| 1 |
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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| 2 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 3 |
Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms
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In: Australian Journal of Teacher Education (2021)
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| 4 |
Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development
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In: Australian Journal of Teacher Education (2021)
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| 5 |
Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand
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In: Australian Journal of Teacher Education (2021)
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| 6 |
EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language
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In: Australian Journal of Teacher Education (2021)
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| 7 |
Teacher Educators Learning with Prospective Teachers: Finding Relevant Mathematics in Our (Their) Lives
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In: Networks: An Online Journal for Teacher Research (2021)
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| 8 |
Leveraging Equity and Excellence for English Learners: An Annotated Bibliography
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In: Annotated Bibliographies (2021)
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| 9 |
Manteniendo la Chispa: Testimonios of Latina Veteran Urban Teachers
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In: LMU/LLS Theses and Dissertations (2021)
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| 10 |
No. 9, September 2021: Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers
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In: Education and Policy Briefs (2021)
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Abstract:
This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams. ; https://digitalcommons.lmu.edu/ceel_education_policybriefs/1008/thumbnail.jpg
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Keyword:
and Multicultural Education; Bilingual; Educational Leadership; Multilingual; Teacher Education and Professional Development
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URL: https://digitalcommons.lmu.edu/ceel_education_policybriefs/10
https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1008&context=ceel_education_policybriefs
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| 11 |
Changing Worlds, Changing Classrooms: Satellite Children and their Teachers in the Transnational Era
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In: Journal of Multilingual Education Research (2021)
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| 12 |
Developing an Angled Perspective as Teacher Educators: Using Narrative Reflection to Disrupt the Funding of Identity in Teacher Education
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In: Excelsior: Leadership in Teaching and Learning (2021)
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| 13 |
Cariño Pedagogy: A Framework of Corazón
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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| 14 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 15 |
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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| 16 |
LIVING AS AN IMPOSTOR: AN EXPLORATION OF THE LIVED EXPERIENCES AMONG MULTIRACIAL YOUTH IN SECONDARY AGRICULTURAL EDUCATION
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In: Theses and Dissertations--Community & Leadership Development (2021)
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| 17 |
Confronting the Past, Challenging the Future: Linguistic Hegemony, Capitalism, and Neoliberalism in TESOL
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In: The Nebraska Educator: A Student-Led Journal (2021)
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| 18 |
Multiracial Individuals and Educational Testing
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In: The Nebraska Educator: A Student-Led Journal (2021)
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| 19 |
Invited Dialogue: Mapping the Intersections of Religion, Literacy, and Public Schooling for Displaced, Immigrant, and Refugee Children: A Conversation with Loukia K. Sarroub
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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| 20 |
Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study
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In: The Nebraska Educator: A Student-Led Journal (2021)
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