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Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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| 2 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 3 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 4 |
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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| 5 |
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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| 6 |
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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| 7 |
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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| 8 |
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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| 9 |
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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| 10 |
Cuban Immigrants’ Experience with Acculturation and How They Cope in the United States
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In: Dissertations (2020)
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| 11 |
Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
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In: Excelsior: Leadership in Teaching and Learning (2020)
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| 12 |
"Academic Languages Isn't Easy": English Learners' Perceptions of Learning in High School
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In: All Theses & Dissertations (2020)
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| 13 |
Culturally Relevant Science Teaching: A Literature Review
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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| 14 |
Book review: Neha Vora, Teach for Arabia: American Universities, Liberalism, and Transnational Qatar
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020)
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| 15 |
Teachers Co-Constructing Multilingual and Multimodal Digital Literacy Practices: Examining Critical Transnational Professional Development
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In: Doctoral Dissertations (2020)
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| 16 |
Broadening Perspectives: Using Multiple Teaching Approaches to Meet the Needs of Language Students
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In: All Graduate Plan B and other Reports (2020)
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| 17 |
Chinese International Learners’ Acculturation at an American University
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In: Graduate Theses & Dissertations (2019)
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| 18 |
Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools
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In: NPP eBooks (2019)
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| 19 |
An examination of monolingual preservice teachers’ set-up of cognitively demanding mathematics tasks with emergent multilingual students
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In: Education Publications (2019)
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| 20 |
Preservice teachers’ mathematics task modification for emergent bilinguals
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In: Education Publications (2019)
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