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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 3 4 5...21 Hits 1 – 20 of 407 1 OER in University Language Courses Ceciliano, Jenny In: World Languages and Literatures Faculty Publications and Presentations (2022) BASE Show details 2 Examining the Perspectives of Adult Working Learners and Key Stakeholders Using Critical Race Theory Jacobs, Gloria E.; Castek, Jill; Harris, Kathy... In: Applied Linguistics Faculty Publications and Presentations (2022) BASE Show details 3 The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom Griswold, Andrea R In: Doctoral Dissertations (2022) BASE Show details 4 The Maple Leaf’s Public Pedagogical Interaction with the Sexualized and Masculine Cultural Discourses of the Canadian Armed Forces Montague, Samantha. - : Brock University, 2021 BASE Show details 5 Agroecological education for food sovereignty: Insights from formal and non-formal spheres in Brazil and Spain Rivera-Ferre, Marta G.; Gallar, David; Calle-Collado, Ángel. - : Elsevier, 2021 BASE Show details 6 Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand Feinauer Whiting, Erin; Feinauer, Erika In: Australian Journal of Teacher Education (2021) BASE Show details 7 Fulfilling a Wish List: Creating an OER Beginning Spanish Textbook and Curriculum Ceciliano, Jenny; Notman, Lisa In: World Languages and Literatures Faculty Publications and Presentations (2021) BASE Show details 8 Γραμματισμός ενηλίκων μεταναστών σε διαπολιτισμικό περιβάλλον, ως κοινωνικο-πολιτική και πολυτροπική πρακτική -: Μια παιδαγωγική προσέγγιση θεμελιωμένη στη θεωρία του Paulo Freire ... Φίστα, Γλυκερία Ι.. - : Aristotle University of Thessaloniki, 2021 BASE Show details 9 Beliefs and Relationships Matter: Critical Pedagogy Tenets As A Foundation For Changing Teacher Practice García, Luis Enrique Rodríguez. - : East Carolina University, 2021 BASE Show details 10 Punk pedagogy: Teaching to confront intersecting discourses of domination Jagusch, David In: Master's Theses and Doctoral Dissertations (2021) BASE Show details 11 Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing Hayley Anne Cannizzo In: Education Sciences ; Volume 11 ; Issue 8 (2021) BASE Show details 12 Language Guerrillas: Signing Multilingualism into Action Angela H. Häusler In: Education Sciences ; Volume 11 ; Issue 10 (2021) BASE Show details 13 Towards a Culturally Sustaining Pedagogy: Learning from Black Teachers in Rural South Georgia Wood, Leslee In: Electronic Theses and Dissertations (2021) BASE Show details 14 The Paradox Of Professional Teacher Agency And Accountability In Public Education: Using Autoethnography To Promote Reflexivity In Teachers And Raise Consciousness Of Agentic Beliefs And Values Hanson, Christopher T. F.. - 2021 Abstract: The current atmosphere of education perpetuates a tumultuous climate in which educators must construct their identity amidst competing philosophies of education, pedagogy, and schooling. Furthermore, their professional actions are seldom appreciated in context of teachers’ ability to act as agents of change undermining their significance and the importance of their beliefs and sense of agency (Priestley, et al. 2015). It has been suggested that “teacher agency. has the capacity to make the operation of the educational system, both at the systemic level and at the individual and collective level of teacher practice, more intelligent and, therefore, more able to engage with the complexities and the uniqueness of the here and now in meaningful and purposeful ways” (Priestley et al., 2015, p. 149). In exploring the topic of teacher agency, several important questions are posed: Where are the philosophical and pragmatic boundaries of teacher agency as we continue to examine the implications of agency on teachers’ professional identities? How does one “awaken” a teacher to the concept and constructs of agency in order to exercise their perceived agency in professional contexts? Which educational philosophies and practices generate a structure that promotes the importance of agency as an emergent and dialectical phenomenon? And how can accountability be understood and subsequently resolved as a structure of education which paradoxically affects teacher agency? An emergent theory of agency is suggested within a temporal construct that appreciates the phenomenological aspects of critical reflexivity. This construct invites qualitative inquiry into the subjective well-being associated with related concepts of self-constitution. This study identifies requisite agentic variables and helps to reconceptualize teacher agency within multiple fields and disciplines in order to establish an emergent phenomenological concept of agency generated by intrapersonal beliefs that can be used within the context of authoring authentic selves as teachers in professional contexts (chapter 2). The study will serve as an example of an agentic conversation, practiced through reflexivity, and realized autoethnographically, between myself as both student and teacher within educational structures of accountability (chapters 4-6). Ultimately, I promote other educators to practice similar reflexive/autoethnographic conversations between themselves and their unique professional and educational contexts. The process of “awakening” educators to their agentic realities through autoethnographic reflexivity holds perceivably limitless potential for teacher education, professional and personal development, and the broader concepts of school reform (Eteläpelto, Vähäsantanen, Hökkä, and Paloniemi, 2013; Hadar and Benish-Weisman, 2019; Lipponen and Kumpulainen, 201; Priestley, Biesta, Robinson, 2015a). Keyword: Accountability; Critical pedagogy; Education--Aims and objectives; Teacher agency; Teaching URL: https://digital.library.txstate.edu/handle/10877/13463 BASE Hide details 15 Searching for Meaning: Learning from Youth Workers' Lives, Formation and Profession in Austere Times - a Critical Narrative Interpretative Phenomenological Analysis BRIGHT, ALEXANDER,ROBERT,GRAHAM. - 2021 BASE Show details 16 Cariño Pedagogy: A Framework of Corazón Gutiérrez, Gabriel; Pearson, Ferial; Rodriguez-Arroyo, Sandra In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021) BASE Show details 17 Is There Any Space for Critical Literacy? English Language Teachers’ Perceptions, Views, and Perceived Challenges Dehdary, N. - : University of Exeter, 2021. : GRADUATE SCHOOL OF EDUCATION, 2021 BASE Show details 18 TOWARDS CRITICAL LITERACY IN KOREAN HIGH SCHOOL EFL CLASSROOMS: NARRATIVE INQUIRY INTO TEACHER EMOTIONS AND THE USE OF CRITICAL MATERIALS Jung, Hyeyoung. - : University of Hawai'i at Manoa, 2021 BASE Show details 19 Homeless in Hawai‘i: Developing Critical Materials for an Intensive English Program Otto, Jeffrey. - 2021 BASE Show details 20 Equitable Pre-College Engineering Education: Teaching with Racism in Mind Holly Jr, James In: Journal of Pre-College Engineering Education Research (J-PEER) (2021) BASE Show details Page: 1 2 3 4 5...21

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