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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 |
Welcoming and Inclusive Farmers Markets: A Community of Practice to Encourage Diversity, Equity, and Inclusion
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In: Outcomes and Impact Quarterly (2022)
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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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Possible Inadverted Consequences of Open Access Policies on Equity, Diversity and Inclusion ...
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Possible Inadverted Consequences of Open Access Policies on Equity, Diversity and Inclusion ...
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| 6 |
Milwaukee Makes a Difference: Recognizing Gifted Students from Culturally and Linguistically Diverse Families
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In: Education Sciences ; Volume 11 ; Issue 10 (2021)
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| 7 |
Defeating Unconscious Bias: The Role of a Structured, Reflective, and Interactive Workshop
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In: J Grad Med Educ (2021)
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| 8 |
Empowering International Students as Global Citizens: Promising Praxis for Virtual Global Learning
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 9 |
LatinX Diversity Officers in Higher Education: Capacitating Cultural Values as Champions of Equity, Diversity, and Inclusion
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In: All Antioch University Dissertations & Theses (2020)
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| 10 |
Equity, Diversity, and Inclusion Climate Assessment Activities: Development and Strategic Use in Diversity Action Plans
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In: School of Information Student Research Journal (2020)
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| 11 |
Journeys Through Rough Country: An Ethnographic Study of Blind Adults Successfully Employed in American Corporations
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In: Dissertations & Theses (2019)
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| 12 |
A Brave Space for Community: Bolstering K-12 Theatre Education for Diversity, Equity, and Inclusion ...
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Loest, Tylor. - : Maryland Shared Open Access Repository, 2019
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| 13 |
Teaching for Equity: A Case Study of Teachers’, Vice Principals’, and Principals’ Perspectives in Three High-Poverty Elementary Schools in Ontario, Canada
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In: Electronic Thesis and Dissertation Repository (2019)
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Abstract:
Elementary students in high-poverty schools have diverse learning needs. Their academic and social learning, in particular, varies between students - especially so for those students from culturally non-dominant backgrounds. In 2009, the Ontario Ministry of Education mandated that all school boards in Ontario develop and implement equity education policies, as specified in Policy/Program Memorandum No. 119: Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools (2009). This dissertation explored the implementation of Ontario’s Equity Strategy in three highpoverty elementary schools within one district school board in Ontario. This exploratory case study investigated the following research questions: 1. How do teachers, vice principals, and principals in three urban, Ontario high-poverty schools support elementary students’ academic and social learning? 2. How does the Ontario policy backdrop constrain and/or support the work and capacities of teachers, vice principals, and principals to advance academic and social learning? 3. How does Policy Program Memorandum 119 (Ontario’s Equity and Inclusive Strategy, 2009) reflect and inform the implementation of inclusive education by teachers, vice principals, and principals? The data gathered consisted of semi-structured interviews with principals, vice principals, and teachers, document analysis, and observations of teachers. An exploratory qualitative case study using Critical Race Theory, and Anti-Racist Framework, were adopted, supported by a modified version of constant comparative method of data analysis. There are several key findings from this study. Findings revealed that biases were difficult to dismantle, and equity policy is under realized without adequate funding. Policy needs significant re-structuring to make it more impactful in Boards across Ontario. Teachers illuminated the powerful act of sharing stories of different cultures, encouraging lessons of cultural diversity, to challenge the Euro-centric curriculum. Many teachers revealed needing additional time (to reflect and respond appropriately) to the recent changes in student demographics, due to changes in immigration. This study indicated engaging in meaningful dialogue, sharing knowledge, reflecting, and advocating awareness proved to be most effective. Finally, principals described needing equitable, not equal, distribution of resources.
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Keyword:
Academic Learning; and Multicultural Education; Anti Racist Framework; Bilingual; Case Study; Critical Race Theory; Diversity; Educational Leadership; Elementary Education; Equity; High-Poverty Elementary Schools; Leadership; Multilingual; Policy Program Memorandum; Principals; Social Justice; Social Learning; Teachers; Vice Principals
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URL: https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=8814&context=etd
https://ir.lib.uwo.ca/etd/6764
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| 14 |
Helping Pre-Service Teachers Understand the "T" and "Q" in LGBTQ
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In: National Youth Advocacy and Resilience Conference (2018)
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| 15 |
A Moral Imperative for Ensuring the Academic Success of Diverse Student Populations
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In: National Youth Advocacy and Resilience Conference (2018)
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| 16 |
Preservice Teachers' Strategies for Teaching Mathematics with English Learners
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In: Faculty Publications (2018)
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| 17 |
What is Your Social Justice IQ: Leading Social Justice in Higher Education
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2018)
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| 18 |
Teachers’ Perceptions About Math Snacks Spanish Materials
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In: Educational Technology Faculty Publications and Presentations (2016)
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| 19 |
Preservice Teacher Learning to Help ELS Understand Mathematical Problems
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In: Education Conference Presentations, Posters and Proceedings (2016)
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| 20 |
Teacher Perspectives on Mathematics Education of Language Learners: Adapting ELL Education Models
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In: Education Conference Presentations, Posters and Proceedings (2015)
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