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Hits 21 – 40 of 11.564

21	Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
	sarbunan, thobias. - : Open Science Framework, 2022
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22	Test ...
	Miller, Lia. - : Open Science Framework, 2022
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23	Building MultiStories: A Framework to Diversify the Curriculum in Higher Education
	Darby, Fionnuala; Dowling, Lindsay
	In: Other (2022)
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24	Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
	Ellen Ormel; Marcel R. Giezen; Harry Knoors; Ludo Verhoeven; Eva Gutierrez-Sigut
	In: Languages; Volume 7; Issue 1; Pages: 51 (2022)
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25	An Improved Method for Online Teacher Training Courses for Bilingual Education Based on Cyber-Physical Systems
	Ting-Hsuan Chien; Yi-Lin Chen; Jain-Shing Wu; Cheng-Yan Siao; Li-Ren Chien; Rong-Guey Chang
	In: Applied Sciences; Volume 12; Issue 5; Pages: 2346 (2022)
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26	Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
	Center for Equity for English Learners
	In: Annotated Bibliographies (2022)
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27	The Effects of Charter Schools on Early Foreign Language Education in Public Schools
	Kunz, Cassie
	In: Senior Honors Theses (2022)
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28	Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll
	Lavadenz, Ph.D., Magaly; Estrada-Miller, M.P.P., Jeimee; Wolf, M.P.A., Leni...
	In: Education and Policy Briefs (2022)
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29	Linguistically and Culturally Responsive Teaching for LL in the Mainstream Classroom: Planning Tools and Other Classroom Resources
	MacArthur, Emily L
	In: Culminating Experience Projects (2022)
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30	Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
	Roesler, Molly K
	In: Culminating Experience Projects (2022)
	Abstract: Teachers throughout the United States continue to be ill-prepared to support the evergrowing English Language Learner (ELL) population. ELLs often experience less academic achievement than their non-ELL peers. One factor in this academic gap is the amount of preparation content area teachers receive. Content area teachers are not sufficiently prepared to teach ELLs because of the lack of training they receive in Second Language Acquisition theories and strategies. This project examines what the research has identified as negative factors that result in lack of teacher preparation, and how to address these factors. Additionally, the project examines what the research highlights as ideas and strategies content area teachers must know in order to successfully support the ELLs in their classrooms. Using the Comprehensible Input and Affective Filter hypotheses from Krashen, and the Threshold Theory from Cummins, this project will provide teachers with a base knowledge of Second Language Acquisition theories to address the social, emotional, and academic needs of their ELLs. The project compiles research-based strategies including Sheltered Instruction Observation Protocol and Culturally and Linguistically Responsive techniques into a professional development series, handbook, and mentoring session to ensure that teachers receive sustained, comprehensive training to support their ELLs.
	Keyword: academic language; and Multicultural Education; Bilingual; english language learners; Intermediate; Junior High; Language and Literacy Education; Middle School Education and Teaching; Multilingual; Other Teacher Education and Professional Development; second langauge acquistion; sheltered instruction; Teacher Education and Professional Development; teacher professional development; tesol
	URL: https://scholarworks.gvsu.edu/gradprojects/122 https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1141&context=gradprojects
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31	Win, Win ! Finding Experiences for Preservice Teachers while addressing the Summer Reading Gap
	Mesco, Jacquelyn L; Johsnon, JAnet
	In: National Youth Advocacy and Resilience Conference (2022)
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32	English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
	Kelly, Teresa Marie; Thompson, Stephanie; Bone, Sheryl
	In: Georgia International Conference on Information Literacy (2022)
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33	Language learning through interaction: Online and in the classroom
	DeMil, Andrew J; Kozikowski, Rachel
	In: The Coastal Review: An Online Peer-reviewed Journal (2022)
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34	An Application of Egan's Theory: Teaching As storytelling
	Mweti, Changaa
	In: National Youth Advocacy and Resilience Conference (2022)
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35	Preparing for multiculturalism: An analysis of the perceived preparedness of pre-service teachers for teaching in diverse classrooms
	Wolf, NelSilva
	In: Honors College Theses (2022)
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36	Courageous Conversations: Transformational Leadership through Empathy
	Cribbs, Aimee M; McEntyre, Riley; Coffey, Marie
	In: National Youth Advocacy and Resilience Conference (2022)
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37	Reimagining Family Engagement: A Drive-Thru Bilingual Family Literacy & Math Program
	Stieber, Katherine M; Milligan, Kristen; Green, Greg
	In: National Youth Advocacy and Resilience Conference (2022)
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38	Subverting Summer Slide - ELL Camp Program
	Dinan, Andrea L
	In: National Youth Advocacy and Resilience Conference (2022)
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39	Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
	Ross, Sabrina N.
	In: Georgia International Conference on Information Literacy (2022)
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40	Study 1 - Fred and his dog (revised with author vs respondent conditions) ...
	Shorr, Ardon. - : Open Science Framework, 2022
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