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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...9 Hits 1 – 20 of 174 1 Stimulus Control for Making Math Verbal Sun, Yifei. - 2021 BASE Show details 2 SOCIAL JUSTICE WARRIORS: COACHING TEACHERS TO ENACT CULTURALLY RESPONSIVE PEDAGOGY Garcia, Marcos M. - : East Carolina University, 2021 Abstract: This project centered on culturally and linguistically responsive pedagogy (CLRP) with the intention of increasing opportunities for rigorous academic discourse in middle school humanities classrooms. In collaboration with a team of a co-practitioner-researchers composed of three teachers, an instructional coach, and an administrator, my goal was to examine how we could adapt culturally and linguistically responsive practices to increase academic rigor. The teachers believed culturally responsive teaching is social justice teaching, and they created opportunities to empower students by cultivating relationships with students and adapting curriculum content; however, as committed social justice educators, they did not consistently use pedagogical practices that represented high cognitive demand. Through three cycles of inquiry, their pedagogical approaches improved by (a) participating in a community of practice (CoP) that supported the conditions for adult learning and (b) engaging in a dynamic coaching model that utilized evidence-based classroom observation to guide conversations. As a result, teachers shifted their pedagogical practices toward higher cognitive demand. I present a framework for change in teacher practice that requires focused professional learning incubated in a community of practice (CoP) that is supported with coaching. As practice communities focused on improving the outcomes for vulnerable students and addressing the opportunity gap, we need evidence of how teachers who espouse social justice principles actually enact their principles pedagogically in the classrooms. The findings from this study provide valuable insights into how strong relationships with students and a belief in the power of student voice can lead teachers to higher expectations and cognitive rigor. Keyword: Academic achievement; Coaching; Communities of Practice; Culturally and Linguistically Responsive Pedagogy; Culturally relevant pedagogy; Middle School Humanities; Social justice--Study and teaching; Teacher-student relationships URL: http://hdl.handle.net/10342/9080 BASE Hide details 3 Vocabulário escrito de estudantes de escolas públicas do Rio Grande do Sul : um estudo léxico-estatístico Silva, Bruna Rodrigues da. - 2021 BASE Show details 4 The Culture Beyond the Content: Does an “Overcoming Testimony” Empower Effective Urban Mathematics Teachers to Reach their Students? Smith, John Franklin. - 2021 BASE Show details 5 Comic books in the digital age: Understanding technological co-existence through post-medium specificity McGarry, Cormac Michael. - : NUI Galway, 2020 BASE Show details 6 Effectiveness of School Based Dialectical Behavior Therapy for Early Adolescent Middle School Students Sikora, Arielle D'Aprile. - : Fairleigh Dickinson University, 2020 BASE Show details 7 Weekend Spanish Immersion Camp: a Non-traditional Teaching World Language to Middle School American Students Ramírez, Jorge Oscar. - : Portland State University, 2020 BASE Show details 8 Exploring Teacher Perceptions of the Notice and Note Signposts: A Qualitative Case Study Beussink, Monica G.. - : American College of Education, 2020 BASE Show details 9 Principal and Teacher Perceptions of Classroom Walkthroughs in Middle School Settings Shanklin, Ethel. - : Lindenwood University, 2020 BASE Show details 10 Secondary Teachers’ Culturally Responsive Teaching Self-Efficacy Beliefs: A Qualitative Phenomenological Study Little, Nandie Kavita. - : American College of Education, 2020 BASE Show details 11 Investigating How Teachers Meet State Standards for Multicultural Curriculum Adelani, Richard O.. - : Walden University, 2020 BASE Show details 12 Engaging Secondary Math Teachers in Breaking Down Barriers for English Learners Kane, Julie M.. - : Loyola Marymount University, 2020 BASE Show details 13 Tackling the Pobrecito Mindset: Latinx Community Cultural Wealth and Academic Achievement Nevarez, Nuvia. - : University of Oregon, 2020 BASE Show details 14 The Relationship Between Urban Middle School Physical Education Teachers’ Attitudes Toward Fitness Testing and Student Performance on Fitness Tests Fredrick, Ray Noble. - 2019 BASE Show details 15 Effects of Teaching Text Structure in Science Text Reading: A Study Among Chinese Middle School Students Cheng, Rong. - 2019 BASE Show details 16 A Middle School Newcomer Program: Teachers' Experiences Saucedo, Maria Cristina. - : eScholarship, University of California, 2019 In: Saucedo, Maria Cristina. (2019). A Middle School Newcomer Program: Teachers' Experiences. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/9tv031cx (2019) BASE Show details 17 The Experience of ELL Teachers in Teaching Writing to Native Spanish-Speaking Students in the Middle Years of Education O'Brien, Kathaleen Roerig. - : Aurora University, 2019 BASE Show details 18 Teaching Strategies and Middle School Science Motivation: An Exploratory Study Garcia, Robert Anthony. - : California State University, Long Beach, 2019 BASE Show details 19 An Investigation of Patterns between Demographic Characteristics of Teachers and Grading Practices Lee, Jenelle. - : Lindenwood University, 2019 BASE Show details 20 Real-time Classroom Factors Impacting Middle-school Students' Attitudes Toward Mathematics Andrusiak, Richard A.. - : New England College, 2019 BASE Show details Page: 1 2 3 4 5...9

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