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Preparing Future School Leaders to Ensure Racial, Ethnic, Linguistic, and Socio-Economic Equity in Education: The "Third Way"
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In: Education Faculty Publications and Presentations (2013)
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Reforming Curriculum in A Centralized System: An Examination of the Relationships between Teacher Implementation of Student-Centered Pedagogy and High Stakes Teacher Evaluation Policies in China
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Shortage-field Incentives: Impacts in Teacher Retention and Recruitment
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Shortage-field Incentives: Impacts in Teacher Retention and Recruitment ...
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Community-based early intervention for language delay: a preliminary investigation
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In: Research outputs 2012 (2012)
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Leadership Practice in Elementary School Dual Language Programs: A Collective Case Study
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2012)
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Atitude dos professores face à organização da escola para a inclusão dos alunos ciganos
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Secondary school teacher and principal perceptions of Mayoral control in New York City 2002-2009
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A organização do trabalho pedagógico da Educação Física na escola capitalista
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A organização do trabalho pedagógico da Educação Física na escola capitalista
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Enrollment in Texas Public Schools, 2010-2011 ; Enrollment in Texas Public Schools, 2010-11 ; Enrollment in Texas Public Schools
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52 |
Graduate Committee Minutes
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In: Graduate Committee Minutes (2010)
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Reflections on culturally responsive teaching: Embedding theory into practices of instructional and behavioral support
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In: Journal of Praxis in Multicultural Education (2010)
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Abstract:
This paper offers reflections on the embedding of culturally responsive teaching practices into Response-to-Intervention (RtI) and School-wide Positive Behavior Support (SW-PBS) models. These types of systemic change models are increasingly being adopted by schools to address academic achievement and to foster a positive school climate. Moreover, they hold promise for addressing the disproportionality that many students who are culturally and linguistically diverse students experience in our schools. Following a review of the existing literature on systemic change, three guiding principles are offered that demonstrate how culturally responsive teaching can be embedded into models of instructional and behavioral support.
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Keyword:
Cultural awareness; Minority students; School management and organization
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URL: https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=1031&context=jpme https://digitalscholarship.unlv.edu/jpme/vol5/iss1/7
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From the ground up : understanding how teachers and administrators make sense of tension
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School organization at successful alternative high schools serving Latino students in Chicago.
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