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Hits 1 – 20 of 37

1	A Study on Teacher Candidates’ Questioning Strategies for English Learners through an Interactive Classroom Simulation
	Davies, Alex P, Ph.D.; Grissom, Donita, Ph.D.; Regalla, Michele, Ph.D.
	In: Northwest Journal of Teacher Education (2020)
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2	Examining Teachers’ Readiness to Partner With Immigrant Latinx Parents: A Comparative Case Study
	Longshore, Sarah Coleman
	In: Theses and Dissertations (2020)
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3	Trends in Teaching Pre-Assignment Preparation Strategies in ASL-English Interpreter Education Programs
	Rice, David M
	In: Master's of Arts in Interpreting Studies (MAIS) Theses (2020)
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4	Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools
	Harlow, Trina D.
	In: NPP eBooks (2019)
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5	Applying digital learning to facilitate student transitions within higher education mobility programmes: Implementing the 'Digilanguages.ie' portal
	Giralt, Marta; Murray, Liam; Benini, Silvia. - 2019
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6	Building Pathways: Nurturing a Female Generation of School Leaders in China
	Qin, Lixia; Torres, Mario; Madsen, Jean
	In: Journal of Women in Educational Leadership (2019)
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7	Preparing Elementary Writing Teachers: An Inquiry-Driven, Field-Based Approach to Instruction
	Hawkins, Lisa K.; Martin, Nicole M; Cooper, Jennifer
	In: Teaching/Writing: The Journal of Writing Teacher Education (2019)
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8	Pre-Service Teachers’ Perspectives on How the Use of TOON Comic Books during Guided Reading Influenced Learning by Struggling Readers
	McGrail, Ewa; Rieger, Alicja; Doepker, Gina M...
	In: SANE journal: Sequential Art Narrative in Education (2018)
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9	What EFL Student Teachers Think about their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain
	Martínez Agudo, Juan de Dios
	In: Australian Journal of Teacher Education (2017)
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10	Why “Correcting” African American Language Speakers is Counterproductive
	Lee, Alice
	In: Language Arts Journal of Michigan (2017)
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11	MOTIVATION AND PREPARATION OF TEACHERS WHO BECOME ASSISTANT PRINCIPALS
	Carey, Christopher Charles. - : University of Kansas, 2017
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12	Essbiografisches Lernen mit minderjährigen Flüchtlingen in der Berufsvorbereitung ...
	Kastrup, Julia; Steinke, Gorden. - : Verlag Barbara Budrich, 2016
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13	Education and Advocacy for Individuals with Hearing Loss
	Squires, Erika S
	In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1470162746 (2016)
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14	Essbiografisches Lernen mit minderjährigen Flüchtlingen in der Berufsvorbereitung
	Kastrup, Julia; Steinke, Gorden
	In: Haushalt in Bildung & Forschung 5 (2016) 1, S. 76-90 (2016)
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15	The Washback of the TOEFL iBT in Vietnam
	Barnes, Melissa
	In: Australian Journal of Teacher Education (2016)
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16	Striving for Academic Service Learning Success in a Rural K-12 Tribal School
	Puncochar, Judith
	In: Book Sections/Chapters (2016)
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17	High School GPA and English Graduation Examinations: Predicting College English Placement and English 101 Final Course Grades
	Vinaja, Elizabeth
	In: Doctoral Dissertations and Projects (2016)
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18	Transmigration Experiences of Newcomers in the Context of an English-Only Education: Sense-Making by Former Newcomer ELLs
	Tonogbanua, Elizabeth Paulsen
	In: Graduate Doctoral Dissertations (2016)
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19	Living in the Shadows: Helping Latina High School Students in Georgia with College Preparedness
	Gear, Treva Y; Suriel, Regina L
	In: National Youth Advocacy and Resilience Conference (2015)
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20	Battling Inertia in Educational Leadership: CRT Praxis for Race Conscious Dialogue
	Agosto, Vonzell; Karanxha, Zorka; Bellara, Aarti
	In: Educational Leadership and Policy Studies Faculty Publications (2015)
	Abstract: The purpose of this article is to illustrate how institutional racism is mediated by faculty negotiating power and privilege in the selection of Black (African American) women into an educational leadership preparation program. Critical race theory (CRT) praxis is used to analyze the faculty dynamics in the candidate selection process situated in a race neutral institutional culture. This reflective case study of an educational leadership department draws on qualitative data such as field notes from faculty conversations, experiential knowledge, memos, and quantitative data describing the disproportionate rejection of Black women applying to an educational leadership program in the US. Efforts to confront a race neutral process prompted by the higher rejection rate of Black women in comparison to their white counterparts prompted some faculty to engage in race conscious discourse. Faculty in departments of educational leadership who provoke race conscious dialogue on how they are implicated in institutional racism will likely face risks they will need to (em)brace for the battle against inertia.
	Keyword: African American Studies; and Multicultural Education; applicant selection; Bilingual; Black/African American women; CRT praxis; Educational Leadership; Educational Sociology; Gender Equity in Education; leadership preparation; Leadership Studies; Multilingual
	URL: https://doi.org/10.1080/13613324.2014.885420 https://digitalcommons.usf.edu/els_facpub/14
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