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Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement
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In: The Advocate (2020)
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| 2 |
Leveraging DL Parent's Knowledge: Parents as Partners in Waiting
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In: Kansas State University Undergraduate Research Conference (2019)
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| 3 |
The Mañana Complex: A Revelatory Narrative of Teachers’ White Innocence and Racial Disgust Toward Mexican–American Children
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019)
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| 4 |
Case Study of the Accommodation Readiness Spiral as an Evaluative Framework for Action Research Plans
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In: Prairie Journal of Educational Research (2018)
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| 5 |
Reaching Rigor for English Learners Through Responsive Interactions of Care
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| 6 |
Transforming Ecuadorian EFL Teacher Practices through Biography-Driven Instruction
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Abstract:
The intensive English development/TESL program (TESL-GT) was created through a partnership between Ecuador and one Midwestern university. Through this program, Ecuador's Ministry of Education sought to enhance the instructional effectiveness of secondary English as a foreign language (EFL) teachers. The 67 Ecuadorian teacher participants in this study engaged in a 10-week pilot program. This program was aligned to the CREDE "Standards for Effective Pedagogy and Learning," which serve as universals (transnationally researched) standards of effective teaching practices. The 67 Ecuadorian program completers were subsequently observed in their Ecuadorian classrooms using the "Inventory of Situationally and Culturally Responsive Teaching" (ISCRT) rubric. Composite ISCRT scores were calculated as well as group means on each of the five standards reflected in the 22 indicators of the tool. Findings indicated unexpectedly robust levels of enactment of effective instructional practices for English learners. The significance of these findings and implications for teacher education are elucidated.
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URL: https://hdl.handle.net/2097/41004
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| 8 |
Drawing Their Way into Writing: Culturally and Linguistically Diverse Students Finding Voice Through Mini-Novelas
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2014)
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| 10 |
Contextualizing the Path to Academic Success: Culturally and Linguistically Diverse Students Gaining Voice and Agency in Higher Education
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012)
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| 11 |
From Remediation to Acceleration: Recruiting, Retaining, and Graduating Future Culturally and Linguistically Diverse (CLD) Educators
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012)
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| 14 |
From Remediation to Acceleration: Recruiting, Retaining, and Graduating Future Culturally and Linguistically Diverse (CLD) Educators
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| 15 |
Navigating the Waves of Social and Political Capriciousness: Inspiring Perspectives From DREAM-Eligible Immigrant Students
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2011)
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| 16 |
The Role of Preservice Teachers’ Meaning Perspectives and Schemes in a Study Abroad Experience
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2011)
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| 17 |
Colorblind Nonaccommodative Denial: Implications for Teachers’ Meaning Perspectives Toward their Mexican-American English Learners
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2009)
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| 19 |
Preparing Today’s Teachers for Tomorrow’s Children
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In: Educational Considerations (1999)
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