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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 Hits 1 – 20 of 108 1 Knowledge Building with Low Proficiency English Language Learners: Facilitating Metalinguistic Awareness and Scientific Understanding in Parallel Tsuji, Wakana. - : University of Toronto, 2022 BASE Show details 2 L'apprentissage de vocabulaire à travers la littérature jeunesse en classe d'accueil préscolaire : une comparaison de deux approches de lecture interactive Gagnon, Catherine. - 2019 BASE Show details 3 Conceptualizations and Impacts of Multiculturalism in the Ethiopian Education System Belay, Fisseha Yacob. - 2018 BASE Show details 4 Schoolyard Farmers: Youth Writing Food Literacy Curriculum German, Katherine Rose. - 2015 BASE Show details 5 Telling Our Truths: Exploring Issues of Immigration, Identity, and Literacy with Adult Language Learners Handman Sheppard, Emma Claire. - 2014 BASE Show details 6 (Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere Hainer-Violand, Julia. - 2013 BASE Show details 7 What is my Pedagogy? Shifting Understandings and Practices of Teachers in Government Schools in Kashmir, India Mir, Gulshan Ara Tabassum. - 2013 BASE Show details 8 Considerations of Identity in Teachers' Attitudes toward Teaching Controversial Issues under Conditions of Globalization: A Critical Democratic Perspective from Canada MacDonald, Angela. - 2013 BASE Show details 9 Writing Affect: Aesthetic Space, Contemplative Practice and the Self Truman, Sarah E.. - 2013 BASE Show details 10 Silent Voices: An Exploratory Study of Caribbean Immigrant Parents' and Children's Interaction with Teachers in Toronto Stewart-Reid, Karlene. - 2013 BASE Show details 11 La formation linguistique des professionnels en administration à l'université : ce que nous apprennent les évaluations de programme Ainsworth, Judith Ann. - 2012 BASE Show details 12 Developing Self-regulated Learning Skills To Overcome Lexical Problems in Writing: Case Studies of Korean ESL Learners Jun, Seung Won. - 2012 BASE Show details 13 Pedagogical Orientations towards the Integration of Language and Content: English Language Learners’ Opportunities to Learn in Mathematics Classrooms Takeuchi, Miwa. - 2012 BASE Show details 14 Individual Differences and the Learning of Two Grammatical Features with Turkish Learners of English Yalcin, Sebnem. - 2012 BASE Show details 15 Minding the Gap: Understanding the Experiences of Racialized/Minoritized Bodies in Special Education Gill, Jagjeet Kaur. - 2012 Abstract: The issue of special education in the United States has been a contentious issue, at best, for the past 40 years. In Ontario, to a lesser extent, there have been issues of equal access to education for minoritized and racialized students. Special education in the Toronto area has not been without its issues surrounding parental advocacy, the use of assessments, and disproportionate number of English Language Learners in special education. This project examines how racialized and minoritized families understand special education practices and policies, specifically within the Toronto, York, Peel, and Halton Regions. The investigation is informed by nine interviews with students in grades 7 to 12, their respective mothers, and five special education administrators and educators. Students and parents identified themselves as Black, Latino/a, and South Asian. Within these categories, parents identified themselves as Somali, Trinidadian, Jamaican, and Punjabi-Sikh. Students were identified with a range of disabilities including learning, behavioural, and/or intellectual. This research focuses on ways to interrogate and examine the experiences of minoritized students and their parents by bringing forward otherwise silenced voices and understanding what it means to “speak out” against the process of identification and placement in special education. The findings of this investigation suggest a disconnect how policies and practices are implemented, and how, parents’ rights are understood. In particular, policies are inconsistently applied and are subject to the interpretation of educators and administrators, especially in relation to parental involvement and how much information should be released to families. The issue of language acquisition being read as a disability was also a noted concern. This investigation points to implications for teacher education programs, gaps in parental advocacy and notions of parental participation within schools, and re-examining special education assessments, practices, and policies. Keyword: 0727; anti-racist discursive framework; critical race theory; learning disabilities; minorities; special education URL: http://hdl.handle.net/1807/43385 BASE Hide details 16 Transforming Learning in Science Classrooms: A Blended Knowledge Community Approach Najafi, Hedieh. - 2012 BASE Show details 17 Teaching with the Flesh: Examining Discourses of the Body and their Implication in Teachers' Professional and Personal Lives Gullage, Amy L.. - 2012 BASE Show details 18 Why AIM? - Educator Perspectives and Implementation of an Instructional Method for Teaching Core French as a Second Language in Ontario Arnott, Stephanie Jane Margaret. - 2012 BASE Show details 19 La formation linguistique des professionnels en administration à l'université : ce que nous apprennent les évaluations de programme Ainsworth, Judith Ann. - 2012 BASE Show details 20 Cognitive Patch Theory: A Comparison of the Morphosyntactic Competences of Advanced ESL Learners and Native Speakers of English Ahmed, Amer M.Th.. - 2011 BASE Show details Page: 1 2 3 4 5 6

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