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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 2 |
Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language
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In: Educational Considerations (2022)
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| 3 |
Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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| 4 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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| 5 |
Learning Analytics: A Classroom Response System’s impact on Summative Assessment
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In: SoTL Commons Conference (2022)
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| 6 |
Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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| 7 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 8 |
The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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| 9 |
Evaluation of the Availability and Utilization Status of Texts in Core Subjects in Primary Schools’ Libraries
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In: Library Philosophy and Practice (e-journal) (2022)
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| 10 |
Interaction With Augmented Reality Sandbox Does Not Produce Greater Gains In Topographic Map Skills for Undergraduate Students
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In: Honors Theses, University of Nebraska-Lincoln (2022)
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| 11 |
Discourse in Inquiry Science Classrooms, DiISC Version 2.0 (User’s manual for an observation research instrument)
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 12 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 13 |
Observación Participante de Clases Virtuales Bilingües en K-2 Durante Covid-19
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In: World Languages and Cultures (2021)
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Abstract:
The Covid-19 pandemic is shifting education from the classroom to a virtual setting, forcing educational institutions to collaboratively innovate a new structure for virtual learning. The world’s current state of reliance on technology came so suddenly that teachers, students, and families have no choice but to learn as they go. This research analyzes how an elementary dual- immersion bilingual program adapts to new-found challenges such as technical difficulties, variances in at home support, and student independence. Furthermore, students enrolled in a dual-immersion bilingual program face additional challenges to provide students a language immersive environment. From August 2020 to March 2021, I served as a bilingual tutor, virtual school helper, and technology support for a Kindergarten and a second-grade student in a dual- immersion bilingual program. As a participatory observer, I went in-person to the family’s home every school day to ensure that the two students attended all their Zoom class sessions, completed online assignments, and mostly spoke with them in Spanish. My research cannot be a generalization of all students’ experiences with distance learning but can only account for the individual experiences of two students whose names will be under the pseudonyms of Mia and Ben. I will provide data and observations on how Mia and Ben’s classes function virtually in the four critical areas of bilingual learning reading, writing, listening, and speaking. This research will also cover their daily school schedule, synchronous and asynchronous learning aspects, data provided by outside resources, and my own personal observations. The COVID-19 pandemic has forced schools to reconsider how they function in order to slow the spread of the virus. However, we must also consider which new virtual methodologies and techniques could be beneficial to implement beyond the end of the pandemic.
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Keyword:
and Multicultural Education; and Research; bilingual; covid-19; Curriculum and Instruction; distance learning; dual immersion; Educational Assessment; Elementary Education; Evaluation; language immersion; Modern Languages; Modern Literature; Multilingual; Online and Distance Education; Spanish
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URL: https://digitalcommons.calpoly.edu/mllsp/54
https://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1063&context=mllsp
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| 14 |
Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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| 15 |
The Use of an Elicited Imitation Test to Measure Global Oral Proficiency of L2 Chinese at the Postsecondary Classroom
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 16 |
Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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| 17 |
Assessing the Impact of the Words For All programme on Care Experienced Children's Reading and Educational Attainment. ...
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| 18 |
Measuring Equity Mindsets and Improvisational Practices Through Language Patterns in Equity Simulations ...
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| 19 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 20 |
Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
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In: Dissertations (2021)
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