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Hits 41 – 60 of 908

41	The effect of bilingual education on housing price-a case study of bilingual school conversion
	Koo, Kang Mo; Liang, Jerry. - : Springer, 2020
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42	But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices
	Gillmore, Marina V
	In: National Youth Advocacy and Resilience Conference (2020)
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43	Looking Through a Culturally Proficient Lens: Georgia Elementary ESOL Teachers' Perceptions of School Leaders
	Houser, Mary C
	In: Electronic Theses and Dissertations (2020)
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44	Elementary School Children's Perspective of Interactive Activities in English Class in China
	Yu, Yaqing
	In: FIU Electronic Theses and Dissertations (2020)
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45	Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
	Russell, Felice Atesoglu; Richey, Amanda
	In: Excelsior: Leadership in Teaching and Learning (2020)
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46	Addressing Disproportionality in School Discipline Through Alternatives to Exclusionary Discipline Practices
	Higley, Kevin Matthew
	In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2020)
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47	Bilingual Practices in Speech-Language Pathology in Nebraska Schools
	Beyea, Kylee
	In: Theses/Capstones/Creative Projects (2020)
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48	Korean emergent bilingual students’ language use and translanguaging
	Lee, Chaehyun. - 2020
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49	Measuring Intercultural Learning through CLIL ; Midiendo el aprendizaje intercultural a través de AICLE
	Gómez-Parra, M. Elena. - : University of Alicante, 2020
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50	Formação docente e educação de surdos no Brasil : desafios para uma proposta educacional bilíngue
	Kraemer, Graciele Marjana; Lopes, Luciane Bresciani; Zilio, Virgínia Maria. - 2020
	Abstract: No presente artigo, a partir de uma análise documental, objetiva-se sistematizar, discutir e problematizar os investimentos efetivados na formação docente para a educação de surdos. A pesquisa olha para os 20 anos da publicação do documento “A Educação que nós Surdos queremos”, elaborado por representantes da comunidade surda no evento que antecedeu o V Congresso Latino-Americano de Educação Bilíngue, no ano de 1999. O argumento principal pauta-se na compreensão de que os investimentos na educação de surdos são, por excelência, práticas de governamento que operam de formas distintas sobre a conduta dos sujeitos. Ao analisar os dados sobre os investimentos na formação docente em vista de uma educação bilíngue, percebe-se um efeito de ricochete. Mesmo que as políticas atentem para o reconhecimento das demandas da comunidade surda e considerem a diferença linguística e cultural dos sujeitos surdos, elas colocam em operação a efetivação da política de inclusão escolar. Dito de outro modo, há um processo de rebatimento das práticas de educação bilíngue previstas pela política de inclusão escolar. Com isso, os investimentos operados pelo Estado, considerando as reivindicações da comunidade surda pelo respeito à diferença, parecem cada vez mais reforçar a necessidade da inclusão escolar. ; From a documental analysis, this paper aims to systematize, discuss and problematize the investments made in teacher education for deaf education. The research considers the 20 years since the publication of the document “The education the deaf want”, written by representatives of the deaf community in the meeting held before the Fifth Latin-American Congress of Bilingual Education in 1999. The main argument is grounded on the understanding that investments in deaf education, for excellence, are practices of government acting differently on subjects’ lives. From the analysis of data on investments in teacher education for deaf education, it is possible to perceive a ricochet effect. Even though the policies reckon the demands of the deaf community and the deaf subjects’ linguistic and cultural differences, they enforce the school inclusion policy. In other words, they rebound on the bilingual educational practices provided by the school inclusion policy. Hence, regarding the demands of the deaf community for respect for their difference, State investments seem to be increasingly strengthening the need for school inclusion. ; En este artículo, a partir de un análisis documental, se objetiva sistematizar, discutir y problematizar las inversiones realizadas en la formación docente para la educación de sordos. La investigación observa los veinte años de la redacción y publicación del documento "A Educação que nós Surdos queremos" elaborado por representantes de la comunidad sorda en el evento previo al V Congresso Latino-Americano de Educação Bilíngue en 1999. El principal argumento se basa en el entendimiento de que las inversiones en educación de sordos son, por excelencia, prácticas de gobernamento que operan de diferentes maneras en la conducta de los sujetos. Analizando los datos sobre las inversiones en la formación docente en vista de la educación bilingüe, se percibe un efecto de rebote. Mismo que las políticas atiendan al reconocimiento de las demandas de la comunidad sorda y consideren la diferencia lingüística y cultural de los sujetos sordos, ponen en práctica la implementación de la política de inclusión escolar. En otras palabras, un proceso de rebatimiento de las prácticas de educación bilingüe previstas por la política de inclusión escolar. Así, las inversiones operadas por el Estado, considerando las demandas de la comunidad sorda por el respeto por la diferencia, parecen reforzar cada vez más la necesidad de inclusión escolar.
	Keyword: Bilingual education; Educação bilíngue; Educación bilíngue; Formação de professores; Formación docente; Inclusão escolar; Inclusión escolar; School inclusion; Surdo; Teacher education
	URL: http://hdl.handle.net/10183/214990
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51	Making Chó bò*: Troubling Việt speak : Collaborating, translating, and archiving with family in Australian contemporary art.
	Nguyen, Hong An James, Art & Design, Faculty of Art & Design, UNSW. - : University of New South Wales. Art & Design, 2020
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52	Entre milpas y paredes
	Schnur, Caroline. - 2020
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53	"I Need MORE Help": A Rise in Demand for Special Education in Ontario
	Guenot, Brittany Lee, Ms.
	In: Major Papers (2020)
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54	Pedagogy and Culture of Immigration in Eugene Spanish Bilingual Elementary Schools in the Trump Era
	Gayet, Héloïse. - : University of Oregon, 2020
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55	Equitable Early Childhood Education for Young Bilingual Learners in North Texas: Examining Kindergarten Entry Assessments for Bilingual Children
	McEntire, Celina Angelica. - : University of North Texas, 2020
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56	A Longitudinal Examination of Peer Victimization on Depressive Symptoms Among Asian American School‑Aged Youth
	Arora, Prerna G.; Wheeler, Lorey A; Fisher, Sycarah...
	In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020)
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57	Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel
	Edwards, Katie M.; Sessarego, Stephanie N.; Mitchell, Kimberly J....
	In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020)
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58	School-Based Agricultural Education Students’ Attitudes and Beliefs toward International Agricultural Concepts
	Heinert, Seth B.; Conner, Nathan W.; Roberts, T. Grady
	In: Faculty Publications: Agricultural Leadership, Education & Communication Department (2020)
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59	Poverty, According to Gorski
	Rudio, Kristyna M
	In: The Montana English Journal (2020)
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60	Analyse des comportements épilinguistiques et des activités métalinguistiques des élèves dans les disciplines non-linguistiques des écoles bilingues songhay-français
	Zakaria Nounta
	In: Corela, Vol 31 (2020) (2020)
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