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Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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Promoting Equity and Engagement with Randomness
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In: UNLV Best Teaching Practices Expo (2022)
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Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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HMong Parent Day/Hnub Txhawb Nqa Niam Txiv: Implementing Psychosociocultural Educational Programming to Honor Rau Siab
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In: Journal of Southeast Asian American Education and Advancement (2022)
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THE (MILLENNIAL) TIMES, THEY ARE A’CHANGIN’: UNDERSTANDING GEN Z’S EXPECTATIONS IN THE CLASSROOM
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In: Theses and Dissertations--Communication (2022)
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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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Teacher Educators Learning with Prospective Teachers: Finding Relevant Mathematics in Our (Their) Lives
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In: Networks: An Online Journal for Teacher Research (2021)
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OER Guide for WR 227 Instructors: Using Open Educational Resources (OERs) in WR 227 Courses
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In: PDXOpen: Open Educational Resources (2021)
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Digital Scholarship Services - Neue Dienstleistungen von wissenschaftlichen Bibliotheken für die datenbasierte Forschung ...
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Digital Scholarship Services - Neue Dienstleistungen von wissenschaftlichen Bibliotheken für die datenbasierte Forschung ...
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15 |
Current projects of the scholarship holders of the Friedrich-Wingert-Stiftung ...
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Teaching digital scholarly editing North and South in a Global Classroom ...
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The impact of positive feedback on student outcomes and perceptions
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In: John Griffith (2021)
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The Impact of Positive Feedback on Student Outcomes and Perceptions
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In: Publications (2021)
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As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators for Inclusive Schools? An Analysis of Research on University and Diocesan Teacher Training
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In: Journal of Catholic Education (2021)
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Abstract:
Educators can improve academic and socio-emotional wellbeing of their students if they are equipped with strategies and skills to support learners and families from a variety of diverse backgrounds and experiences, such as culturally and linguistically diverse students, students with differing abilities, and those who may experience trauma and/or socio-economic challenges. To learn more about this topic a Catholic university and local diocese examined the literature on the impact of Catholic teachers in under-resourced schools, practices for training Catholic educators with skills to meet the needs of all learners, and the structures needed to ensure that diocesan and university supervisors are able to effectively support the development of new teachers. The synthesis of research is organized using the three pillars of the University Consortium of Catholic Education (UCCE): service through teaching, community connections, and spiritual development. The review resulted in the following recommendations: train teachers in culturally responsive practices, incentivize educator collaboration, train supervisors in inclusive practices with purposeful faith-based integration, and mentor principals in effective methods of coaching and supporting teachers.
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Keyword:
and Multicultural Education; Bilingual; Catholic education; coaching; collaboration; Curriculum and Instruction; dual teaching credential; Elementary Education; inclusive practices; mentorship; Multilingual; Other Education; Religious Education; Scholarship of Teaching and Learning; Special Education and Teaching; teacher attrition; teacher training
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URL: https://digitalcommons.lmu.edu/ce/vol24/iss2/5 https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=2275&context=ce
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Seeing in Writing: A Case Study of a Multilingual Graduate Writing Instructor’s Socialization through Multimodality
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In: Journal of Multilingual Education Research (2021)
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