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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 Hits 1 – 20 of 80 1 Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts Casper, Julie. - 2021 BASE Show details 2 Structural over-determination of education reforms and agency ... : Strukturna naddoločitev izobraževalnih reform in delovanje ... Gaber, Slavko; Tašner, Veronika. - : University of Ljubljana, 2021 BASE Show details 3 Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts ... Casper, Julie. - : Columbia University, 2021 BASE Show details 4 Structural over-determination of education reforms and agency ; Strukturna naddoločitev izobraževalnih reform in delovanje Gaber, Slavko; Tašner, Veronika In: CEPS Journal 11 (2021) 2, S. 77-95 (2021) BASE Show details 5 Rogers' Diffusion of Innovation Used to Explore Special Education Administrators' Self-Reported Technology Skills and Attitudes Regarding Speech Language Pathology Telepractice ... Muller, Carolyn Wheeler. - : Drexel University, 2021 BASE Show details 6 Realizing Wokeness -- White Schools, White Ignorance: Toward a Racially Responsive Pedagogy Buck, Brandon J.. - 2020 BASE Show details 7 Mixed Messages: School Choice and Spanish Dual Language Programs in the New York City Department of Education Kim, Elisabeth H.. - 2020 BASE Show details 8 Equity and Higher Education: Essays on Performance-based Financial Aid, Community College Degree Completion, and Dual Enrollment Yanagiura, Takeshi. - 2020 BASE Show details 9 Mixed Messages: School Choice and Spanish Dual Language Programs in the New York City Department of Education ... Kim, Elisabeth H.. - : Columbia University, 2020 BASE Show details 10 "Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie Edelstein, Benjamin Hrsg.; Fickermann, Detlef Hrsg.. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020 In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020) BASE Show details 11 Making Sense of Mattering ... : A Phenomenological Study of Black Deaf College Students and Academic Success ... Powers, Jennifer S.. - : Drexel University, 2020 BASE Show details 12 Impact of Please ASK on ESL Student Comprehension of the English Article System Before Proper Nouns ... : A Phenomenological Study ... Scott, Renaldo A.. - : Drexel University, 2020 BASE Show details 13 Early reading correlates in language impairment (Newbury et al., 2020) Jayne Newbury (8958647); Laura M. Justice (5058230); Hui H. Jiang (8958649). - 2020 BASE Show details 14 English Learners and ESL Programs in the Community College: A Review of the Literature Raufman, Julia; Brathwaite, Jessica R.; Kalamkarian, Hoori Santikian. - : Community College Research Center, Teachers College, Columbia University, 2019 BASE Show details 15 Becoming an Internationals Student: What do Newcomer Adolescents do with a High School Designed for Them? Dvorak, Alexander Stephan. - 2019 Abstract: The United States is currently experiencing an unprecedented wave of immigration. When studying foreign-born students, anthropologists and sociologists have focused primarily on two areas: how schools integrate children into the American ‘mainstream’ and the complexities of foreign-born students learning English. Much of the debate centers on the best models for building academic English, comparing academic achievement of students by their home country, and comparing educational outcomes among different generations (e.g., newcomers versus second-generation students). In an effort to study successful models, some anthropologists of education have studied newcomer programs, such as the Internationals Network for Public Schools (INPS), that have been successful at graduating in higher numbers students recently arriving in the United States from non-English speaking countries. This ethnography builds on that line of work by looking at two areas that the literature has failed address: (1) how multiple actors in the political, philanthropic, and educational realms of the United States come together to design a school for foreign-born adolescents, and (2) how students, who find themselves in a school designed for recently-arrived foreign-born adolescents, navigate the school policies and structures, as implemented by the staff, and their fellow peers. To investigate these questions, this ethnography used participant observation, small group discussions, and interviews of students and staff at Voyager, a high school in the INPS, over the 2013-2014 school year. This dissertation reports several significant findings. First, students from smaller national and linguistic groups are forced to integrate, while those of the majority home language group are allowed to dominate linguistically and socially. Whereas in most schools White (or sometimes Black) American students are centered as the norm, in this INPS school that nucleus forms around the numerical majority, in this case Spanish speakers. To accommodate this social fact, students from smaller linguistic groups learn and use elements of the locally dominant language, Spanish. Second, while the existing literature largely praises the INPS model, some INPS students resist school structures and pedagogical techniques that are key to the INPS model, such as heterogeneous grouping and collaborative projects. This dissertation sheds light on the complex social negotiations underway in an Internationals schools providing a more nuanced picture. This ethnography argues that student pedagogical and language ideologies should be considered especially where they disagree with specific INPS policies, such as schooling ELLs together in the same school without native English speakers. It also argues that there may be certain unintended consequences for the dominant language group in a multilingual environment i.e. students in the dominant language group may have limited English language acquisition and academic success. The Internationals model might currently be the best model for educating newcomer students, but a critical look into an INPS school and its impact on the lives of students provides a strong contribution and a healthy critique that may help improve the model further. Keyword: Anthropology; Education; Education and state; Ethnology; Immigrant students; School management and organization; Secondary; Teenage immigrants--Social conditions URL: https://doi.org/10.7916/d8-73c8-e616 BASE Hide details 16 Augmented Input and the Classroom Communication Environment for Learners with Deafblindness Brady, Loretta Elizabeth. - 2019 BASE Show details 17 The More Things Change, the More They Stay the Same: The Maintenance of White Privilege and Power Amid Demographic Change in a Suburban School District Fox, Ashley Lauren. - 2019 BASE Show details 18 Data-wary, Value-driven: Teacher Attitudes, Efficacy, and Online Access for Data-Based Decision Making Hawn, Aaron. - 2019 BASE Show details 19 The More Things Change, the More They Stay the Same: The Maintenance of White Privilege and Power Amid Demographic Change in a Suburban School District ... Fox, Ashley Lauren. - : Columbia University, 2019 BASE Show details 20 English Learners and ESL Programs in the Community College: A Review of the Literature ... Raufman, Julia; Brathwaite, Jessica R.; Kalamkarian, Hoori Santikian. - : Columbia University, 2019 BASE Show details Page: 1 2 3 4

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