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White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas 2019 Baylor University

White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas

Journal of Multicultural Affairs

Existent literature purports that providing White teacher candidates with increased exposure to urban schools in order to create culturally competent educators has failed. These findings reflect the notion that teacher ideologies and overall perspectives about working with diverse student groups must be harnessed in a genuine ethic of care and intentionality for students of color. However, few studies have taken the approach of examining the development of culturally relevant pedagogy through context-specific field experiences using content-specific courses. This study examines the perspectives of twenty-five White pre-service teachers from a predominately White, private university regarding their initial perceptions and gained conceptual ...


Not All 'Fake News' Is Equal: How Should Higher Education Respond To Fake News And In The Post-Truth Era, Thomas E. Keefe 2019 Rocky Mountain College of Art and Design

Not All 'Fake News' Is Equal: How Should Higher Education Respond To Fake News And In The Post-Truth Era, Thomas E. Keefe

The Liminal: Interdisciplinary Journal of Technology in Education

In examining how higher education ought to respond to ‘fake news’ and the landscape of the ‘post-truth’ world, it is imperative to distinguish between accidental, ignorant, or intentional factual inaccuracies. The motives of accidental, ignorant, or disinformation are not uniform and, as such, the responses by institutions of higher education must not be uniform either. With increased literacy, as well as increased ease of publication and dissemination, the dangers of misinformation have been magnified. Stakeholders in higher education ought to develop multiple strategies responding to ‘fake news’ that are unique to the divergent forms of misinformation in the ‘post-truth’ world.


Revolución De Identidad: An Autoethnography On Spanish Heritage Language & Identity, Cristina Velazquez 2019 California State University, San Bernardino

Revolución De Identidad: An Autoethnography On Spanish Heritage Language & Identity, Cristina Velazquez

Electronic Theses, Projects, and Dissertations

This autoethnography narrative examines my journey as a first-generation Mexican immigrant woman from birth, through completion of the doctorate degree at California State University, San Bernardino. The purpose in writing this autoethnography is to present a personalized account of my experiences growing up, in communicating between two languages, the structural and personal motivators behind maintaining a heritage language (Spanish), and to reflect, in my experience, how I have negotiated with multiple social identities, including ethnic, academic, and bilingual identities. In this self-study, I bring the reader closer to Mexican-American identity, language, and culture. Specifically, this qualitative analysis of Spanish Heritage ...


Myth And Reality: Reflections On Our Travels Through West Africa, Julius A. Amin 2019 University of Dayton

Myth And Reality: Reflections On Our Travels Through West Africa, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

A collection of essays by the University of Dayton faculty who participated in the 2018 and 2019 Global Education Seminars focusing on West Africa.


Cover, Front Matter, University of Dayton 2019 University of Dayton

Cover, Front Matter, University Of Dayton

Myth and Reality: Reflections on Our Travels through West Africa

No abstract provided.


Acknowledgments, Julius A. Amin 2019 University of Dayton

Acknowledgments, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

No abstract provided.


Introduction, Julius A. Amin 2019 University of Dayton

Introduction, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

No abstract provided.


Chapter 1: The Power Of Moments, Martha Henderson Hurley 2019 University of Dayton

Chapter 1: The Power Of Moments, Martha Henderson Hurley

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.


Chapter 2: A Native’S Flashback Into The University Of Dayton Global Education Seminar, Philip Appiah-Kubi 2019 University of Dayton

Chapter 2: A Native’S Flashback Into The University Of Dayton Global Education Seminar, Philip Appiah-Kubi

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.


Chapter 3: A Study In Contrasts And Connections, Bobbi Sutherland 2019 University of Dayton

Chapter 3: A Study In Contrasts And Connections, Bobbi Sutherland

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.


Chapter 4: Seeing Africa Through The Eyes Of An Educator, Rochonda L. Nenonene 2019 University of Dayton

Chapter 4: Seeing Africa Through The Eyes Of An Educator, Rochonda L. Nenonene

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.


