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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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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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Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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6 |
Creating Community of Young Readers during Covid-19 Lockdown: A Comprehensive Study of a Digital Reading Platform: Storyweaver
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In: Library Philosophy and Practice (e-journal) (2022)
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7 |
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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Abstract:
Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data were collected, grouped into emergent themes, and organized into cohesive categories. The data from this project supported the creation of two foundational models for educating for global competence. The first is pedagogical and the other, coaching. Both models are in developing stages and are grounded in key theoretical frameworks and the data shared by the participants. Globally competent and globally responsive pedagogy tasks educators with examining their practice through a global and cultural prism to gain clarity of perspective, build social capital, improve relationships, and meet ever-changing local and global challenges. The approaches honor and respect diversity so as to dismantle systems of oppression and fight policies and social norms rooted in cognitive biases. The model integrates theory and key findings from this study to support educators to integrate and implement global competence. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/etd.
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Keyword:
action research; adaptive challenges; Adult and Continuing Education; African American Studies; and Multicultural Education; and Sexuality Studies; Bilingual; coaching; Curriculum and Instruction; Curriculum and Social Inquiry; education; Educational Leadership; Educational Methods; Educational Psychology; English Language and Literature; Ethnic Studies; Feminist; Gender; Global competence; globally responsive pedagogy; Higher Education; Indigenous Studies; Language and Literacy Education; learning; Multilingual; Other Education; positive deviance; Reading and Language; Social and Philosophical Foundations of Education; Teacher Education and Professional Development; teaching; technical challenges
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URL: https://aura.antioch.edu/etds/719 https://aura.antioch.edu/cgi/viewcontent.cgi?article=1731&context=etds
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8 |
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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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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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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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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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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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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14 |
Leveraging Equity and Excellence for English Learners: An Annotated Bibliography
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In: Annotated Bibliographies (2021)
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15 |
Manteniendo la Chispa: Testimonios of Latina Veteran Urban Teachers
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In: LMU/LLS Theses and Dissertations (2021)
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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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17 |
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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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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19 |
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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20 |
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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