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“We Treat Them Like Animals in a Cage”: A Dialogic Exploration of Refugee
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In: Reading Horizons: A Journal of Literacy and Language Arts (2021)
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| 42 |
Culturally Collaborative Teaching: A Path Toward Black Student Learning
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In: All Antioch University Dissertations & Theses (2020)
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| 43 |
Intergenerational Family Learning Programs: Stories of Latinx, Immigrant Families and Their Journeys to and through Higher Education
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In: Dissertations (2020)
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| 44 |
Teaching Spanish in the United States in the Digital Age: Strategies and Approaches on Teaching Spanish in Online and Hybrid Classes
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In: World Languages and Literatures Faculty Publications and Presentations (2020)
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| 45 |
International Reverse Transfer Students: A Critical Analysis Based on Field, Habitus, and Social and Cultural Capital
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In: Education Publications (2020)
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| 46 |
Self-efficacy within an individualized approach to improving language learners’ self-regulated learning strategies
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In: World Languages and Cultures Publications (2020)
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| 47 |
The Solution Room: How a Series of Workshops can Help Students Define Answers for Some of Their Issues on Campus
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In: Curriculum Studies Summer Collaborative (2020)
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| 48 |
"Those who can’t hear must feel”: Confronting racism, privilege, and self with pre-service teachers
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In: Curriculum, Foundations, & Reading Faculty Publications (2020)
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| 49 |
The Theoretically Ideal Curriculum Statement: Reflections of a Curriculum Student
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In: Curriculum Studies Summer Collaborative (2020)
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| 50 |
Speculative Essays as a Form of Curriculum Inquiry
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In: Curriculum Studies Summer Collaborative (2020)
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| 51 |
(Post) Fairy Tales and the Glass Coffin: Why Curriculum Studies, the Humanities and Literature Matters
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In: Curriculum Studies Summer Collaborative (2020)
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| 52 |
An Integrative STEM NIH Grant: Designing Equitable Curriculum to Collaborate with Undergraduate Science Majors and Spark Connections
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In: Curriculum, Foundations, & Reading Faculty Publications (2020)
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| 53 |
Language, Culture, Identity, and Power: Intercultural Learning/Teaching in China, Costa Rica, Mexico, and the United States
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In: Curriculum Studies Summer Collaborative (2020)
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| 54 |
The Dialectic of Racial Justice: Maxine Greene’s Contributions to Morally Engaged and Racially Just Education Spaces
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In: Curriculum, Foundations, & Reading Faculty Publications (2020)
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| 55 |
Pushing Methodological Boundaries by Encouraging Students to Use Their Languages in the Classroom
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In: Curriculum Studies Summer Collaborative (2020)
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| 56 |
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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| 57 |
Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
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In: Excelsior: Leadership in Teaching and Learning (2020)
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"Academic Languages Isn't Easy": English Learners' Perceptions of Learning in High School
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In: All Theses & Dissertations (2020)
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A Library Without Books: The Importance of Language Representation in Public Libraries
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In: Theses/Capstones/Creative Projects (2020)
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Learning from the History of Language Oppression: Educators as Agents of Language Justice
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2020)
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