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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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| 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 |
Creating Community of Young Readers during Covid-19 Lockdown: A Comprehensive Study of a Digital Reading Platform: Storyweaver
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In: Library Philosophy and Practice (e-journal) (2022)
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| 10 |
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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| 11 |
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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| 12 |
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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Abstract:
Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data were collected, grouped into emergent themes, and organized into cohesive categories. The data from this project supported the creation of two foundational models for educating for global competence. The first is pedagogical and the other, coaching. Both models are in developing stages and are grounded in key theoretical frameworks and the data shared by the participants. Globally competent and globally responsive pedagogy tasks educators with examining their practice through a global and cultural prism to gain clarity of perspective, build social capital, improve relationships, and meet ever-changing local and global challenges. The approaches honor and respect diversity so as to dismantle systems of oppression and fight policies and social norms rooted in cognitive biases. The model integrates theory and key findings from this study to support educators to integrate and implement global competence. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/etd.
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Keyword:
action research; adaptive challenges; Adult and Continuing Education; African American Studies; and Multicultural Education; and Sexuality Studies; Bilingual; coaching; Curriculum and Instruction; Curriculum and Social Inquiry; education; Educational Leadership; Educational Methods; Educational Psychology; English Language and Literature; Ethnic Studies; Feminist; Gender; Global competence; globally responsive pedagogy; Higher Education; Indigenous Studies; Language and Literacy Education; learning; Multilingual; Other Education; positive deviance; Reading and Language; Social and Philosophical Foundations of Education; Teacher Education and Professional Development; teaching; technical challenges
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URL: https://aura.antioch.edu/etds/719
https://aura.antioch.edu/cgi/viewcontent.cgi?article=1731&context=etds
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| 13 |
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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| 14 |
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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| 15 |
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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| 16 |
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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| 17 |
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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| 18 |
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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| 19 |
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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| 20 |
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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