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Learning Analytics: A Classroom Response System’s impact on Summative Assessment
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In: SoTL Commons Conference (2022)
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Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
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In: Journal of Global Education and Research (2022)
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The Insistence of Inclusion: The Black Excellence Project
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In: Early College Folio (2021)
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5 |
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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6 |
When the Teacher is the Token: Moving from Antiblackness to Antiracism
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In: Northwest Journal of Teacher Education (2021)
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7 |
Strategies for Raising Low Test Scores of Minority Students
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In: Masters Theses (2021)
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8 |
The School Wellness Wheel: Re-Configuring Schools to Become Healing & Resiliency Centered Organizations
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In: National Youth Advocacy and Resilience Conference (2021)
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Developing an Angled Perspective as Teacher Educators: Using Narrative Reflection to Disrupt the Funding of Identity in Teacher Education
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In: Excelsior: Leadership in Teaching and Learning (2021)
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An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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11 |
Examining Ideologies of Homogeneity and Pluralism in the United States.
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In: Student Research and Creative Activity Fair (2021)
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12 |
Connecting to Place: A City as Text™ Assignment Sequence
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In: Chapters from NCHC Monographs Series (2021)
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13 |
Teacher Unrest in West Virginia, 2018-2019
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In: Theses, Dissertations and Capstones (2020)
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14 |
Authorship, Scholarship, & Friendship: Insights & Highlights from an International Collaborative Writing Group
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In: SoTL Commons Conference (2020)
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15 |
But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices
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In: National Youth Advocacy and Resilience Conference (2020)
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Facilitating Critical Thinking in Graduate Coursework in Communication Sciences and Disorders: Process Review
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In: SoTL Commons Conference (2020)
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17 |
Unblock Metacognitive & Technical Bottlenecks of USAFA Intermediate Chinese Learners
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In: SoTL Commons Conference (2020)
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18 |
Mapping Narrative Transactions: A Method/Framework for Exploring Multimodal Documents as Social Semiotic Sites for Ethnographic Study
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In: Graduate Theses and Dissertations (2020)
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19 |
Building Honors Contracts: Insights and Oversights -- Introduction
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In: Chapters from NCHC Monographs Series (2020)
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20 |
Early Impact: Assessing Global-Mindedness and Intercultural Competence in a First-Year Honors Abroad Course
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In: Chapters from NCHC Monographs Series (2020)
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