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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)
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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)
	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.
	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
	URL: https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/17
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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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