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Articles 1 - 5 of 5
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Fighting For Justice In Education: How Schools Can Lead The Change Towards A More Equitable World, Tara Kirton
Fighting For Justice In Education: How Schools Can Lead The Change Towards A More Equitable World, Tara Kirton
Occasional Paper Series
“Historically, pandemics have forced humans to break with the past and imagine the world anew. This one is no different” (Roy, 2020). The COVID-19 pandemic has had tremendous implications for every aspect of life. School, work, celebrations and everyday social interactions have all felt the repercussions of the pandemic. While the shutdown called for an immediate pivot from our everyday ways of being, it has also provided opportunities for stillness and deep reflection. This moment of pause has provided an opportunity to think, speak and act differently. As a parent my hope is that educators will lead the change.
Fulfilling A Wish List: Creating An Oer Beginning Spanish Textbook And Curriculum, Jenny Ceciliano, Lisa Notman
Fulfilling A Wish List: Creating An Oer Beginning Spanish Textbook And Curriculum, Jenny Ceciliano, Lisa Notman
World Languages and Literatures Faculty Publications and Presentations
This report discusses the experience of creating and implementing a new open educational resource (OER) first-year Spanish textbook and curriculum at Portland State University in Portland, Oregon. The project began with a long wish list of features. We hoped for a program that would be structured enough to support graduate teaching assistants with little teaching experience, but flexible enough for experienced instructors to make adjustments based on their own expertise, current events, or their unique group of students. We wanted the program to be inclusive and centered on diverse, authentic voices. We wanted to focus on topics that would be …
Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D.
Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D.
Journal of English Learner Education
An increase in the English learner (EL) population is evident in public schools throughout the United States. Academic achievement gaps between ELs and non-EL peers persist from early childhood through the post-secondary level (Florida Department of Education, 2019c). The gap in the literature is the lack of studies analyzing the language acquisition of ELs enrolled in dual language programs to narrow the achievement gap of ELs. Transformative Learning Theory and the Dynamic Systems Theory are the foundation of the theoretical framework. Key research questions seek data on the relationship between standardized assessments measuring language acquisition and academic performance of third-grade …
Everyone Matters: Eliminating Dehumanizing Practices In Physical Education, Brian Culp
Everyone Matters: Eliminating Dehumanizing Practices In Physical Education, Brian Culp
Faculty and Research Publications
Recently, discussions regarding how to create a positive school climate where all can be successful has come to the forefront. Healthy schools support student learning, well-being, time, space to be active, and opportunities for social and emotional growth. However, a host of numerous trends suggest that the school climate is becoming increasingly hostile towards students who are from immigrant, LBGTQ, and ethnic minority groups. What is often seen as disrespectful behavior toward these students is in fact actions that can be more accurately defined as dehumanization. This article overviews the practice of dehumanization, the implications for learning, and introduces proactive …
The Exclusive White World Of Preservice Teachers’ Book Selection For The Classroom: Influences And Implications For Practice, Helen Adam, Anne-Maree Hays, Yvonne Urquhart
The Exclusive White World Of Preservice Teachers’ Book Selection For The Classroom: Influences And Implications For Practice, Helen Adam, Anne-Maree Hays, Yvonne Urquhart
Australian Journal of Teacher Education
This paper reports on a study of the children’s book preferences of 82 Preservice teachers (PSTs) at one Western Australian University. The study found PSTs preferred older books published during their own childhood or earlier. Further, representation of people of colour was limited to only 8 of 177 titles listed by PSTs. Key influences on their preferences were their personal favourite books and those used by mentor teachers during practicum experience. The outcomes of this study have implications for curriculum development and implementation of Initial Teacher Education courses, and in turn, for equitable outcomes of the future students of PSTs.