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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 6...12 Hits 21 – 40 of 226 21 Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus ... Geyer, Sabrina; Voet Cornelli, Barbara; Lausecker, Alina. - : Wolters Kluwer, 2020 BASE Show details 22 Linguistically Responsive Teaching in pre-service teacher education: A review of the literature through the lens of cultural-historical activity theory Quaynor, Laura; Hopkins, Megan; Solano-Campos, Ana T. In: Early Childhood and Elementary Education Faculty Publications (2020) BASE Show details 23 But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices Gillmore, Marina V In: National Youth Advocacy and Resilience Conference (2020) BASE Show details 24 Predictive Validity of Standards-based and Curriculum-embedded Assessments for Predicting Readiness at Kindergarten Entry DeCamilla, Elizabeth Ashton. - : Digital Commons @ University of South Florida, 2020 In: Graduate Theses and Dissertations (2020) BASE Show details 25 Dialect Use, Language Abilities, and Emergent Literacy Skills of Prekindergarten Children Who Speak African American English Baldwin, Erika Rose In: Theses and Dissertations (2020) BASE Show details 26 The Promise Of Language Planning In Indigenous Early Childhood Education In Mexico Anzures Tapia, Aldo In: Publicly Accessible Penn Dissertations (2020) Abstract: Early childhood education (ECE) has been branded as a social equalizer that will reverse poverty trends in Mexico. At the same time, language policies that mandate education in Indigenous languages clash with policies that promote Spanish and English as the languages of instruction in preschools, sending contrasting messages about inclusion and justice through the learning of these languages. When language is included in ECE debates in Mexico, it is often used as a proxy for “school readiness”—as in, students are prepared to attend classes in Spanish, the actual language of instruction—precluding discussions on multilingual education and overlooking the impacts of these policies in Indigenous communities. Preschools, especially Indigenous ones, are the social spaces in which these competing policies first interact, revealing implementation challenges at all levels, from professional development to textbook design. This study provides an ethnographic account of how different stakeholders in one Indigenous community in the Yucatan Peninsula respond to language policies and ECE initiatives that promise quality education under the guise of social justice, inclusive education, and economic returns. Through long-term participant observation in an Indigenous preschool and in family and community spaces, the research also reveals preschool children's dynamic language practices and active engagement as what I call "language policy-doers." Moreover, situated within a region coping with migration and mass tourism, the study also traces the impact of these processes on the compromises parents and teachers make in regard to their children’s education. This study deepens our understanding of the ways in which language policies are implemented in ECE settings, but even more crucially, contributes to the design of programs that consider the complexities of ECE in Indigenous contexts. Keyword: and Multicultural Education; Bilingual; Bureacracy; Early Childhood; Early childhood education; Education; Ethnography of Language Policy and Planning; Indigenous education; Kindergarten Teacher Education; Language Policy and Planning; Mexico; Multilingual; Pre-Elementary URL: https://repository.upenn.edu/edissertations/3762 https://repository.upenn.edu/cgi/viewcontent.cgi?article=5548&context=edissertations BASE Hide details 27 Teacher Interactions, Teacher Bias and Child Behavioral Health Edge, Ellen E In: Doctoral Dissertations (2020) BASE Show details 28 Supporting English Learners through Practice-Based Research Lammert, Catherine; Steinitz Holyoke, Erica B In: Reading Horizons: A Journal of Literacy and Language Arts (2020) BASE Show details 29 Der Einsatz von Fragearten in unterschiedlich stark strukturierten Situationen im Kita-Alltag ... : Asking questions in differently structured everyday situations in early childhood education ... Schmidt, Floreana A.; Risse, Laura S.; Beckerle, Christine. - : Pabst Science Publishers, 2019 BASE Show details 30 Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children ... Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike. - : Taylor and Francis, 2019 BASE Show details 31 All About the American Flap Lems, Kristin In: Faculty Publications (2019) BASE Show details 32 Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike... In: Early child development and care 189 (2019) 2, S. 339-351 (2019) BASE Show details 33 Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern Lemmer, Rabea; Ehm, Jan-Henning; Schulz, Petra... In: Frühe Bildung 8 (2019) 4, S. 181-186 (2019) BASE Show details 34 Der Einsatz von Fragearten in unterschiedlich stark strukturierten Situationen im Kita-Alltag ; Asking questions in differently structured everyday situations in early childhood education Schmidt, Floreana A.; Risse, Laura S.; Beckerle, Christine... In: Empirische Sonderpädagogik 11 (2019) 4, S. 310-317 (2019) BASE Show details 35 Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools Harlow, Trina D. In: NPP eBooks (2019) BASE Show details 36 The Impact of Math Vocabulary on Conceptual Understanding for ELLs Valley, Vanessa In: Networks: An Online Journal for Teacher Research (2019) BASE Show details 37 Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern ... Lemmer, Rabea; Huschka, Sina; Geyer, Sabrina. - : Hogrefe, 2019 BASE Show details 38 Social Justice Education in Rural White Schools Overberg, Nathaniel In: Creative Components (2019) BASE Show details 39 The Nicaraguan diaspora in Costa Rica: Schools and the disruption of transnational social fields Solano-Campos, Ana T. In: Early Childhood and Elementary Education Faculty Publications (2019) BASE Show details 40 Educating early childhood preservice teachers about dual language theory and practice Solano-Campos, Ana T.; Acevedo-Aquino, Maria; Paugh, Patricia In: Early Childhood and Elementary Education Faculty Publications (2019) BASE Show details Page: 1 2 3 4 5 6...12

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