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Teachers’ Experiences Incorporating English Language Learners Funds of Knowledge Into Scripted Curricula
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In: Middle and Secondary Education Dissertations (2021)
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| 2 |
Scaffolding Agentic Literacy & Voice Honoring Practices For Language Minority Students
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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| 3 |
Teachers’ Experiences Incorporating English Language Learners Funds of Knowledge Within Classrooms
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In: National Youth Advocacy and Resilience Conference (2020)
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| 4 |
Are We Meeting the Needs of Our Heritage Language Learners?
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In: Honors Projects Overview (2020)
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| 5 |
The Influence of Connecting Funds of Knowledge to Beliefs about Performance, Classroom Belonging
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In: School of Engineering Education Graduate Student Series (2020)
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| 6 |
Toward a Culturally Inclusive Canon of Multimodal Picture Books: Developing Multiliteracies Practices and Assessments for Ontario’s Classrooms
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In: Major Papers (2020)
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| 7 |
Linguistic Interactions of Spanish Speaking Mexican American Families
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In: Dissertations (2018)
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| 8 |
Mexican American Parents of Elementary Students and Literacy Engagement: A Case Study of a Bilingual (Spanish/English) Parent Book Club Using Children's Literature
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In: Dissertations (2018)
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| 9 |
Theorizing Social Justice: Funds of Knowledge as Praxis
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2018)
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| 10 |
Translanguaging and Student Funds of Knowledge as a Teacher Resource ...
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| 11 |
HOW DO NOVICE AND EXPERT LEARNERS REPRESENT, UNDERSTAND, AND DISCUSS GEOLOGIC TIME?
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In: Dissertations - ALL (2017)
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| 12 |
"I want to grow my country": refugee-background Karen students in transitions: experiences in the move from language school to mainstream schooling
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| 13 |
Urban Heritage Speakers As Multilingual Language Learners: Contexts in the 21st Century
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In: Doctoral Dissertations (2017)
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| 14 |
Multiliteracies in Early Childhood Education: Engagement and Meaning-Making in Primary Classrooms
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| 15 |
Using a Policy of "Gross National Happiness" to Guide the Development of Sustainable Early Learning Programs in the Kingdom of Bhutan: Aspirations and Challenges
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In: Global Education Review; Vol. 2 No. 1 (2015): Cultural and Linguistic Challenges in Early Childhood Education and Care ; 2325-663X (2015)
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| 16 |
Introduction to Book Review: Bi-multilingual Language Knowledge as an Element of Funds of Knowledge
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In: Journal of Multilingual Education Research (2015)
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| 17 |
Lessons Learned: Insights into One Teacher’s Experience Working with Karen Refugee Students in the United States
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In: Journal of Southeast Asian American Education and Advancement (2015)
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| 18 |
Using a policy of ‘gross national happiness’ to guide the development of sustainable early learning programs in the Kingdom of Bhutan: aspirations and challenges
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| 19 |
Using a Policy of ‘Gross National Happiness’ to Guide the Development of Sustainable Early Learning Programs in the Kingdom of Bhutan: Aspirations and Challenges
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| 20 |
One of Us or One of Them: A Generic Qualitative Study on the Efficacy of the Funds of Knowledge Strategy to Reduce Teacher Ethnocentrism
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