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The Expatriate and Transnational Distance Student Phenomenon: A Series of Investigations
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In: Boise State University Theses and Dissertations (2019)
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42 |
Inequities of Enrollment in Gifted Education: A Statewide Application of the 20% Equity Allowance Formula
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In: Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2019)
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43 |
The Convergence of Negotiated Imaginative Play, Literacy Learning and Kindergarten Common Core English Language Arts Standards
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In: Boise State University Theses and Dissertations (2019)
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44 |
Interview with Dr. Greg Martinez, Director of TRIO Programs, Boise State University
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In: UF200 - Fall 2019 (2019)
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46 |
Negotiating the boundaries of parental school engagement: the role of social space and symbolic capital in urban teachers' perspectives
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Abstract:
As public schools continue to be driven by standards-based accountability practices, scholars contend that family engagement must become more egalitarian, with parents contributing their own insights for the betterment of the entire school community. Classroom teachers are key stakeholders in this process, with enormous potential impact. Using Bourdieu’s concepts of social space and symbolic capital, we examined teachers’ perspectives on their role in engaging diverse parents, using focus group interviews with urban classroom teachers. Multi-layered qualitative analyses elicited three themes that illustrated the powerful, but contradictory, positioning of teachers in facilitating authentic partnerships with families: (a) creating responsive relationships (b) casting engagement as education, and (c) creating varied-and tailored-opportunities, yet also revealed teachers’ assertions of power and authority, most often expressed as a need for boundaries between home and school. A progressive approach to family engagement and educator resistance is discussed, whereby teachers engage in collaborative advocacy with urban families to reclaim the notion of teaching as a public service, aimed at the promotion of equitable, accessible, and culturally responsive schools. ; Accepted manuscript
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Keyword:
Education; Specialist studies in education
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URL: https://hdl.handle.net/2144/40931
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47 |
Chinese Transnational Adolescents’ Responses to Multicultural Children’s Literature in Culture Circles
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In: Boise State University Theses and Dissertations (2019)
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Interview with Francisco Salinas, Director for Student Diversity and Inclusion, Boise State University
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In: UF200 - Fall 2019 (2019)
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Interview with Lucy Padilla, Early College Coordinator, College of Southern Idaho
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In: UF200 - Fall 2019 (2019)
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51 |
Interview with Dr. Greg Martinez, Director of TRIO Programs, Boise State University
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In: UF200 - Fall 2019 (2019)
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52 |
Dialectic dialogues: a discourse analysis of everyday talk between adolescent guitarists learning music with a peer outside school
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54 |
The Lived Experiences of Student Representatives in a New Zealand Institute of Technology and Polytechnic: A Critical Examination
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55 |
Supporting First-year Undergraduate Repeating Students Within Mainstream Tutorials
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56 |
Frank C. Laubach Teaching Materials and Publications
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In: Finding Aids (2019)
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58 |
Defining the Transition to Adulthood Among Ecuadorian Immigrants Living in New York City
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In: Senior Projects Spring 2019 (2019)
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Curated Spaces for Global Citizenship: Popularization of the English Language in Seoul
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In: Senior Projects Spring 2019 (2019)
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60 |
Chinese International Learners’ Acculturation at an American University
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In: Graduate Theses & Dissertations (2019)
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