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High-Stakes Education: Dual Language Immersion in Portland, Oregon
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In: University Honors Theses (2021)
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| 2 |
"We, As Parents, Do Have a Voice": Learning From Community-Based Programs Effectively Engaging Parents in Urban Communities
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In: GSE Faculty Publications (2021)
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| 3 |
Hearing the Voices of Bicultural and Bilingual Teachers: Using a Case Study Approach to Explain the Professional Identity Development of Early Career Native Chinese Mandarin Teachers
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In: Dissertations and Theses (2020)
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| 4 |
Translanguaging through Story: Empowering Children to Use their Full Language Repertoire
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In: School of Social Work Faculty Publications and Presentations (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 |
Inclusive Leadership's Evolving Context: Organizational Climate and Culture Connect
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In: Dissertations & Theses (2017)
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| 7 |
An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies
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In: Dissertations and Theses (2017)
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| 8 |
Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement
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In: Dissertations and Theses (2016)
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Abstract:
Parental involvement plays an essential role in the United States (U.S.) educational system. However, parental involvement poses many challenges for Hmong parents in American schools. Many assumptions are made on the parts of teachers, staff, and Hmong parents about parents' roles pertaining to their involvement in their children's education. Hmong parents struggle to reconcile beliefs, attitudes, and values that they bring with them from Laos with the expectations found in the U.S. due to their unfamiliarity with the U.S. educational system. This study employed the used a qualitative, descriptive case study approach to examine the perceptions of Hmong parents involvement at a K-6 Hmong American charter school in Northern California. The primary data collection method used in this study was interviews with four school-community stakeholder groups. The purposeful-selected interview participants included two administrators, four teachers, six parents, and four students. The interviews were dialogically coded and nine themes were developed related to parental involvement. These nine themes were: communication with parents, committee involvement, flexibility of staff, enrichment programs non-traditional school schedule, importance of field trips, cultural events and presence of other cultures, recommend school to others, and positive behavioral reinforcement. The study concludes with a presentation of the implications of the nine themes on the design of parent involvement models and recommendations are offered related to policies and connected strategies for how to design culturally relevant supports for parent involvement in education.
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Keyword:
and Multicultural Education; Asian Studies; Bilingual; Charter schools -- Northern California -- Case studies; Curriculum and Instruction; Educational Leadership; Elementary and Middle and Secondary Education Administration; Elementary Education; Elementary education -- Parent participation -- Northern California -- Case studies; Elementary school teachers -- Attitudes; Hmong American families -- Northern California -- Case studies; Hmong Americans -- Attitudes; Multicultural education; Multilingual; Parenting; School administrators -- Attitudes; South and Southeast Asian Languages and Societies
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URL: https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=4115&context=open_access_etds
https://pdxscholar.library.pdx.edu/open_access_etds/3103
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| 9 |
Gifted Black and Biracial Students at a Predominantly White Gifted School
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In: Dissertations and Theses (2015)
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| 10 |
Disproportionate representation of English Language Learners in special education.
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| 11 |
A Multiple Case Study of Whiteness and Critical Literacy Practices Among White Elementary Teachers in Urban Public Schools
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2014)
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| 12 |
The Call for Cultural Responsiveness: Teachers' Perceptions about the Interplay Between Culturally Responsive Instruction and Scripted Curricula
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In: Dissertations and Theses (2013)
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| 13 |
The Effectiveness of A Teen Pregnancy Prevention Program That Offer Special Benefits For Pregnant and Parenting Teens: A Qualitative Study
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In: Doctoral Dissertations and Projects (2013)
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| 14 |
Strategic plan for switching from a transitional bilingual education program to a two-way immersion program.
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| 15 |
Motivation in the Portland Chinuk Wawa Language Community
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In: Dissertations and Theses (2012)
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| 16 |
Writing Chinuk Wawa: A Materials Development Case Study
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In: Dissertations and Theses (2010)
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| 17 |
Fast capitalism, school reform, and second language literacy practices
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In: Meg Gebhard (2004)
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| 19 |
Conceptions of learning identified by indigenous students entering a University preparation course
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Bunker, Alison M.. - : Edith Cowan University, Research Online, Perth, Western Australia, 2000
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In: Theses: Doctorates and Masters (2000)
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| 20 |
A case study of employees' motivation to participate in a workplace language and literacy program
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In: Theses: Doctorates and Masters (1998)
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