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The mirror effect: Self-awareness alone increases suicide thought accessibility
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In: ISSN: 1053-8100 ; EISSN: 1090-2376 ; Consciousness and Cognition ; https://hal.archives-ouvertes.fr/hal-02079595 ; Consciousness and Cognition, Elsevier, 2013, 22 (3), pp.756-764. ⟨10.1016/j.concog.2013.04.014⟩ (2013)
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Internet au service de l'autocorrection : comment les apprenants d'anglais L2 peuvent utiliser Google pour corriger leurs erreurs dites " non-rectifiables "
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In: Cultures de recherche en linguistique appliquée ; https://halshs.archives-ouvertes.fr/halshs-00945982 ; Cultures de recherche en linguistique appliquée, Nov 2013, Nancy, France (2013)
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A Moderately Intensive Functional Treatment For Severe Auditory Comprehension Deficits Associated with Aphasia
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In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1366756370 (2013)
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Mythic origins of moral evil : moral fatalism and the tragic self-conception of the Mekeo
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Contextual Awareness for Robust Robot Autonomy
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In: DTIC (2013)
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Dialectical Constructivism: The Integration of Emotion, Autobiographical Memory, and Narrative Identity in Anorexia Nervosa
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Dialectical Constructivism: The Integration of Emotion, Autobiographical Memory, and Narrative Identity in Anorexia Nervosa
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Implementing tasks that stimulate critical thinking in EFL classrooms
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In: Cuadernos de Lingüística Hispánica, ISSN 0121-053X, Nº. 21, 2013, pags. 143-158 (2013)
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Apprendre une langue : les enjeux du « jeu intérieur »
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In: Langages, N 192, 4, 2013-12-01, pp.119-130 (2013)
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Paura, morte e libertà. Alexander Kojève lettore di Hegel ... : Fear, Dead and Freedom. Alexander Kojève Reader of Hegel ...
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Applications of Lexical Link Analysis Web Service for Large-Scale Automation, Validation, Discovery, Visualization, and Real-Time Program Awareness
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In: DTIC (2012)
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Qualitative Sozialforschung – interkulturell gelesen: Die Reflexion der Selbstauslegung im Akt des Fremdverstehens
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 10 ; 1 ; 19 (2012)
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The Micropolitics of Educational Policy: The Intersection of Policy, Practice, and Ontology of White English-Speaking Elementary Teachers In Multilingual Classrooms
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Abstract:
This study examines the micropolitics of current educational policy implementation regarding the education of English Language Learners (ELLs) in multicultural classrooms which are taught by White monolingual-English speaking teachers. By examining and interrogating current educational policy which directly or indirectly affects the achievement of ELLs, teachers may begin to pave the way for policy reforms which are informed by what occurs at the classroom or micro level. This study sought to examine how White female educators whose only language is English, negotiate the political space of the policy mandates in elementary classrooms. The context for this study is conceptually framed through a critical lens as the effects of policy mandates, policy as practice, and the impact of policy on self was co-constructed with a group of monolingual English-speaking elementary teachers who work in multicultural environments. An examination of assumptions and beliefs about teaching in a multicultural settings and understandings of situations and conditions of policy, practice, and the political nature of the work at the micro level was explored. An interrogation of policy at the micro level was executed through the implementation of an archeology of policy as a framework for analysis. The findings of this qualitative research study were represented utilizing creative nonfiction to tell the story of the micropolitics of educational policy. Two major themes emerged from this investigation: (a) policy as practice at the micro level is informed by an understanding of self, cultural competency, and critical pedagogy, and (b) critical conversation is the impetus for instructional change as teachers work to deliver culturally relevant practice of policy. Recommendations presented in this study include creating and sustaining sacred time towards developing an understanding of self, developing targeted and focused critical conversation sessions, and finding and creating opportunities for future political action.
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Keyword:
Academic achievement; Awareness of self; Critical approach to teaching; Critical conversations; Critical pedagogy; Critical reflection; Cultural awareness; Cultural competency; Cultural pluralism--Study and teaching (Elementary)--United States; Cultural proficiency; Education and state; Educational policy; Micropolitics; Multicultural education; Policy as practice; Teacher agency; Teacher identity
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URL: https://digital.library.txstate.edu/handle/10877/4374
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| 56 |
Mindfulness skills in borderline personality disorder patients during dialectical behavior therapy: preliminary results
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In: ISSN: 1365-1501 ; International Journal of Psychiatry in Clinical Practice, Vol. 16, No 3 (2012) pp. 189-96 (2012)
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Promoting Rhetorical Awareness and Perceived Self-Efficacy: Engineering Undergraduate Students Creating Preparedness Portfolios About Communication
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Contemplative Education: How Contemplative Practices Can Support and Improve Education
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In: Master's Capstone Projects (2012)
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