Zobrazeno 1 - 10
of 101
pro vyhledávání: '"CATHERINE COMPTON-LILLY"'
Autor:
Catherine Compton-Lilly
Publikováno v:
International Journal of Educational Psychology, Vol 3, Iss 1 (2014)
Compton-Lilly examines the identity construction of one student, Gabby, over a five year period to explore layers of gender and race that affect identity construction. In particular, she asks how does being female and Latino contribute to the ways Ga
Externí odkaz:
https://doaj.org/article/cf3edd0d299449eea8f94b21d19ba862
Publikováno v:
Harvard Educational Review. 93:26-52
In this longitudinal case study, Catherine Compton-Lilly and Margaret R. Hawkins explore one immigrant youth’s engagement with transglobal activities and flows of information and his emerging awareness of the world. Contending that transglobal flow
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c48c6a241754bb314e518e1db50d4647
https://doi.org/10.17763/1943-5045-93.1.26
https://doi.org/10.17763/1943-5045-93.1.26
Publikováno v:
The Reading Teacher. 76:601-609
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b3d6a80254a7d35e809097901ed5b384
https://doi.org/10.1002/trtr.2183
https://doi.org/10.1002/trtr.2183
Autor:
Stephen L Thompson, Rachelle Curcio, Amber Adgerson, Kristin E Harbour, Leigh Kale D’Amico, Hall S West, George J Roy, Melissa A Baker, Jessie Guest, Catherine Compton-Lilly
Publikováno v:
Theory & Practice in Rural Education. 12:153-178
Key Policy documents call for science teacher preparation programs to provide teacher candidates with approximations to authentic teaching experiences that occur in realistic contexts. Providing such opportunities for teacher candidates located in co
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ed34a60d5d6197e64bccfeea6e2380a1
https://doi.org/10.3776/tpre.2022.v12n2p153-178
https://doi.org/10.3776/tpre.2022.v12n2p153-178
Publikováno v:
Journal of Early Childhood Literacy. 22:323-334
Against the backdrop of endemic anti-Black racism in Early Childhood literacy, we frame these special issues using Pro-Blackness as an antidote in early childhood classrooms. Pro-Black does note connote anti-White or anti any other ethnic group and d
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ea76bacd06d12faf1e7264bd6a93ed59
https://doi.org/10.1177/14687984221121157
https://doi.org/10.1177/14687984221121157
Publikováno v:
Teaching Literacies in Diverse Contexts ISBN: 9781800080072
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::04c4fa00a24b07049245b43116cd92f1
https://doi.org/10.2307/j.ctv2w61b96.9
https://doi.org/10.2307/j.ctv2w61b96.9
Autor:
Leigh Kale D'Amico, Hall S. West, Melissa A. Baker, George Roy, Rachelle Curcio, Kristin E. Harbour, Stephen L. Thompson, Jessie Guest, Catherine Compton-Lilly, Amber Adgerson
Publikováno v:
Theory & Practice in Rural Education. 12:83-104
As teacher preparation paths change and rural areas have opportunities to engage qualified community members in the teaching profession, a flagship university co-developed a teacher residency program with two school districts located in rural communi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c60dcf17abb333097b3ae121a3072d33
https://doi.org/10.3776/tpre.2022.v12n1p83-104
https://doi.org/10.3776/tpre.2022.v12n1p83-104
Autor:
Catherine Compton - Lilly
Publikováno v:
Global Education Review, Vol 1, Iss 2, Pp 26-40 (2014)
Many children living in low income communities do not face struggles in school. Many learn quickly and easily. But for some students, living in a high poverty communities and attending underfunded schools has consequences that can make learning diffi
Externí odkaz:
https://doaj.org/article/476912930f584276a72647044f4876cd
Publikováno v:
Journal of Literacy Research. 53:291-293
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0addd6edddacb0a07c868a9370d47466
https://doi.org/10.1177/1086296x211031771
https://doi.org/10.1177/1086296x211031771