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Hits 61 – 80 of 2.201
61
As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators for Inclusive Schools? An Analysis of Research on University and Diocesan Teacher Training
Burgess, Melissa M
;
Cantillon, Julie C
;
Ramers, Lauren H
...
In: Journal of Catholic Education (2021)
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62
A Case Study of the Academic and Social Needs of Hispanic Elementary Dual Language Learners
Rivera-Castillo, Erika Suzanne
In: Doctoral Dissertations and Projects (2021)
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63
International School Elementary Educators' Transition to a Revised Mathematics Curriculum: A Case Study
Saba, Christine H
In: Doctoral Dissertations and Projects (2021)
Abstract:
The purpose of this single instrumental case study was to research how teachers at an organization of international schools transitioned to using a revised mathematics curriculum to understand how to replicate or improve the process for success in the implementation phase in the future. The guiding theories for this research were Schlossberg’s (1981) transition theory, as the aim of the study was to research teachers in a time of transition, and Kolb’s (1984) experiential learning theory, as teachers worked through the cycle of experiencing, reflecting, thinking, and acting. Data was collected through interviews, focus groups, and journaling. The site was an organization of international schools with a culturally and linguistically diverse student population. Participants were elementary teachers in the process of transitioning to using a revised mathematics curriculum. The methods of data triangulation, memoing, and data categorization were used for data analysis. Eight themes were determined from the data: First-Year Implementation, Collaboration, COVID-19, International School Differences, Teacher Perspectives, Professional Development and Training, Materials, and Leadership. This study discusses how teaching at an international school and implementing the curriculum during the COVID-19 pandemic affected the implementation. Teachers were supported in the transition by leadership, materials, collaboration, and professional development and training. They coped with the transition by remembering the first year of implementation is challenging and through various strategies based on their different perspectives of the transition.
Keyword:
COVID-19
;
Curriculum and Instruction
;
Curriculum Transition
;
Education
;
Elementary Education
;
Experiential Learning Theory
;
Mathematics
;
Transition Theory
URL:
https://digitalcommons.liberty.edu/doctoral/3249
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=4308&context=doctoral
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64
A Phenomenological Study on the Experiences of Educators of English Language Learners Who Have Self-Determined to Overcome Obstacles to Implementing Best Practices
Steenbergh, Melody Corey
In: Doctoral Dissertations and Projects (2021)
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65
Strategies for Raising Low Test Scores of Minority Students
Mcclendon, Shanika Y
In: Masters Theses (2021)
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66
Assessing Young Children’s Language and Nonverbal Communication in Oral Personal Narratives
Stagg Peterson, Shelley
;
Eisazadeh, Nazila
;
Liendo, Andrea
In: Michigan Reading Journal (2021)
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67
Building Bridges: Culturally Relevant Teaching with Literature Circles and Multicultural Literature
Lawson, Amber
In: Michigan Reading Journal (2021)
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68
Silencing Students' Voices in an Era of Academic Language
Nevárez-La Torre, Aida
In: Journal of Multilingual Education Research (2021)
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69
Notes on Contributors to This Volume
In: Journal of Multilingual Education Research (2021)
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70
The School Wellness Wheel: Re-Configuring Schools to Become Healing & Resiliency Centered Organizations
Ruyle, Michael A
In: National Youth Advocacy and Resilience Conference (2021)
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71
The Art of Giving a $#!T: A Memoir & Guidebook for Urban Educators
Miller, Queinnise
In: National Youth Advocacy and Resilience Conference (2021)
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72
Teaching Early Grade Literacy to Migrant Children from Central America and the Dominican Republic ...
Bonilla Jarquín, Alex Martín
;
Guzmán Taveras, Lourdes Natalia
;
Meza Duriez, Rafael
. - : Columbia University, 2021
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73
Morphological Interventions Delivered by SLPs and Educators for Kindergarten to Grade 3 Students: A Scoping Review Protocol ...
Passaretti, Basiliki
. - : Open Science Framework, 2021
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74
The opinion of Slovene (mother tongue) teachers on distance learning in primary schools ; Mnenje učiteljev slovenščine (mater inščine) o poučevanju na daljavo v osnovni šoli
Petek, Tomaz
In: CEPS Journal 11 (2021) Special Issue, S. 383-406 (2021)
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75
Critical Awareness for Literacy Teachers and Educators in Troubling Times
Warrican, S. Joel
;
Smith, Patriann
In: Literacy Practice and Research (2021)
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76
Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
Willard, Jessica A.
;
Agache, Alexandru
;
Leyendecker, Birgit
In: Early Childhood Research Quarterly ; 49 ; 269-281 (2021)
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77
Segregation in Early Childhood Education and Care in Germany: Insights on Regional Distribution Patterns Using National Educational Studies
Hogrebe, Nina
;
Pomykaj, Anna
;
Schulder, Stefan
In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 1 ; 36-56 ; Soziale Ungleichheit in der Kindertagesbetreuung (2021)
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78
Konzeptuelles Wissen aus der Perspektive ein- und mehrsprachiger Grundschulkinder - ein qualitativer Vergleich
Hack-Cengizalp, Esra
In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 4 ; 435-447 ; Perspektiven von Kindern und Jugendlichen auf sprachliche Diversität und Sprachbildungsprozesse (2021)
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79
The Visualisation of Polyadic Sustained Shared Thinking Interactions: A Methodological Approach
Waibel, Alexandra
In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 22 ; 2 (2021)
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80
Zwischen Teilnahme und Beobachtung: Die Rolle einer mehrsprachigen Forscherin in der Ethnografie sprachlicher Bildung im Elementarbereich
Winter, Christina
In: Zeitschrift für Qualitative Forschung ; 22 ; 1 ; 57-70 ; Gesellschaftlicher Wandel und die Entwicklung qualitativer Forschung im Feld der Bildung (2021)
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