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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 38 1 Picturing dual language and gentrification: An analysis of visual media and their connection to language policy Hamann, Edmund T.; Catalano, Theresa In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021) BASE Show details 2 "The Lady from North Carolina": The Perils and Limitations of External Expertise Phillips, Aprille J; Hamann, Edmund T. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021) BASE Show details 3 Teacher Education in México: Higher Expectations, Significant Change, but Still Finite Capacity Hamann, Edmund T.; Sánchez García, Juan; Lopez Lopez, Yara Amparo In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019) BASE Show details 4 Delineating a Regional Education Research Agenda Hamann, Edmund T. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019) Abstract: If one wants to advance the argument that the Great Plains, as a region, matters— and the very existence of Great Plains Research and the Center for Great Plains Studies that publishes it suggest significant support for the idea— then one can ask, How did we learn that they matter? How do they matter? Can we live on them ethically, with a regard for each other and sense of stewardship and responsibility? Education research in, of, for, and with a region allows us to pursue each of these questions, plus more. Here we do so, informed by the two central notions that Greenwood (2011, 634) suggests are the core of place-based education: critical geography and bioregionalism. Critical geography asks us to view spaces as expressions of ideologically laden power relations— who counts as of a place? Who gets excluded? Whose acts of naming prevail? Whose eff orts get lost or rejected? And so on. Bioregionalism has a more explicit link to ecology, and bioregionalists “seek to revive, preserve, and develop cultural patterns in specific bioregions that are suited to the climate, life zones, landforms, and resources of those regions” (634). As one nod to bioregionalism, we “bound” the Great Plains the same way that Michael Forsberg (2009) did with his map in Great Plains: America’s Lingering Wild as extending from the northern grasslands of Manitoba and Saskatchewan in Canada, and continuously south, until crossing the Rio Grande into the grasslands of Mexico’s Tamaulipas state. Like Forsberg, whose sandhill cranes (see Forsberg [2004]) are clearly of the Great Plains but not always in them, we note that those who study education in the Great Plains are not always in them, nor are those who attend formal education programs there. One’s ties to the Plains do not need to be constant, nor 100%, to be salient. This introductory article looks across four very different recently completed manuscripts that each broached the question “What does, or should, an education research agenda for the Great Plains entail?” Because of the diverse perspectives and circumstances of the authors, even though the number of compared manuscripts is relatively small (i.e., four), collectively they offer a comprehensive and sweeping take on what a region- based educational research agenda can entail, which this introduction proposes to synthesize or summarize. It is our contention that “region” is a crucial but often neglected conceptual category with which to think about education (as well as other issues). Region is larger than a village, school district, city, or state, but smaller than and not necessarily fully residing within the geopolitical boundaries of a nation- state. (Consider Anzaldua’s [1987] identification as the region on both sides of the US- Mexican border as “La Frontera.”) While both amorphous and heterogeneously populated, regions nonetheless have identifiable patterns of linguistic, historical, ecological, and economic coherence. They are viable as an object of inquiry, and that is the work here. Keyword: American Studies; Curriculum and Instruction; Education; Other American Studies; Teacher Education and Professional Development; United States History URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1327&context=teachlearnfacpub https://digitalcommons.unl.edu/teachlearnfacpub/325 BASE Hide details 5 Where Should My Child Go to School? Parent and Child Considerations in Binational Families Hamann, Edmund T.; Zúñiga, Víctor; Sánchez García, Juan In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2018) BASE Show details 6 Dispatches from Flyover Country: Four Appraisals of Impacts of Trump’s Immigration Policy on Families, Schools, and Communities Hamann, Edmund T.; Morgenson, Cara In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2017) BASE Show details 7 Trump, Immigration, and Children: Disrupted Schooling, Disrupted Lives Hamann, Edmund T. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2017) BASE Show details 8 Teacher Perspectives on Equitable Education for Immigrant Students Hamann, Edmund T.; Diaz-DeBose, Chandra; Eckerson, Janet Marie... In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2017) BASE Show details 9 Educator Responses to Migrant Children in Mexican Schools Sánchez Garcia, Juan; Hamann, Edmund T. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016) BASE Show details 10 Students We Share Are Also in Puebla, Mexico: Preliminary Findings from a 2009–2010 Survey Zúñiga, Víctor; Hamann, Edmund T.; Sánchez García, Juan In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016) BASE Show details 11 Multilingual pedagogies and pre-service teachers: Implementing “language as a resource” orientations in teacher education programs Catalano, Theresa; Hamann, Edmund T. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016) BASE Show details 12 Education Policy Implementation in the New Latino Diaspora Stacy, Jennifer; Hamann, Edmund T.; Murillo, Enrique G., Jr. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2015) BASE Show details 13 Moisés Sáenz: Vigencia de su Legado (English translation) Hamann, Edmund T. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2015) BASE Show details 14 Series Editors' Foreword: The Construction, Negotiation, and Representation of Immigrant Student Identities in South African Schools (Vandeyar & Vandeyar). Hamann, Edmund T.; Hopson, Rodney In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2015) BASE Show details 15 SEGREGATION, INEQUALITY, DEMOGRAPHIC CHANGE, AND SCHOOL CONSOLIDATION England, William; Hamann, Edmund T. In: Great Plains Research: A Journal of Natural and Social Sciences (2013) BASE Show details 16 Organization of Schooling in Three Countries Hamann, Edmund T.; Vandeyar, Saloshna; Sanchez Garcia, Juan In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2013) BASE Show details 17 Accessing High-Quality Instructional Strategies Hamann, Edmund T.; Reeves, Jenelle In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012) BASE Show details 18 Improving Elementary American Indian Students’ Math Achievement with Inquiry-Based Mathematics and Games Stone, Jamalee; Hamann, Edmund T. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012) BASE Show details 19 Rural Latino High School Students Considering Identity and Belonging Through Comparative Study of Newcomer Youth in South Africa Hamann, Edmund T.; Vandeyar, Saloshna; Eckerson, Janet M. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012) BASE Show details 20 Teacher Education and Supporting Immigrant Students in the Standards-Based Education Era Hamann, Edmund T. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012) BASE Show details Page: 1 2

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