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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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Abstract:
The discussion of racial and cultural competence in public schools today is necessary. The student population of public schools across the United States has significantly grown racially and culturally diverse. Through the use of a narrative inquiry and a critical lens, this study explored the perception and experiences of public-school educators focused on the topic of racial and cultural competence as it relates to their classroom practice and educational policies. The focus of this research (1) describes and analyzes my personal experiences through the use of qualitative approaches, (2) shares the experiences and perceptions of three public-school educators, and (3) advocate for coursework on the topic of racial and cultural competence to be embedded within teacher preparation programs. Data was collected using oral histories, in-depth one-on-one interviews, and a document review. The following themes were identified: (a) Identity is Foundation, (b) Preparation Matters, (c) Defining is Difficult, (d) Policy Creates Tension. This research provides implications to support parents, community members, and educators in their journey of improving school environments for students of color.
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Keyword:
academic success; African American Studies; and Multicultural Education; and Research; Bilingual; Civil Rights and Discrimination; critical race theory; cultural competency; culture; Curriculum and Instruction; Curriculum and Social Inquiry; Education Law; Educational Assessment; elementary education; Ethnicity and Post-Colonial Studies; Evaluation; Multilingual; race; Teacher Education and Professional Development; Urban Education
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URL: https://digitalcommons.nl.edu/cgi/viewcontent.cgi?article=1671&context=diss
https://digitalcommons.nl.edu/diss/628
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| 2 |
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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| 3 |
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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| 4 |
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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| 5 |
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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| 6 |
Win, Win ! Finding Experiences for Preservice Teachers while addressing the Summer Reading Gap
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In: National Youth Advocacy and Resilience Conference (2022)
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| 7 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 8 |
Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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| 9 |
Building a Positive Teacher and Student Identity in the Chinese DLI Context
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In: All Graduate Plan B and other Reports (2022)
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| 10 |
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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| 11 |
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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| 12 |
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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| 13 |
THE LATINO ACHIEVEMENT GAP: THE ROLE OF TEACHERS IN THE SUCCESS OR FAILURE OF LATINO STUDENTS
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In: Dissertations (2021)
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| 14 |
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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| 15 |
The Lived Experiences Of Latinx Parents And Their Perception Of Bilingual Programs: A Phenomenological Reflection
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In: Dissertations (2021)
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| 16 |
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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| 17 |
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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| 18 |
A grounded theory study on how Vietnamese higher education teachers of English as a Foreign Language construct their professional identities
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Le, Thi Thuy Chinh. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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| 19 |
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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| 20 |
The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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