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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 1 – 20 of 98 1 Understanding How Fourth-Grade Readers Monitor for, Identify, Clarify and Justify Unknown Words and Phrases Geren-Ziegler, Sarah Marie. - 2021 BASE Show details 2 Feeling their way towards justice: The embodied emotional journeys of critically conscious bilingual teachers Bhansari, Rachel Snyder. - 2021 BASE Show details 3 Scaffolding Teacher Candidates' Development as Linguistically Responsive Teachers via a Team-Based Rehearsal Process with Structured Talk Tasks Crichton, Katherine. - 2021 Abstract: Thesis (Ed.D.)--University of Washington, 2021 ; To address the need for more research on second language teacher education pedagogies, this qualitative self-study investigates how a team-based rehearsal process scaffolds pre-service and in-service K-12 teacher candidates’ development as linguistically responsive teachers in two English Language Learner (ELL) teaching methods courses. In this rehearsal process, teams of teacher candidates co-plan, co-rehearse, and collectively debrief structured talk tasks with their peers and instructors. These structured talk tasks are intended to be purposeful, interactive tasks that promote meaningful, student-centered talk and intentionally scaffold the development of multilingual learners’ content understanding and disciplinary language practices. Drawing on sociocultural theories of teaching and learning as well as utilizing Lucas & Villegas’ framework for linguistically responsive teaching (2011) to frame the analysis, research findings suggest that collaboratively planning, rehearsing, and debriefing structured talk tasks contributed to teacher candidates’ learning about understanding disciplinary language demands, promoting meaningful student-centered talk, and scaffolding instruction for multilingual learners. Due to the constraint of not having real multilingual learners in the rehearsal process, the author also reflects on the necessity of further supporting teacher candidates’ enactment of structured talk tasks in field placements. These findings have implications for second language teacher educators and other content area methods instructors who wish to support teachers’ experiential learning about pedagogical language knowledge as well as fostering meaningful, collaborative talk and agency with multilingual learners. Keyword: Bilingual education; Education - Seattle; English as a second language; multilingual learners; pedagogical language knowledge; practice-based teacher education; rehearsal process; scaffolding; structured talk tasks; Teacher education URL: http://hdl.handle.net/1773/47457 BASE Hide details 4 How Prepared do Educators of Multilingual Learners with Disabilities Feel? Results from a Multi-State Survey otting, jacqueline catherine. - 2021 BASE Show details 5 “I like sharing ideas because that means people learn”: Cultivating a Kindergarten Science Knowledge Building Community Salgado, Michelle. - 2021 BASE Show details 6 Cultivating Social Capital for College Success: A Case Study of Vietnamese-American Students at Two-Year Colleges Dang, Tram Tuyet. - 2020 BASE Show details 7 Navigating Concrete Spaces Through Abstract Means: The Role of Heritage Speakers’ Perceptions of their Language Practices in the Formation and Negotiation of their Identities Zhong Xu, Ana. - 2020 BASE Show details 8 What do We Know about Context: An Integrated Analysis of Context Characteristics of Science Assessment Items Dong, Dongsheng. - 2020 BASE Show details 9 Reminiscence of Tim Mayhew ; Martin Lee reminiscence of Tim Mayhew Lee, Martin, 1953- In: University of Washington, Special Collections ; Martin Lee reminiscence of Tim Mayhew. Accession No. 6340-001 (2020) BASE Show details 10 The Transformative Potential of Between-Stage Space for White Teacher Practice at a Mostly-White High School Stahl, Sooz. - 2019 BASE Show details 11 Creativity in Action: University Students Use Metacognition When Completing Creativity Exercises Zyfers, Sarah Milnor. - 2019 BASE Show details 12 Five years of collaborative inquiry in a high school professional learning community for improving science instruction Shim, Soo-Yean. - 2019 BASE Show details 13 Learning to Teach Emergent Bilinguals: Mainstream Preservice Secondary Teachers in Student Teaching YI-CLINE, Fenglan Nancy. - 2019 BASE Show details 14 Defining Developmental Dyslexia: An Overview of Etiological Theories and the Neurobiological Basis of the Disorder Elaameir, Dana. - 2019 BASE Show details 15 Productivity, influence, and evolution: The complex language shift of Modern Ladino FitzMorris, Mary K.. - 2019 BASE Show details 16 Taking Space Through Language: Multilingual People of Color’s Perspective Informing Translingual Practices in a Monolingual Education System Fournier, Charlotte. - 2019 BASE Show details 17 On the Interactive Assembling of Reflective Action Howard, Joh. - 2018 BASE Show details 18 Writing Assignments and Student Responses: Uptake in a Fifth-Grade Class Alvarez, Leonard. - 2017 BASE Show details 19 Repertoire Programming Decisions of Major West Coast Opera Companies in Washington, Oregon, and California Leemon, Brittney. - 2017 BASE Show details 20 Relationships between First Generation College Students and Faculty: A Case Study of a Small Rural Private University Valdez, Ricardo. - 2016 BASE Show details Page: 1 2 3 4 5

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