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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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Welcoming and Inclusive Farmers Markets: A Community of Practice to Encourage Diversity, Equity, and Inclusion
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In: Outcomes and Impact Quarterly (2022)
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Investigating the Enactment of Core Teaching Practices for Multilingual Learners Across Teaching Contexts: A Case Study
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In: Journal of Multilingual Education Research (2021)
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Cross-cultural differences to implement the social practice research of college students’ overseas volunteer work
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In: University of South Florida M3 Center Publishing (2021)
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Multilingual negotiations: the place and significance of translation in multilingual poetry
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In: Coolabah; No 30 (2021): Translation, Poetry and Creative Practice; 34-46 ; 1988-5946 (2021)
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Developing as Culturally Responsive Mathematics Teacher Educators: Reviewing and Framing Perspectives in the Research
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In: Education Faculty Publications (2021)
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| 9 |
Scaffolding Teacher Candidates' Development as Linguistically Responsive Teachers via a Team-Based Rehearsal Process with Structured Talk Tasks
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| 10 |
The Effects of multilingualism and Music Experience on Tone and Vowel Discrimination Ability
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In: Electronic Thesis and Dissertation Repository (2021)
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| 11 |
Youth, Sports, and Social (In)Justice in the Inner City of Boston: An Exploration through a Human Rights Lens
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In: Graduate Doctoral Dissertations (2021)
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| 12 |
Young L2-learners' meaning-making in engaging in computer-assisted language learning
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| 13 |
Best Practices: Promoting Parent-School Relationship To Increase Hispanic Parental Participation in Schools
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In: http://rave.ohiolink.edu/etdc/view?acc_num=otbn159431079080737 (2020)
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| 14 |
Building Leadership Capacity for the Effective Implementation of a Professional Development Tool in K-12 School in a Region in Arctic Canada
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In: The Organizational Improvement Plan at Western University (2020)
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Abstract:
This Organizational Improvement Plan (OIP) aims to identify and remediate the organizational factors that are presently leading to the faulty delivery of a professional development framework (PDFM) tool in an educational organization in the Canadian Arctic. Implementation of change initiatives in organizations is a complex undertaking and can be further complicated by contextual factors such as culture. In this region, a large percentage of students are Inuit, and teachers and school leaders are both Inuit and non-Inuit. Inuit Qaujimajatuqangit (IQ), translated as Inuit traditional knowledge, is a foundation upon which education is delivered in the region. Therefore, this organizational change requires the integration of (IQ) principles and cross-cultural awareness to ensure that students’ cultural and identity needs are met. The change plan is framed by a social constructivist worldview and incorporates transformational leadership approaches that have been identified as the best-suited ways to lead this change process. To ensure that the implementation of the PDFM tool is done with fidelity, this OIP proposes a change plan framed by Cawsey et al.’s (2016) change path model in conjunction with the conceptual framework of Hall and Hord’s (2006) concerns-based adoption model. This OIP further proposes that change path planning is viewed through the lens of the three dimensions of culturally responsive pedagogy: institutional, personal, and instructional. These three dimensions relate directly to the IQ principles, and embracing them in leadership will help to ensure that IQ is an integral part of implementation planning. The solution for change, to leverage school literacy teams to work as leadership development teams, builds upon the structures and procedures that presently exist in schools. The vision is to create a community of practice protocol to develop and strengthen leadership capacity in schools. With this increased capacity, school leaders will be able to execute the PDFM tool with success, supporting educators in their professional development, improving the quality of instruction, and thereby ensuring that students receive the education they deserve.
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Keyword:
and Multicultural Education; Bilingual; Community of Practice; culturally responsive pedagogy; Education; Educational Leadership; Educational Methods; Indigenous Education; Inuit Qaujimajatuqangit; Multilingual; Other Educational Administration and Supervision; Other Teacher Education and Professional Development; Professional Development Framework; Transformational leadership
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URL: https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1158&context=oip
https://ir.lib.uwo.ca/oip/172
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| 15 |
Kofifi/Covfefe: How the Costumes of "Sophiatown" Bring 1950s South Africa to Western Massachusetts in 2020
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In: Masters Theses (2020)
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| 16 |
Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools
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In: NPP eBooks (2019)
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| 17 |
The Benefits of Reflective Practice using Speaking Tasks in Teaching Spanish for the Professionals
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In: World Languages and Cultures Conference Papers, Posters and Proceedings (2019)
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| 18 |
The Emergence of Translanguaging Pedagogy: A Dialogue between Theory and Practice
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In: Journal of Multilingual Education Research (2019)
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| 19 |
Ofelia García and the CUNY-NYSIEB Community: Symbiosis in Furthering Translanguaging Pedagogy and Practice
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In: Journal of Multilingual Education Research (2019)
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| 20 |
Table of Contents for Volume 9
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In: Journal of Multilingual Education Research (2019)
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