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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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| 2 |
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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As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators for Inclusive Schools? An Analysis of Research on University and Diocesan Teacher Training
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In: Journal of Catholic Education (2021)
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Abstract:
Educators can improve academic and socio-emotional wellbeing of their students if they are equipped with strategies and skills to support learners and families from a variety of diverse backgrounds and experiences, such as culturally and linguistically diverse students, students with differing abilities, and those who may experience trauma and/or socio-economic challenges. To learn more about this topic a Catholic university and local diocese examined the literature on the impact of Catholic teachers in under-resourced schools, practices for training Catholic educators with skills to meet the needs of all learners, and the structures needed to ensure that diocesan and university supervisors are able to effectively support the development of new teachers. The synthesis of research is organized using the three pillars of the University Consortium of Catholic Education (UCCE): service through teaching, community connections, and spiritual development. The review resulted in the following recommendations: train teachers in culturally responsive practices, incentivize educator collaboration, train supervisors in inclusive practices with purposeful faith-based integration, and mentor principals in effective methods of coaching and supporting teachers.
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Keyword:
and Multicultural Education; Bilingual; Catholic education; coaching; collaboration; Curriculum and Instruction; dual teaching credential; Elementary Education; inclusive practices; mentorship; Multilingual; Other Education; Religious Education; Scholarship of Teaching and Learning; Special Education and Teaching; teacher attrition; teacher training
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URL: https://digitalcommons.lmu.edu/ce/vol24/iss2/5
https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=2275&context=ce
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| 4 |
IMPROVING SCHOOL CULTURE TO ENHANCE ACADEMIC ACHIEVEMENT AT SAMAD ISLAMIC SCHOOL: A CHANGE LEADERSHIP PLAN
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In: Dissertations (2019)
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| 5 |
Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners
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In: ETSU Faculty Works (2019)
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| 6 |
A Teaching-Learning Grant Initiative: Developing the Critical Literacy Instructional Abilities of Pre-Service Educators
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In: National Youth Advocacy and Resilience Conference (2018)
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| 7 |
Expanding Capacity to Serve Multilingual Learners: A University-School District Partnership
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In: Excelsior: Leadership in Teaching and Learning (2018)
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| 8 |
Disentangling Language Differences from Disability: A Case Study of District-Preservice Collaboration
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In: Journal of Multilingual Education Research (2016)
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| 9 |
A case for professional development schools
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In: Meg Gebhard (1998)
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