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Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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| 2 |
The Effect of Constant Time Delay and Sentence Frames on Correct Word Selection for Sentences Constructed Using Technology-Aided Instruction During a Story-Based Lesson
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In: Electronic Theses and Dissertations (2022)
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Digital Distractions in the College Classroom
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In: Curriculum, Foundations, & Reading Faculty Bookshelf (2022)
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Learning Analytics: A Classroom Response System’s impact on Summative Assessment
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In: SoTL Commons Conference (2022)
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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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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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Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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Abstract:
In social justice education, socio-political consciousness (SPC) is an understanding of the socio-political and economic factors that influence the lives of students, their families, and their communities (Murray & Milner, 2015). SPC enables teachers to be critical consumers of the curriculum taught in schools and to be active producers of curricula that challenge deficit-orientations of diverse and historically marginalized students that may be manifested in curricular policies, materials, and practices. This session discusses the use of oral history research to support teachers SPC in an online professional development program designed to enhance the cultural responsiveness of teachers of urban learners. Oral history supports the development of SPC in teachers by providing them with opportunities to hone research skills, engage in critical analysis, and increase their historical and current knowledge about the schools and communities they are assigned to teach in. Due to covid-19 restrictions, oral history interviews with individuals pre-selected by the PD facilitators were not possible. Instead, teachers chose their own oral history participants and conducted the interviews online. Teachers’ abilities to critically analyze the interviews suggests that their self-selection of interview participants provided opportunities to engage in critical analysis and reflection that may not have been possible with interview participants chosen by the facilitators. A main takeaway from this project is the importance of trusting learners and the learning process in social justice education.
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Keyword:
and Multicultural Education; Bilingual; critical consciousness; Curriculum and Instruction; Education; Educational Methods; Information Literacy; Library and Information Science; Multilingual; oral histories; social justice education; teacher education; urban education
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URL: https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/17
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Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
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Revising Talk: Promoting Reflective Dialogic Exchange in First-Year Writing Peer Review
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In: Student Research and Creative Activity Fair (2022)
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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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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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Cuentos de Realidad Aumentada para el aprendizaje de la lengua
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 291-306 (2022)
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Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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Theme-based Second Language Learning through Multimodal Experimental Animation
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In: Chinese Language Teaching Methodology and Technology (2021)
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Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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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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Do Students with Specific Learning Disorders with Impairments in Reading Benefit from Linguistic Simplification of Test Items in Science? ...
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Closing The English Language Proficiency Gap In Post-Secondary Education In Canada
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In: Dissertations (2021)
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Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation
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Hoang, Thinh Quoc. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ...
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