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A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
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In: Senior Projects Spring 2021 (2021)
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| 22 |
The Literacies of Child-Led Research: Children Investigating and Acting on Their Worlds
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| 23 |
Teaching Early Grade Literacy to Migrant Children from Central America and the Dominican Republic
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| 24 |
Supporting teachers in arts integration strategies to foster foundational literacy skills of emergent bilinguals
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In: Journal of Pedagogy, Pluralism and Practice, vol 9, iss 1 (2021)
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| 25 |
Culturally Sustaining Pedagogy into Practice: Elementary School Teachers’ Implementation of CSP in Their Classrooms
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Abstract:
While culturally sustaining pedagogy (CSP) emerges from decades of theoretical and empirical research on culturally responsive and relevant pedagogy (Banks, 1995; Cazden & Leggett, 1976; Gay, 1994, 2000; Ladson-Billings, 1994, 1995; Villegas & Lucas, 2007), the field is still in its nascent stages in terms of identifying explicit teaching practices (i.e., strategies and content) that reject white hegemony as well as honor and sustain students’ home and community cultural practices and identities (Irizarry, 2017; Machado, 2017; Woodard et al., 2017). This dissertation project seeks to learn more about the practical applications of CSP in elementary school classrooms. I use a descriptive qualitative case study methodology in order to identify what pedagogical strategies and academic content teachers use in their efforts to be culturally sustaining. Additionally, I capture the challenges teachers experienced while implementing CSP in their elementary classrooms. My research seeks to generate in-depth descriptions of teaching and learning activities while examining the phenomenon of a cohort of four teachers using CSP in the context of an elementary school (Yin, 1981). I use participant observations, individual interviews, and focus group interviews in order to respond to the research questions. The findings indicate: (1) Teachers included content that explicitly engaged issues of racism and patriarchal gender norms, as well as content that centered People of Color, in simple and direct ways with which young elementary school students could grapple. (2) Teachers used age- appropriate pedagogical strategies that supported the linguistic and cultural competencies of students through response and discussion protocols, connecting learning done at school to students’ families, communities, and home languages. They also invested students with power over how they would engage with a lesson. (3) Teachers experienced challenges to implementing CSP in their classrooms because of a policy mandating the strict implementation of a new ELA curriculum and inconsistent school leadership with regard to CSP and the district-mandated curriculum.
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Keyword:
culturally relevant pedagogy; culturally responsive teaching; culturally sustaining pedagogy; Education; elementary education; qualitative case study; teacher education
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URL: https://escholarship.org/uc/item/23x3m3bq
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| 26 |
Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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| 27 |
The Case for an Interdisciplinary Framework of Inquiry STEM Introduction for 21st Century Student Success ...
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: University of Virginia, 2021
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| 28 |
Survey Data from an Experimental Study in Supporting Parental Engagement among Chinese Low-income Families in their Children’s English Learning Through Home-literacy Activities ...
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| 29 |
Survey Data from an Experimental Study in Supporting Parental Engagement among Chinese Low-income Families in their Children’s English Learning Through Home-literacy Activities ...
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| 30 |
Zugänge zur Welt: sprachlich realisiert und didaktisch reflektiert. Sprachliche Bildung im Zyklus 1 ...
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| 31 |
Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen ...
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| 32 |
Music, Our Human Superpower
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In: Faculty Publications (2021)
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| 33 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 34 |
Two for the Price of One! A Study of Persistence of Adult Education Students pursuing a High School Equivalency Credentiial and a Study of the Researcher's Experience Conducting that Study.
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In: Dissertations (2021)
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| 35 |
Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen
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In: Münster ; New York : Waxmann 2021, 196 S. - (Sprachliche Bildung; 7) (2021)
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| 36 |
Die Bildung der Generalistinnen und Generalisten. Perspektiven auf Fachlichkeit im Studium zur Lehrperson für Kindergarten und Primarschule. Festschrift für Frau Prof. Dr. Charlotte Müller
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2021, 251 S. - (Studien zur Professionsforschung und Lehrerbildung) (2021)
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| 37 |
Studie zum Entwicklungsplan Migration und Bildung 2014-2018 (EMiBi). Umsetzung und Optionen für Bildungspolitik und -verwaltung
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In: Bremen : Universität, Fachbereich 12. Arbeitsbereich Interkulturelle Bildung 2021, 34 S. - (AbIB-Arbeitspapier; 1/2021) (2021)
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| 38 |
Zugänge zur Welt: sprachlich realisiert und didaktisch reflektiert. Sprachliche Bildung im Zyklus 1
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In: Bachmann, Sara [Hrsg.]; Bertschy, Franziska [Hrsg.]; Künzli David, Christine [Hrsg.]; Leonhard, Tobias [Hrsg.]; Peyer, Ruth [Hrsg.]: Die Bildung der Generalistinnen und Generalisten. Perspektiven auf Fachlichkeit im Studium zur Lehrperson für Kindergarten und Primarschule. Festschrift für Frau Prof. Dr. Charlotte Müller. Bad Heilbrunn : Verlag Julius Klinkhardt 2021, S. 85-101. - (Studien zur Professionsforschung und Lehrerbildung) (2021)
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| 39 |
Creating and Sustaining a Sense of Belonging through Explicit Teacher Practice
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In: ETD Collection for Fordham University (2021)
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| 40 |
Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms
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In: Australian Journal of Teacher Education (2021)
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