Page: 1 2 3 4 5 6 7 8 9... 163
81 |
Reciprocal effects of morphological awareness, vocabulary knowledge, and word reading: A cross-lagged panel analysis in Chinese
|
|
|
|
BASE
|
|
Show details
|
|
83 |
A Polite and Respectful Acceptance —— Implicit Function of Refusal in Chinese from Pedagogical Perspective
|
|
|
|
In: Chinese Language Teaching Methodology and Technology (2021)
|
|
BASE
|
|
Show details
|
|
84 |
Decoding abilities in adolescents with intellectual disabilities: the contribution of cognition, language, and home literacy
|
|
|
|
BASE
|
|
Show details
|
|
85 |
Multidimensional perspectives on gender in Dutch language education: Textbooks and teacher talk
|
|
|
|
BASE
|
|
Show details
|
|
86 |
Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading
|
|
|
|
BASE
|
|
Show details
|
|
87 |
Whose shoulders is health research standing on? Determining the key actors and contents of the prevailing biomedical research agenda
|
|
|
|
BASE
|
|
Show details
|
|
89 |
The Literacies of Child-Led Research: Children Investigating and Acting on Their Worlds
|
|
|
|
BASE
|
|
Show details
|
|
90 |
Choosing Dual Language Bilingual Education over English-only Programs: A Cultural-Historical Perspective of Immigrant Parents
|
|
|
|
BASE
|
|
Show details
|
|
91 |
(Re)framing the Discourse of Parent Involvement:Calling on the Knowledge of Latinx Mothers
|
|
|
|
BASE
|
|
Show details
|
|
92 |
Teaching Early Grade Literacy to Migrant Children from Central America and the Dominican Republic
|
|
|
|
BASE
|
|
Show details
|
|
94 |
Theme-based Second Language Learning through Multimodal Experimental Animation
|
|
|
|
In: Chinese Language Teaching Methodology and Technology (2021)
|
|
BASE
|
|
Show details
|
|
95 |
Pharyngeal Constriction as a Cause for Late Acquisition and Speech Sound Disorders of Rhotic Sounds in English, Spanish, and French
|
|
|
|
In: The Downtown Review (2021)
|
|
BASE
|
|
Show details
|
|
96 |
Defending K-12 Education Against the New Racism
|
|
|
|
In: Law Faculty Books (2021)
|
|
Abstract:
Critical Race Theory’s Narrative of Anti-Racism has tremendous power. The problem is that the Anti-Racism advocated by Ibram Kendi, Robin DiAngelo, the “Woke,” Nikole Hannah-Jones and many of those aggressively advocating Critical Race “Theory” ideology throughout America’s key institutions is itself the “New Racism.” It is a naked quest for power through propaganda, intimidation, and the abuse of the extremely important moral and political concerns of racial and social justice. The irony is that, if, as the Woke and Crits assert, racism only exists in connection to power, then the Woke and Critical Race Theory movements at this point have come to possess highly significant and even controlling amounts of power over education, politics, governmental institutions, and economic actors. Consequently, they can be condemned as racist according their own terms. Certainly they are behaving as racists—not only against the Whites they condemn across the board—but against Blacks who dare to challenge them, or do not support their agenda and assertions, or condemn the hateful rhetoric being used to intimidate and silence their opponents. What I am attempting to do with Defending K-12 Education is to challenge and expose with clarity through examples how this destructive movement is taking issues of profound moral significance to me and millions of others—those of fighting against the lingering effects of racism and for the need to ensure fair treatment for all in America—and twisted it into a one-sided campaign for power and control. That movement has constructed a narrative that is tearing our nation apart, and creating a shattered divided community in which the participants will be “at each other’s throats” if what is taking place is not confronted and stopped. Defending K-12 Education seeks to brings these issues to the fore. ; https://engagedscholarship.csuohio.edu/fac_books/1067/thumbnail.jpg
|
|
Keyword:
and Multicultural Education; anti-racism; Bilingual; Critical Race Theory (CRT); Curriculum and Social Inquiry; Multilingual; social justice
|
|
URL: https://engagedscholarship.csuohio.edu/fac_books/63
|
|
BASE
|
|
Hide details
|
|
97 |
A comparative Study of the Teaching of Chinese and Swahili Credit Courses at Burundi University
|
|
|
|
In: Chinese Language Teaching Methodology and Technology (2021)
|
|
BASE
|
|
Show details
|
|
98 |
Improving Chinese Language Learning through Collaborative Kahoot Mode
|
|
|
|
In: Chinese Language Teaching Methodology and Technology (2021)
|
|
BASE
|
|
Show details
|
|
99 |
Culturally Relevant Pedagogy in Teaching Proficiency through Reading and Storytelling
|
|
|
|
In: Chinese Language Teaching Methodology and Technology (2021)
|
|
BASE
|
|
Show details
|
|
100 |
Needs Analysis in Teaching Chinese for Special Purposes: From Theory to Practice
|
|
|
|
In: Chinese Language Teaching Methodology and Technology (2021)
|
|
BASE
|
|
Show details
|
|
Page: 1 2 3 4 5 6 7 8 9... 163
|
|