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Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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| 2 |
Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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| 3 |
Engaging Disinterested Adolescent Readers in the Middle School Classroom
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In: Culminating Experience Projects (2022)
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| 6 |
The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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| 7 |
Critical Storytelling: Multilingual Immigrants in the United States
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In: Middle and Secondary Education Faculty Publications (2021)
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| 8 |
Teaching Standards, Approaches, and Techniques for K-12 Chinese Classes in the US
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In: Chinese Language Teaching Methodology and Technology (2020)
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| 9 |
Culturally Collaborative Teaching: A Path Toward Black Student Learning
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In: All Antioch University Dissertations & Theses (2020)
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| 10 |
Truly, Madly, Deeply: Adverbs and ELLs
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In: Faculty Publications (2020)
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| 11 |
Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement
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In: The Advocate (2020)
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| 12 |
Weekend Spanish Immersion Camp: a Non-Traditional Teaching World Language to Middle School American Students
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In: Dissertations and Theses (2020)
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| 13 |
Engaging Secondary Math Teachers in Breaking Down Barriers for English Learners
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In: LMU/LLS Theses and Dissertations (2020)
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| 14 |
Bridge Building Through a Duoethnography: Stories of Nepanleras in the Land of Liberation
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In: Middle and Secondary Education Faculty Publications (2020)
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| 15 |
But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices
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In: National Youth Advocacy and Resilience Conference (2020)
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| 16 |
Heterogenität und Alterität in der pädagogischen Praxis: Zur Rekonstruktion a-theoretischen Wissens in den Differenzerfahrungen von Lehrpersonen
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In: Zeitschrift für Qualitative Forschung ; 21 ; 2 ; 293-308 (2020)
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| 17 |
Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
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In: Excelsior: Leadership in Teaching and Learning (2020)
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| 18 |
"I Need MORE Help": A Rise in Demand for Special Education in Ontario
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In: Major Papers (2020)
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| 19 |
Physical education for language acquisition in middle school ELLs
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Abstract:
English language learners (ELL) are a growing population in U.S. schools. ELL students are expected to meet the same learning standards as their native English-speaking peers. The progress of ELL students has been poor and evidence suggests that teachers are not prepared to help these students. Many best practices in teaching ELL students are similar to best practices for teaching physical education (PE). The purpose of this study was to determine the effectiveness of a four week “PE Plus” intervention designed to incorporate Greek and Latin stems into the PE classroom. A curriculum was designed including warm-up activities which incorporated Greek and Latin stems that were previously taught in the students’ English Language Arts (ELA) class. Students participated in three to four stem warm-up activities per week, for four weeks, as part of their regular PE instruction. Pre and post-tests on student knowledge of these stems were given in the ELA class and compared over time as well as with a control group who did not participate in the warm-up activities. After four weeks, the control group received the intervention, and the original experimental group served as the control. Following each “PE Plus” lesson, students were asked to complete a five-question survey about the effect of the warm-ups on their knowledge of stems and enjoyment of the activities. Although changes in stem test scores were not significant, the qualitative data analysis of the field notes, students responses, and reflections indicated that the “PE Plus” warm-ups were enjoyable, students were engaged in the activities, and students felt that participation helped them learn their Greek and Latin stems.
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Keyword:
English language $x Study and teaching (Middle school) $x Foreign speakers; Movement education $x Study and teaching (Middle school); Physical education and training $x Study and teaching (Middle school)
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URL: http://libres.uncg.edu/ir/uncg/f/Winstead_uncg_0154D_13076.pdf
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| 20 |
Poverty, According to Gorski
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In: The Montana English Journal (2020)
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