyia, Martina; Moloney, Mary; Breathnach, Deirdre; Carswell, Des; McCafferty, Des; O'Keefe, Anne; Leavy, Aisling; Madden, Ruth
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In: Reports (2017)
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Abstract:
The Department of Children and Youth Affairs commissioned research through the Irish Research Council (IRC) to examine concepts of school readiness as they are understood by early years educators and managers, primary school principals, junior infant teachers and parents of children participating in the first Free Preschool Year in Ireland. A mixed-methods approach was adopted, involving interviews, an online survey and “draw and tell” sessions with children. Representative samples of FPSY settings and primary schools were selected and an online survey based on the findings of the qualitative phase was sent to 500 pre-primary settings and 500 primary schools. In this study, the concept of school readiness as understood by parents of children availing of the FPSY, and early years educators and managers, emerged as a multi-faceted and complex concept, influenced by and entwined with a range of interrelated factors at macro (policy), meso (interrelationships) and micro (pre-primary and primary) levels. These factors included children’s social and emotional skills, dispositions, language development, self-help skills, appropriate classroom behaviour and pre-academic skills. School readiness was clearly located along a maturationist-environmentalist continuum where readiness was associated with a child’s age as well as external evidence of the acquisition of specific skills. Interview and survey participants articulated a range of school readiness indicators, with significant differences in some instances between the importance allocated to these indicators by individual participant groups.
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Keyword:
and Multicultural Education; Bilingual; concepts of school readiness; curriculum; Curriculum and Social Inquiry; diversity; Early Childhood; Early Childhood Education; Education; educators; inclusion; Kindergarten Teacher Education; language; Language and Literacy Education; Multilingual; parents; Pre-Elementary; school starting age; Special Education and Teaching; Teacher Education and Professional Development; teachers
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URL: https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1031&context=aaschsslrep
https://arrow.tudublin.ie/aaschsslrep/30
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| 16 |
Ignatian Pedagogy Certificate Final Project
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In: Ignatian Pedagogy Educational Resources (2017)
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| 17 |
Creating an environment of connectedness and cultural inclusiveness for non-native speakers of English in academic libraries
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In: Georgia International Conference on Information Literacy (2017)
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| 18 |
Planning to Succeed: Teachers Discuss Their Beliefs and Planning Methods Regarding English Language Learners
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In: National Youth Advocacy and Resilience Conference (2017)
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| 19 |
Verbal -s Productions in the Structured Writing Samples of Variable AAE-Speaking Fourth-Grade Students With and Without Language Impairment
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In: Doctoral Dissertations (2017)
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| 20 |
To Build A Better Textbook: Developing a Literature Curriculum for Today’s Christian Schooling
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In: Senior Honors Theses (2016)
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