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Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
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In: Dissertations, Theses, and Student Research: Department of English (2022)
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A Systemic View on Emotion and eflection in Language Teacher Education Research
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 270-299 (2022) (2022)
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Facilitating reflection in teletandem through automatically generated conversation metrics and playback video
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In: Dey-Plissonneau, Aparajita, Lee, Hyowon orcid:0000-0001-7628-1441 , Scriney, Michael orcid:0000-0001-6813-2630 , Smeaton, Alan F. orcid:0000-0001-6339-6194 , Pradier, Vincent orcid:0000-0002-7050-6408 and Riaz, Hamza (2021) Facilitating reflection in teletandem through automatically generated conversation metrics and playback video. In: EuroCALL: Computer Aided Language Learning, August 2021, Paris, France. (In Press) (2021)
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| 4 |
Operationalizing Reflective Practice in an Elementary Math Classroom
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| 5 |
ПРИМЕНЕНИЕ РЕФЛЕКСИВНОЙ ПРАКТИКИ НА ЗАНЯТИЯХ ПО ИНОСТРАННОМУ ЯЗЫКУ В РАМКАХ УДАЛЕННОГО ОБУЧЕНИЯ ... : REFLECTION IN A LANGUAGE CLASS DURING THE PERIOD OF PANDEMIC ...
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| 7 |
Developing Cultural Responsive Care: Children with Cleft Lip and Palate and their Families
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In: ETSU Faculty Works (2021)
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| 8 |
Making Knowledge Work: Fostering Implicit Reflection in a Digital Era of Language Teacher Education
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| 9 |
Digital critical literacy development and intercultural awareness raising ‘in’ action, ‘on’ action and ‘for’ action in ELT
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 10 |
DIY assessment feedback: Building engagement, trust and transparency in the feedback process
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In: Journal of University Teaching & Learning Practice (2021)
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| 11 |
Learn, Try, Repeat: Experiential Learning in Adult Second Language Acquisition of Spanish in Higher Education
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In: Honors Theses, University of Nebraska-Lincoln (2021)
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DESCRIBING A SYSTEMATIC REFLECTION FOR PRE-SERVICE TEACHERS' PROFESSIONAL IDENTITY: A CASE STUDY
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 119-145 (2021) (2021)
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| 13 |
La terminología gramatical en Secundaria y Bachillerato: ventajas e inconvenientes didácticos de algunos conceptos gramaticales antiguos y modernos
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In: Revista Española de Lingüística, ISSN 2254-8769, Año nº 51, Fasc. 2, 2021, pags. 51-78 (2021)
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| 14 |
TECHNOLOGY INTEGRATION IN AN INDONESIAN EFL WRITING CLASSROOM
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 243-266 (2021) (2021)
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| 15 |
A Case-Based Tool Promoting Teacher’s Reflection on Intercultural Encounters
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In: Australian Journal of Teacher Education (2020)
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| 16 |
Reflective Style and Speech Production During Academic Task Solving In University Students
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| 17 |
Facilitating Critical Thinking in Graduate Coursework in Communication Sciences and Disorders: Process Review
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In: SoTL Commons Conference (2020)
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| 18 |
Music Education in a Liquid Social World: The Nuances of Teaching with Students of Immigrant and Refugee Backgrounds
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In: Electronic Thesis and Dissertation Repository (2020)
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Abstract:
This integrated-article dissertation explores the multiple ways in which music teachers, community facilitators, and students engage in music teaching and learning in social contexts prone to change due to human mobility. Drawing upon Bauman’s sociological understanding of modern societies as liquid and the larger implications of processes of human mobility in schools and communities, this research focuses on exploring music education as it happens within an increasingly diversifying Canadian society. In the first article, a philosophical research study, I conceptualize the notion of coping with discomfort as a form of response possibly experienced by music teachers. Here, I draw from psychological understandings of coping and a Foucauldian understanding of discomfort to view coping mechanisms as a form of pedagogy that may help or hinder music teachers in their responses to newcomer students in the music classroom. The second article, a multiple case study, uses and expands this framework to analyze the current pedagogies, reflective practices and adaptive processes experienced by two school music teachers working in highly diversifying school settings. The third article, an autoethnography, sets the investigative parameters of my own experiences teaching music at the Youth Music Program (YMP), a program of music education developed for newcomer children and youth in partnership with two community centres that provide settlement services in Canada. Finally, in the fourth article, I focus solely on the perspectives and experiences of newcomer youth and outline their understandings during and after their participation at the YMP. The findings from all these articles draw attention to the nuances of individual perceptions, assumptions and preconceptions that guide actions. I emphasize the relevance of reflective practices in the processes of adaptation that may be experienced by music teachers and facilitators when engaging with the multiplicities of their students, and the importance of considering the particularities of developing more complex understandings of pedagogy and processes of reflection and adaptation.
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Keyword:
adaptation; and Multicultural Education; Bilingual; Community-Based Research; Elementary Education and Teaching; Higher Education and Teaching; human mobility; Multilingual; music education; Music Pedagogy; newcomers; pedagogy; Race and Ethnicity; reflection; Social Psychology and Interaction; Social Work
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URL: https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=9317&context=etd
https://ir.lib.uwo.ca/etd/6824
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| 19 |
TEAC 413M: Teaching Multilingual Learners in Content Areas – A Peer Review of Teaching Benchmark Portfolio
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In: UNL Faculty Course Portfolios (2020)
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| 20 |
Students' Perceptions of the Use of Video Recording in Additional Language Oral Assessments
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