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Exploring elementary teachers’ facilitation of discussion in developing students’ mathematical agency
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How do L2 student moderators facilitate a peer-led discussion forum?
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Peer Presence Effect on Numerosity and Phonological Comparisons in 4th Graders: When Working with a SchoolMate Makes Children More Adult-Like
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In: Biology ; Volume 10 ; Issue 9 (2021)
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A Model Comparison between Neural Architectures of Human Bilingual Sentence Processing
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Análisis de las visiones de jóvenes indígenas peruanos en torno al ecofeminismo y el buen vivir a través de la técnica photovoice
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Neutral Doesn’t Work: The Importance of Educators’ Active Engagement in Creating Racially Inclusive Spaces for Students of Color at Predominantly-White Independent Schools
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Abstract:
This study examined the experiences of 30 alumni of color (AOCs) who attended predominantly-white independent secondary schools (PWISs) on their overall educational and socio-emotional experiences. Utilizing the lens of colorblind ideology (CBI) and culturally responsive pedagogy (CRP), this study analyzed participant experiences of teachers’ instructional practices as related to students’ racial or ethnic identity as well as sense of belonging and classroom engagement. The data comprises of in-depth interviews with 30 AOCs who represent Asian, Black, and Latinx perspectives. Of the participants, 15 self-identified within the Lesbian, Gay, Bisexual, Transgender, and Queer spectrum. The findings point to the “non-neutrality” of CBI exhibited by PWIS educators. Participants indicated significant cultural disconnect with their school in three major areas: public versus independent school culture, socioeconomic differences, and feeling disconnected with white culture. Moreover, participants indicated experiencing colorblind or tokenized multicultural perspectives in their school curricula, feeling hyper-visible during race-related conversations and invisible otherwise, as well as frequent encounters with unaddressed racial microaggressions in the classroom. The colorblind culture of PWISs posed obstacles for AOCs in navigating the social hierarchy (race and wealth-based) in their school culture. All of this had a significantly negative socioemotional impact on the participants, with many indicating acute awareness of their race and some showing signs of internalized racism. The findings also underscored the importance of educators’ active engagement in creating a racially inclusive space for students of color at PWISs. The data revealed how teachers’ non-verbal (or indirect) messages can exhibit powerful signs of caring or uncaring for students of color, particularly under the backdrop of CBI culture. As well, AOCs indicated a strong inclination for CRP, with many showing increased engagement or confidence when classroom discussions veered from white-centered perspectives. Successful classroom discussions were described as providing adequate class time to delve into deeper issues, connecting conversations to student experiences, and encouraging critical thinking. AOC interviews and recommendations also pointed to several effective facilitation skills, such as norm setting, encouraging student self-reflections through targeted questions, modeling vulnerability, or an emphasis on systemic (versus) individual racism at the initial point of conversation.
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Keyword:
colorblind ideology; culturally responsive pedagogy; Education; independent schools; racial microaggressions; racially inclusive facilitation skills; students of color engagement
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URL: https://escholarship.org/uc/item/95d9783f
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Quand l'accès au débat est déjà un combat. Répartition genrée du style rhétorique bas dans les débats à visée éducative.
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In: Revue GEF (Genre, Education, Formation) ; https://hal.archives-ouvertes.fr/hal-03583621 ; Revue GEF (Genre, Education, Formation), 2019 (2019)
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Narrativism and the Unity of Opposites: Theory, Practice, and Exegesis: A Study of Three Stories from the Talmud
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In: Religions ; Volume 10 ; Issue 6 (2019)
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I know Spanish Which Romance language should I learn next L2 influence on L3 word recognition
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INFLUENCES OF SENSORY MODALITY AND STIMULUS TYPE ON PROCESSING TASK-IRRELEVANT STIMULI
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ATTRIBUTES FOR THE FUNDAMENTAL REQUIREMENTS OF A GOOD PRACTICE OF ONLINE COURSE: A REFLECTIVE STUDY ON THE 1ST INDONESIAN MASSIVE OPEN ONLINE COURSE (IMOOC)
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 8, Iss 2, Pp 141-157 (2019) (2019)
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FIERY CONVERSATIONS: Facilitating The Heat Without Getting Burned
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In: National Youth Advocacy and Resilience Conference (2018)
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When wine and apple both help the production of grapes: ERP evidence for post-lexical semantic facilitation in picture naming
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In: ISSN: 1662-5161 ; Frontiers in human neuroscience, Vol. 12 (2018) (2018)
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Comparing Repetition Priming Effects in Words and Arithmetic Equations: Robust Priming Regardless of Color or Response Hand Change
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Exploring EFL Teachers’ Competencies in Synchronous Telecollaborative Intercultural Communication Platforms
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Bin Siddiq, Wissam Saleh Z.. - : The University of Sydney, 2018. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2018
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ERP evidence of distinct processes underlying semantic facilitation and interference in word production.
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In: Cortex; a journal devoted to the study of the nervous system and behavior, vol. 99, pp. 1-12 (2018)
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Facilitating a Community of Practice in higher education: Leadership rewards and challenges
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In: Pember, ER, (2017). Facilitating a Community of Practice in higher education: Leadership rewards and challenges. McDonald, J, Cater-Steel, A (Eds.), Communities of Practice: Facilitating Social Learning in Higher Education, p. 373-380 Singapore:Springer Nature Singapore (2017)
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Bridging the Racial Divide through Cross-Racial Dialogue: Lessons and Reflections From My Experience as a Facilitator
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In: Journal of Critical Thought and Praxis (2017)
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The emergence of visual awareness: temporal dynamics in relation to task and mask type ...
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Orthographic facilitation of vocabulary learning in children with hearing loss
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