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How Do We Know What We Know About Teaching Students from Low-Income and Other Minoritized Cultural Communities?
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| 24 |
Developing an Angled Perspective as Teacher Educators: Using Narrative Reflection to Disrupt the Funding of Identity in Teacher Education
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In: Excelsior: Leadership in Teaching and Learning (2021)
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School Administrators’ Perceptions of Critical Teacher Skills
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In: Excelsior: Leadership in Teaching and Learning (2021)
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Cariño Pedagogy: A Framework of Corazón
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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Actitud y uso del lenguaje no sexista en la formación inicial docente ; Attitude and use of non-sexist language in initial teacher training
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| 29 |
Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives
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| 30 |
Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional Development
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Dafouz, Emma. - : Universidad de Alicante. Departamento de Filología Inglesa, 2021
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| 31 |
Music education, epistemocracy, and postcovid-19 ; Educación musical, epistemocracia y postcovid-19
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In: Electronic Journal of Music in Education; NÚM. 47 (2021): REVISTA ELECTRÓNICA DE LEEME; 01-16 ; Revista Electrónica de LEEME; NÚM. 47 (2021): REVISTA ELECTRÓNICA DE LEEME; 01-16 ; 1575-9563 (2021)
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| 32 |
Getting Our Act(Ivism) Together: Understanding and Fostering Secondary and University Teacher Advocacy Collaborations
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In: ETD collection for University of Nebraska - Lincoln (2021)
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EXPLORING LANGUAGE, CULTURE AND IDENTITY: PERSPECTIVES FROM NON-NATIVE ARABIC UNIVERSITY TEACHERS IN THE US
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In: Doctoral Dissertations (2021)
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| 34 |
Developing and Validating the Student Assessment-Based Feedback Literacy (SAFL) Instrument: A Mixed-Methods Approach
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In: Open Access Theses & Dissertations (2021)
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Former de futurs enseignants à l’interculturalité critique : proposition d’un dispositif pédagogique combinant réflexion théorique et mise en pratique
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In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.univ-lorraine.fr/hal-02483590 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2020, L’éducation à l’interculturalité à l’épreuve de la formation des enseignants, 41 (1), pp.31-48 (2020)
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Anhang – Verlaufspläne für die Lehr-Lern-Bausteine ...
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null. - : Verlag Julius Klinkhardt, 2020
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Impulse aus der Konzeption der inklusionsorientierten Lehr-Lern-Bausteine und aus dem Forschenden Lernen für die Sprachbildung in der ersten Phase der Lehrkräftebildung ...
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| 38 |
Pre-Service Teachers' Attitudes and Assumptions of Culturally Responsive Teaching Practices
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In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1591878271243927 (2020)
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| 39 |
Cuban Immigrants’ Experience with Acculturation and How They Cope in the United States
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In: Dissertations (2020)
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Anhang – Verlaufspläne für die Lehr-Lern-Bausteine
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In: Brodesser, Ellen [Hrsg.]; Frohn, Julia [Hrsg.]; Welskop, Nena [Hrsg.]; Liebsch, Ann-Catherine [Hrsg.]; Moser, Vera [Hrsg.]; Pech, Detlef [Hrsg.]: Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 193-200. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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