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A Path to Decolonizing the Online Classroom
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In: Northwest Journal of Teacher Education (2022)
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| 2 |
English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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| 4 |
TRANSFORMATIVE LEARNING THROUGH ORAL NARRATIVE IN A PARTICIPATORY COMMUNICATION CONTEXT: AN INQUIRY INTO RADIO DRAMA-BASED TRAINING AMONG ZAMBIAN CAREGIVERS OF ABUSED AND EXPLOITED CHILDREN
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In: Theses and Dissertations--Communication (2022)
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| 5 |
Welcoming and Inclusive Farmers Markets: A Community of Practice to Encourage Diversity, Equity, and Inclusion
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In: Outcomes and Impact Quarterly (2022)
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| 6 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 7 |
Layout of Current US-China Online PD Programs for Chinese Language
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 8 |
Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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| 9 |
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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Abstract:
This two-in-one study was an exploration of persistence. The quantitative study explored the relationship between the self-efficacy and persistence of adult learners pursuing a high school equivalency credential. Bandura’s theory of self-efficacy and Lewin’s Force Field Analysis offered an effective framework for considering this relationship. The findings of this study were statistically insignificant due to the low response rate. The second study, a qualitative study, was added to understand my experience trying to gather data during the quantitative study and to explore the implications of data collection, sharing, and use in the adult education field. Resource Dependence Theory (RDT) and Equity Theory offered helpful frameworks for considering how program staff responded to the request to participate. Findings suggest that 1) a wide variety of communication methods are used by programs to connect with students, both current and former and communication challenges exist at every stage of enrollment; 2) adult education practitioners wish they had a better understanding of the factors that impact student persistence so that they could devise appropriate interventions and 3) the field of adult education exists in a “data desert” which has multiple lush “data oases” but they are difficult to navigate to and through. Resources, or lack thereof, have a key role to play in how programs respond to challenges in these three areas. The findings in this study have direct implications for adult education practitioners, funders, policy makers. Specific recommendations for action are provided, as well as implications for further research.
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Keyword:
Adult and Continuing Education; Adult and Continuing Education Administration; adult education; and Multicultural Education; Bilingual; Educational Leadership; Elementary and Middle and Secondary Education Administration; GED; high school equivalency; Language and Literacy Education; Multilingual; student persistence; student self-efficacy; Urban Education
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URL: https://digitalcommons.nl.edu/diss/646
https://digitalcommons.nl.edu/cgi/viewcontent.cgi?article=1696&context=diss
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| 10 |
Educational Policies and Schooling for Arabic Speaking Refugee Children in Australia and Turkey
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In: Australian Journal of Teacher Education (2021)
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| 11 |
Book review -The struggles of identity, education, and agency in the lives of undocumented students: The burden of hyperdocumentation
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In: Journal of Critical Scholarship on Higher Education and Student Affairs (2021)
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| 12 |
Oral Vocabulary Instruction Practices of Teachers of Nonacademic Adult English Language Learners
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In: Journal of Multilingual Education Research (2021)
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| 19 |
Amjambo Africa! (September 2021)
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In: Amjambo Africa! (2021)
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