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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 Hits 1 – 20 of 21 1 Border inspections in a dual-language, second-grade classroom in the U.S. Midwest Lang, Maria Guadalupe. - 2019 BASE Show details 2 Navigating Authoritative Discourses in a Multilingual Classroom: Conversations With Policy and Practice Kiramba, Lydiah Kananu; Harris, Violet J. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2018) BASE Show details 3 Communicative practices in a bi-/multilingual, rural, fourth grade classroom in Kenya Kiramba, Lydiah Kananu. - 2016 BASE Show details 4 Deepening pre-service teachers' understandings of race and ethnicity through intergroup dialogue Murray-Everett, Natasha Camille. - 2016 Abstract: This qualitative study examined the participation of undergraduate pre-service teachers in an intergroup dialogue course. Intergroup dialogue (IGD) is one model of organizing a critical dialogue about race and ethnicity (Nagda & Zúñiga, 2003). This study was used as an intervention with pre-service teachers to explore whether the participation in an intergroup dialogue course influenced their understanding of their racial and ethnic identities, racial attitudes, and the experiences of others. It also explored whether the course influenced how they thought about their future teaching. Data analysis included recorded dialogue sessions and weekly written reflections that asked pre-service teachers to reflect on their racial and ethnic identities, to consider how privilege or oppression have impacted their lives, and to examine race policies and practices in their school placements. Five case study interviews were conducted at the start of the dialogue experience and again four months after the dialogue experience. Findings from this study suggest that intergroup dialogue was a useful intervention to help pre-service teachers develop more race-conscious attitudes and see the impact of race and racism in society and, more specifically, in schools. Participants reported a greater understanding of race, privilege, and oppression, conveyed a greater understanding of racial identity, developed a comfort level talking about race related issues; also they gained useful facilitation skills to talk about critical issues in their future classrooms. This is important given that the teaching force is predominantly white, whereas students of color are increasingly changing the racial makeup of schools. This intervention provided these pre-service teachers a better lens into lived racial experiences of students they will one day teach as well as tools and skills to facilitate dialogue with their own students. Keyword: anti-racist; dialogue; identity; pre-service teachers; race URL: http://hdl.handle.net/2142/90557 BASE Hide details 5 Culturally relevant literacy practices: a case of a Brazilian emergent bilingual Felicio, Vivian Carla Andrade. - 2015 BASE Show details 6 "You don't speak correct English": Teacher knowledge about linguistic diversity/language acquisition and its role in pedagogy Lee, Alice Y. - 2015 BASE Show details 7 A phenomenon in the making: the Hizmet Movement, its philosophy on education, schools, and notions of bilingual education Incetas, Yusuf. - 2014 BASE Show details 8 Fragile bilinguals: rescaling "good" and "bad" South Korean bilinguals Choi, Lee Jin. - 2014 BASE Show details 9 Understanding teachers' use of formative assessment practices during literacy Geoghegan, Cristin. - 2014 BASE Show details 10 The democratic vision of teaching literature: preschool bilingual children's reading of literature with social justice Kim, So Jung. - 2013 BASE Show details 11 Fragile civility: an evangelical American school meets Korean educational sojourners in neoliberal time Park, Hye-Young. - 2013 BASE Show details 12 The nested contexts of language use and literacy learning in a South African fourth grade class: understanding the dynamics of language and literacy practices Mkhize, Dumisile. - 2013 BASE Show details 13 Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy Byfield, Lavern. - 2012 BASE Show details 14 Rewriting writing: classrooms as the construction site for literacy between teachers, students, and the curriculum Yoon, Haeny. - 2012 BASE Show details 15 Stories of the intersection: Indonesian "street children" negotiating narratives at the intersection of society, childhood, and work Dewayani, Sophie. - 2011 BASE Show details 16 Profiles and Perspectives - In Praise of a Scholarly Force: Rudine Sims Bishop Harris, Violet J In: Language arts. - Urbana, Ill. : Council 85 (2007) 2, 153-159 OLC Linguistik Show details 17 Multicultural issues in literacy research and practice Willis, Arlette Ingram (Hrsg.); García, Georgia Earnest (Hrsg.); Harris, Violet J. (Hrsg.) In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 30 (1998) 2, 181-319 BLLDB Show details 18 Introduction: Appropriating and Creating Space for Difference in Literacy Research García, Georgia Earnest; Willis, Arlette Ingram; Harris, Violet J. In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 30 (1998) 2, 181-204 OLC Linguistik Show details 19 Revisiting the first-grade studies : the importance of literacy history Graves, Michael F. (Mitarb.); Dykstra, Robert (Mitarb.); Bond, Guy L. (Mitarb.)... In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 32 (1997) 4, 340-445 BLLDB Show details 20 A Communication Class: A Place Where Things Happen Kleemann, Linda Lou. - 1997 BASE Show details Page: 1 2

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