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Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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| 2 |
Learning Analytics: A Classroom Response System’s impact on Summative Assessment
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In: SoTL Commons Conference (2022)
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Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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| 4 |
Evaluation of the Availability and Utilization Status of Texts in Core Subjects in Primary Schools’ Libraries
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In: Library Philosophy and Practice (e-journal) (2022)
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Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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| 6 |
Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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| 8 |
The impact of positive feedback on student outcomes and perceptions
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In: John Griffith (2021)
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| 9 |
Response to Intervention 2 EasyCBM and AIMSweb Intervention Programs How They Relate to Student Growth
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In: Electronic Theses and Dissertations (2021)
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| 10 |
Integrating Video Evidence in Mixed Methods Research: Innovations, Benefits, and Challenges for Research Exploring How Beliefs Shape Actions
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In: Curriculum, Foundations, & Reading Faculty Publications (2021)
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| 11 |
Motivation and Self-Regulated Learning in Computer Science: Lessons Learned From a Multiyear Program of Classroom Research
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In: Curriculum, Foundations, & Reading Faculty Publications (2021)
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| 12 |
Notes on Contributors to This Volume
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In: Journal of Multilingual Education Research (2021)
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| 13 |
An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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| 14 |
Understanding Teacher Experience with Instructional Coaching to Inform Program Improvement Reflecting the Principles of Adult Learning Theory: A Mixed Method Case Study
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In: Graduate Theses & Dissertations (2020)
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| 15 |
Etymologies of Chinese Hànzì and Japanese Kanji: Explanations on Liùshū 六書 and Rikusho 六書
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In: Chinese Language Teaching Methodology and Technology (2020)
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| 16 |
Are You Being Rhetorical? An Open Corpus of Machine Annotated Rhetorical Moves
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In: English Publications (2020)
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| 17 |
Much Bigger Than a Hamburger: Disrupting Problematic Picturebook Depictions of the Civil Rights Movement
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In: Education Publications (2020)
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| 18 |
"Those who can’t hear must feel”: Confronting racism, privilege, and self with pre-service teachers
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In: Curriculum, Foundations, & Reading Faculty Publications (2020)
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Abstract:
Teacher education courses on multicultural education, social justice, and international cross-cultural experiences have been used to increase pre-service teachers’ (PST) cross-cultural skills and awareness. Critical researchers have shown that without intentional facilitation and program design, PSTs hold onto (if not become more entrenched in) biases and stereotypes. Building on that literature, this article shares the author’s practices designed to help PSTs go “outside of [their] bubble” to actively engage with racism, privilege, and the self while participating in international programs. These practices emphasize the importance of emotional and uncomfortable experiences. The article shares the importance of learning about racism and privilege at home before travel, using multi-modal reflections and dialogue, and teacher educators and program leaders similarly engaging in critical self-reflection. Specific activities and stances are shared to encourage their implementation in other programs, as well as areas to improve how international programs engage PSTs in critical self-reflection.
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Keyword:
and Research; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Assessment; Educational Methods; Evaluation
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URL: https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/152
https://doi.org/10.1080/00405841.2020.1740020
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| 19 |
An Integrative STEM NIH Grant: Designing Equitable Curriculum to Collaborate with Undergraduate Science Majors and Spark Connections
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In: Curriculum, Foundations, & Reading Faculty Publications (2020)
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| 20 |
Authorship, Scholarship, & Friendship: Insights & Highlights from an International Collaborative Writing Group
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In: SoTL Commons Conference (2020)
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