Assessing Online Viewing Practices Among College Students, Elizabeth J. Threadgill, Larry R. Price 2019 Utica College

Assessing Online Viewing Practices Among College Students, Elizabeth J. Threadgill, Larry R. Price

Journal of Media Literacy Education

This article focuses on media literacy education for college students. First, we conducted psychometric analyses to verify the properties of the Critical Evaluation and Analysis of Media (CEAM) scale. CEAM measures college students’ self-reported practices for critically evaluating and analyzing the credibility, audience, and technical design elements of online media, such as news, advertisement, and entertainment media. Using CEAM, our second goal was to identify trends in critical viewing practices among first-year students enrolled in college. Results of confirmatory factor analysis (CFA) and item response theory (IRT) supported a three-factor structure for the CEAM scale. Composite score reliability for all ...


Chapter 5: ‘Ghana Calls’ To Ud, Laura M. Leming F.M.I. 2019 University of Dayton

Chapter 5: ‘Ghana Calls’ To Ud, Laura M. Leming F.M.I.

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.


Chapter 6: How Can We Move Away From Social Injustices? A Catholic, Marianist Perspective, Joseph M. Day 2019 University of Dayton

Chapter 6: How Can We Move Away From Social Injustices? A Catholic, Marianist Perspective, Joseph M. Day

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.


Chapter 7: Perspectives On West Africa: Reminiscences, Sharon Davis Gratto 2019 University of Dayton

Chapter 7: Perspectives On West Africa: Reminiscences, Sharon Davis Gratto

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.


Chapter 8: Africa’S Gifts To The World, Julius A. Amin 2019 University of Dayton

Chapter 8: Africa’S Gifts To The World, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.


Chapter 9: Looking Ahead, Julius A. Amin 2019 University of Dayton

Chapter 9: Looking Ahead, Julius A. Amin

Myth and Reality: Reflections on Our Travels through West Africa

A reflection on the 2018-19 Global Education Seminars in West Africa.


The Rise Of Infographics: Why Teachers And Teacher Educators Should Take Heed, Katie Alford 2019 McKendree University

The Rise Of Infographics: Why Teachers And Teacher Educators Should Take Heed, Katie Alford

Teaching/Writing: The Journal of Writing Teacher Education

How can teacher educators utilize infographics to prepare preservice ELA teachers for the complex task of creating both critical consumers and conscious creators of this 21st-century genre? As what counts as “text” expands because of our digital world, teachers are struggling to keep up with the demands of knowing and being able to support students in both their reading and writing of many new genres. Infographics have proliferated on the internet and have now hit print media, so they are a growing reality in our world today. This article lays out what we know about infographics in education today and ...


The Motivation To Write Profile-College: A Tool To Assess The Writing Motivation Of Teacher Candidates, Ernest Solar, Angela Marie Mucci-Guido Ph.D., Carolyn Cook, Barbara Marinak 2019 Mount St. Mary's University

The Motivation To Write Profile-College: A Tool To Assess The Writing Motivation Of Teacher Candidates, Ernest Solar, Angela Marie Mucci-Guido Ph.D., Carolyn Cook, Barbara Marinak

Teaching/Writing: The Journal of Writing Teacher Education

Writing is an important aspect of literacy regardless of the grade or discipline. State standards have defined the writing genres, crafts, and skills that are to be taught by teachers in PK-12 classrooms. However, in addition to standards, research indicates that a teacher’s own conception of writing is crucial to establishing classroom conditions necessary for young writers to grow, explore and take risks. If this is the job of PK-12 educators, then it is essential for higher education instructors to understand and explore the writing conceptions of teacher candidates. One of these critical conceptions is the motivation to write ...


Additional Photographs, University of Dayton 2019 University of Dayton

Additional Photographs, University Of Dayton

Myth and Reality: Reflections on Our Travels through West Africa

No abstract provided.


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