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Hits 3.721 – 3.737 of 3.737
| 3721 |
the job
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In: http://www.apjce.org/files/APJCE_11_3_57_65.pdf
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| 3723 |
Word consciousness and individual application of academic vocabulary through written, oral, and visual response to historical fiction and nonfiction literature in fifth-grade social studies.
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| 3724 |
Learners in the West, practitioners in the East: An investigation of the teaching experiences of Chinese EFL teachers
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| 3725 |
Factors that foster Latina, English language learner, non-traditional student resilience in higher education and their persistence in teacher education
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Abstract:
Doctor of Philosophy ; Curriculum and Instruction Programs ; Margaret G. Shroyer ; This qualitative case study focused on 11 non-traditional, ELL, Latinas within a community-based, teacher education program. The purpose of the study was: (a) to explore the various internal characteristics and external factors that foster Latina, English language learner (ELL), non-traditional students’ resiliency in reaching and remaining in college and (b) to determine what ways these internal characteristics and external factors influenced participants’ desire to pursue and ability to persist in teacher education. The researcher utilized two primary sources of data, (1) an autobiographical, qualitative survey, and (2) individual in-depth, semi-structured interviews. As a secondary source, the researcher used academic documents to provide context for student success in the program. The internal characteristic of sense of purpose and a future (demonstrated in participants’ determination, identity, and responsibility) proved to be most protective for participants’ resiliency. Caring relationships (with the features of: consejos (advice or homilies), quality not quantity, and high expectations in the context of care) proved to be the most significant external factor for fostering participant resiliency. The study also identified the overarching emergent theme of advocacy inspired by hardship found among participant discourse. Within this theme, findings indicated that, as a result of their cultural and experiential understandings, participants were able to enact culturally responsive teaching with their Latino/a students. Furthermore, participants demonstrated a strong sense of agency to improve the education outcomes of culturally and linguistically diverse (CLD) students and a desire to advocate specifically on behalf of ELL Latino/as students.
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Keyword:
English Language Learner (ELL); Higher Education (0745); Latina; Multicultural education (0455); Non-traditional; Persistence; Resiliency; Teacher education; Teacher Education (0530)
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URL: http://hdl.handle.net/2097/8567
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| 3726 |
Using Reform-Based Criteria to Support the Development of Preservice
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| 3727 |
"We're Saying the Same Thing": How English Teachers Negotiated Solidarity, Identity, and Ethics Through Talk and Interaction.
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| 3728 |
Learning to Teach from Anticipating Lessons through Comics-Based Approximations of Practice.
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| 3729 |
Understanding Language to Support Equitable Teaching: How Beginning English Teachers Engage Complexity, Negotiate Dilemmas, and Avoid Deficit Ideologies.
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| 3730 |
Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students
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| 3731 |
Responses to Difference in Initial Teacher Education: A Case of Racial and Linguistic Minority Immigrant Teacher Candidates
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| 3732 |
Learning about Otherness: A Comparative Analysis of Culture Teaching and its Impact in International Language Teacher Preparation
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| 3733 |
A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 35, Iss 3
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| 3734 |
Inclusive practices and policies in language teacher education courses
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 35, Iss 3
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| 3735 |
Social interactive entropy and interaction in the language teacher education classroom
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In: Revista Brasileira de Linguística Aplicada, Vol 13, Iss 2, Pp 625-641
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| 3736 |
Memorial de aprendizagem e a formação do professor: vozes constitutivas da relação aprender/ensinar línguas estrangeiras
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 3, Pp 511-532
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| 3737 |
A formação inicial em Letras: cenário de pesquisas que consideram a perspectiva do professor formador
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In: Revista Brasileira de Linguística Aplicada, Vol 15, Iss 3, Pp 503-536
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