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Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
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- Advocacy (1)
- Articles (1)
- Classroom anecdotes (1)
- Contributions to Books (1)
- Critical Race Theory (1)
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- ELLs (1)
- Esl instruction (1)
- Foreign language (1)
- High-leverage teaching practices (1)
- Historically Black Colleges and Universities (1)
- Language teacher cognition and professional development (1)
- Neoliberalism (1)
- Participatory Action Research (1)
- Post-Katrina New Orleans (1)
- School change projects (1)
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Articles 1 - 5 of 5
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
High-Leverage Teaching Practices: Toward A Practice-Based Model Of Ta Professional Development, Heather W. Allen
High-Leverage Teaching Practices: Toward A Practice-Based Model Of Ta Professional Development, Heather W. Allen
Heather Willis Allen
No abstract provided.
Youth Participatory Action Research And The Future Of Education Reform, Oiyan Poon, Jacob Cohen
Youth Participatory Action Research And The Future Of Education Reform, Oiyan Poon, Jacob Cohen
OiYan Poon
This article presents a youth participatory action research (YPAR) study, which was conducted through a theoretical lens incorporating the social justice youth policy framework and Critical Race Theory. Led by youth from the Vietnamese American Young Leaders Association (VAYLA), the study explored the impacts of post-Katrina school reforms on student experiences at six New Orleans high schools. The findings from the study exposed troubling educational disparities by race, class, limited English status, and geography. The YPAR project’s results counter neoliberal reform advocates’ narrative of a post-Katrina New Orleans school “miracle.” This article illuminates YPAR as both research method and pathway …
The Joys And Sorrows Of Teaching High School Esl: Sarangarel's Story, Susan R. Adams
The Joys And Sorrows Of Teaching High School Esl: Sarangarel's Story, Susan R. Adams
Susan Adams
Dr. Adams' contribution to: In M. Robbins (Ed.), The pressures of teaching: How teachers cope with classroom stress (pp. 87-98). New York: Kaplan Publishing.
Developing Agency For Advocacy: Collaborative Inquiry-Focused School Change Projects As Transformative Learning For Practicing Teachers. The New Educator, Kathryn Brooks, Susan R. Adams
Developing Agency For Advocacy: Collaborative Inquiry-Focused School Change Projects As Transformative Learning For Practicing Teachers. The New Educator, Kathryn Brooks, Susan R. Adams
Susan Adams
Many mainstream educators of English language learners (ELLs) have experienced neither adequate pre-service preparation nor appropriate in-service professional development. Yet, ELLs are one of the fastest growing student populations in the United States. While practicing teachers typically espouse the view that all students can learn, they often lack the knowledge and skills necessary to support ELLs in their academic and language development.This gap in preservice teacher education programs often leads general education teachers to rely heavily on bilingual paraprofessionals and language teachers for educating ELL students. This paper describes a 5-year professional development initiative, Project Alianza, during which the researchers …
A Delineation Of Asian American And Latino/A Students' Experiences With Faculty At An Historically Black College And University, Robert T. Palmer, Phd, Dina C. Maramba, Phd
A Delineation Of Asian American And Latino/A Students' Experiences With Faculty At An Historically Black College And University, Robert T. Palmer, Phd, Dina C. Maramba, Phd
Robert T. Palmer, PhD
No abstract provided.