1 |
Towards an Assessment for Social Justice: A Study of Class-Based Fairness in the Assessment of Working-Class Student’ Learning in Higher Education Courses
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Patterns of Literacy Among Young ELLS: Transitioning From Early to Academic Literacy ...
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Une approche computationnelle de la complexité linguistique par le traitement automatique du langage naturel et l'oculométrie
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Exploring Trajectories of Language Development in Children with Autism Spectrum Disorder Across Multiple Measures ...
|
|
|
|
BASE
|
|
Show details
|
|
6 |
The Sounds of Writing: Students' Perception of their Writing Histories and their Effect on Current Dispositions toward Writing ...
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Student engagement using multiple-attempt 'Weekly Participation Task' quizzes with undergraduate nursing students
|
|
|
|
BASE
|
|
Show details
|
|
8 |
An Examination of Special Education Instructional Programs for English Learners in New York City Schools
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Acculturation Experiences of Asian Indian Immigrant Math and Science Teachers in a K-12 Urban School District in Ohio
|
|
|
|
In: ETD Archive (2019)
|
|
Abstract:
The study examined the acculturation experiences of Asian Indian immigrant math and science teachers in a K-12 urban school district. The study was preceded by a pilot study in 2008 to develop a protocol for dissertation, which examined the acculturation experiences of professional Asian Indian females and cultural values conflict in the United States. The current research investigated if being a math or science teacher in an urban school district has influenced the participants’ acculturation process in the United States. Framed in social constructivism theory, the researcher used the phenomenological approach to investigate the meaning-making process of immigrant professional teachers in their new social environment. The study explored factors, such as gender roles, work environment, and cultural values to extrapolate if participants’ perceptions changed regarding these after interacting with the mainstream culture. The results indicated successful acculturation of the participants by clearly adopting the values of the host culture, and retaining their own-hence, finding a balanced approach between the two. The research will benefit the new immigrants, teaching professionals in K-12, counselors, and school administrators to assist the immigrant populations in schools and professional environment.
|
|
Keyword:
Acculturation; and Multicultural Education; Asian American Studies; Asian Indian; Bilingual; Bilingual Education; Curriculum Development; Education; Education Philosophy; Education Policy; Educational Leadership; Educational Psychology; Educational Sociology; Educational Tests and Measurements; immigrants; K-12; math and science; Mathematics Education; Multilingual; Science Education; Urban school
|
|
URL: https://engagedscholarship.csuohio.edu/cgi/viewcontent.cgi?article=2159&context=etdarchive https://engagedscholarship.csuohio.edu/etdarchive/1139
|
|
BASE
|
|
Hide details
|
|
10 |
African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation
|
|
|
|
In: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021 (2019)
|
|
BASE
|
|
Show details
|
|
11 |
ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO
|
|
|
|
In: http://rave.ohiolink.edu/etdc/view?acc_num=csu1560815677597794 (2019)
|
|
BASE
|
|
Show details
|
|
12 |
An Examination of Special Education Instructional Programs for English Learners in New York City Schools ...
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Pedagogy, curriculum and assessment : multimodal practices that engage students with and in learning
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Comparative Use of the Ages and Stages Questionnaires in Low‐ and Middle‐Income Countries
|
|
|
|
In: Special Education Faculty Publications and Presentations (2018)
|
|
BASE
|
|
Show details
|
|
16 |
Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy ...
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Expérimentation de la cartographie conceptuelle comme dispositif de collecte de données en vue de l’évaluation des apprentissages
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Building a validity argument for the listening component of the Test de connaissance du français in the context of Quebec immigration
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 1-22 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
20 |
The figured worlds of high school science teachers : uncovering three-dimensional assessment decisions
|
|
|
|
BASE
|
|
Show details
|
|
|
|