• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Culbreath, Yvonne (3)
    • Rana, Lata (3)
    • Levine, Glenn S. (2)
    • Shin, Joan Kang (2)
    • Swanson, Bridget (2)
    • Unitec Institute of Technology (2)
    • Anne Williams-Wengerd (1)
    • Barbour, Catherine (1)
    • Bost, Dawne (1)
    • Bucholtz, Mary (1)
    •   more
  • 
    Year
  • 
    Medium
  • 
    Type
  • 
    BLLDB-Access

Search in the Catalogues and Directories

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 Hits 1 – 20 of 35 1 Misrepresentation of ‘Inclusive Language’: Further Comment on Oliver’s Views ... Sharif Shubha, Naywaz. - : Humanities Commons, 2021 BASE Show details 2 Teaching linguistics attracting black students to linguistics through a black-centered introduction to linguistics course Calhoun, Kendra; Hudley, Anne H.Charity; Bucholtz, Mary... In: Faculty Open Access Publications (2021) BASE Show details 3 SOCIAL ASPECT OF MUSEUM-EDUCATIONAL INTERACTION ; СОЦІАЛЬНИЙ АСПЕКТ МУЗЕЙНО-ОСВІТНЬОЇ ВЗАЄМОДІЇ Filipchuk, N.; Udych, Z. In: Aesthetics and Ethics of Pedagogical Action; No. 23 (2021); 27-42 ; Естетика і етика педагогічної дії; № 23 (2021); 27-42 ; 2616-6631 ; 2226-4051 ; 10.33989/2226-4051.2021.23 (2021) BASE Show details 4 Ideals and Realities of Inclusive Pedagogy-An Autoethnographic Reflection KURIAKOSE, RAISY. - 2021 BASE Show details 5 Neutral Doesn’t Work: The Importance of Educators’ Active Engagement in Creating Racially Inclusive Spaces for Students of Color at Predominantly-White Independent Schools Kurosaka-Jost, Asako. - : eScholarship, University of California, 2020 Abstract: This study examined the experiences of 30 alumni of color (AOCs) who attended predominantly-white independent secondary schools (PWISs) on their overall educational and socio-emotional experiences. Utilizing the lens of colorblind ideology (CBI) and culturally responsive pedagogy (CRP), this study analyzed participant experiences of teachers’ instructional practices as related to students’ racial or ethnic identity as well as sense of belonging and classroom engagement. The data comprises of in-depth interviews with 30 AOCs who represent Asian, Black, and Latinx perspectives. Of the participants, 15 self-identified within the Lesbian, Gay, Bisexual, Transgender, and Queer spectrum. The findings point to the “non-neutrality” of CBI exhibited by PWIS educators. Participants indicated significant cultural disconnect with their school in three major areas: public versus independent school culture, socioeconomic differences, and feeling disconnected with white culture. Moreover, participants indicated experiencing colorblind or tokenized multicultural perspectives in their school curricula, feeling hyper-visible during race-related conversations and invisible otherwise, as well as frequent encounters with unaddressed racial microaggressions in the classroom. The colorblind culture of PWISs posed obstacles for AOCs in navigating the social hierarchy (race and wealth-based) in their school culture. All of this had a significantly negative socioemotional impact on the participants, with many indicating acute awareness of their race and some showing signs of internalized racism. The findings also underscored the importance of educators’ active engagement in creating a racially inclusive space for students of color at PWISs. The data revealed how teachers’ non-verbal (or indirect) messages can exhibit powerful signs of caring or uncaring for students of color, particularly under the backdrop of CBI culture. As well, AOCs indicated a strong inclination for CRP, with many showing increased engagement or confidence when classroom discussions veered from white-centered perspectives. Successful classroom discussions were described as providing adequate class time to delve into deeper issues, connecting conversations to student experiences, and encouraging critical thinking. AOC interviews and recommendations also pointed to several effective facilitation skills, such as norm setting, encouraging student self-reflections through targeted questions, modeling vulnerability, or an emphasis on systemic (versus) individual racism at the initial point of conversation. Keyword: colorblind ideology; culturally responsive pedagogy; Education; independent schools; racial microaggressions; racially inclusive facilitation skills; students of color engagement URL: https://escholarship.org/uc/item/95d9783f BASE Hide details 6 Los pájaros are feliz and are dreaming about gwiazdy: Facilitating Translingual Creative Writing in the Primary Classroom Barbour, Catherine. - 2020 BASE Show details 7 Marta Mata Garriga: Una maestra buena ; Marta Mata Garriga: A good teacher Lozano Estivalis, María. - : Universidad del Zulia-Venezuela, 2020 BASE Show details 8 Deep teaching in a college STEM classroom Dewsbury, Bryan M. In: Biological Sciences Faculty Publications (2020) BASE Show details 9 Differentiated homework: Impact on student engagement Keane, Gearóid; Heinz, Manuela. - : Scholar Commons, University of South Florida, 2019 BASE Show details 10 Fostering Compassion through Translanguaging Pedagogy in the German Willkommensklasse ... Levine, Glenn S.; Swanson, Bridget. - : Humboldt-Universität zu Berlin, 2019 BASE Show details 11 Fostering Compassion through Translanguaging Pedagogy in the German Willkommensklasse Levine, Glenn S.; Swanson, Bridget. - : Humboldt-Universität zu Berlin, 2019 BASE Show details 12 ?The only learning I?m going to get?: Students with intellectual disabilities learning a second language through performative pedagogy Piazzoli, Erika; Kubiak, John. - 2019 BASE Show details 13 Analyzing the Degree of Consensus in Current Academic Literature on Critical Pedagogy O'Sullivan, Carmel; Villanueva, Catalina. - 2019 BASE Show details 14 Culturally inclusive pedagogies Rana, Lata; Culbreath, Yvonne. - 2019 BASE Show details 15 Culturally inclusive pedagogies Rana, Lata; Culbreath, Yvonne. - 2019 BASE Show details 16 Culturally inclusive pedagogies Rana, Lata; Culbreath, Yvonne. - 2019 BASE Show details 17 The co-development of a new inclusive pedagogical planner Wells-Dyck, Alison. - 2019 BASE Show details 18 Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom Tabitha Grier-Reed; Anne Williams-Wengerd In: Education Sciences ; Volume 8 ; Issue 4 (2018) BASE Show details 19 Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students McGill, Robert James In: UNF Graduate Theses and Dissertations (2018) BASE Show details 20 Facilitating an Intergenerational Classroom Ferrell, Lee In: Greater Faculties: A Review of Teaching and Learning (2017) BASE Show details Page: 1 2

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 35 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0