Zobrazeno 1 - 10
of 52
pro vyhledávání: '"Melody Zoch"'
Publikováno v:
Literacy Research and Instruction. :1-22
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::32f288fe9140847f0fa65d97a01d0bab
https://doi.org/10.1080/19388071.2022.2142173
https://doi.org/10.1080/19388071.2022.2142173
Publikováno v:
Multicultural Perspectives. 23:241-247
This study examines the use of critical community-building—using dialogue as a collective to support, listen to, ask questions, and assist each other in thinking in critical ways—to support resettl...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::56b7f03af40dfec0e79b12cd74d2aafe
https://doi.org/10.1080/15210960.2021.1979404
https://doi.org/10.1080/15210960.2021.1979404
Publikováno v:
Journal of Multilingual Theories and Practices. 3
While dual language bilingual education (DLBE) programmes in the United States aim at cultivating pedagogical practices that support bilingualism and biliteracy development, they often idealise instructional models that separate languages within inst
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9ff133fd1ac9f0ef2e3cad249555e9b4
https://doi.org/10.1558/jmtp.20796
https://doi.org/10.1558/jmtp.20796
Autor:
Melody Zoch, Ye He
Publikováno v:
The Teacher Educator. 55:148-164
How to prepare teachers to work with culturally and linguistically diverse students and families is an important aspect of teacher education as classrooms continue to diversify. Community-based app...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::95450728d6c9371f0726b201f336bd4a
https://doi.org/10.1080/08878730.2019.1609639
https://doi.org/10.1080/08878730.2019.1609639
Publikováno v:
Multicultural Perspectives. 20:39-46
With greater diversification of American society comes a need to forge intercultural connections that will promote and support effective education services for immigrant families. The intercultural...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::23d3c2fd65cef4fa6bc8bb1e7fff3421
https://doi.org/10.1080/15210960.2018.1408346
https://doi.org/10.1080/15210960.2018.1408346
Autor:
Melody Zoch
Publikováno v:
Proceedings of the 2020 AERA Annual Meeting.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fde98a8ce3ec89135fe5c5c8cb409905
https://doi.org/10.3102/1578576
https://doi.org/10.3102/1578576
Autor:
Melody Zoch
Publikováno v:
Anthropology & Education Quarterly. 48:23-41
This article examines how one elementary school was divided into two schools—a primary and an intermediate school—because of how policies were interpreted and enacted with regard to high-stakes testing. The grades in which students took high-stak
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9fb71376623f3cc3b77562d6fba608ef
https://doi.org/10.1111/aeq.12181
https://doi.org/10.1111/aeq.12181
Autor:
Melody Zoch, Ann D. David
Publikováno v:
Phi Delta Kappan. 98:28-33
“Research says…“ a lot. But how does research come to say anything? One way is by having teachers open their classroom doors to a researcher. In this article, we share the stories of two teachers who opened their doors to the authors’ researc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0a6a5acf6ebafe3371fe6c5d360668e4
https://doi.org/10.1177/0031721716677259
https://doi.org/10.1177/0031721716677259
Autor:
Melody Zoch
Publikováno v:
Urban Education. 52:610-636
This article examines how four urban elementary teachers designed their literacy instruction in ways that sought to sustain students’ cultural competence—maintaining their language and cultural practices while also gaining access to more dominant
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a2a3697ba7eee84c0f3d5c8e6b33f869
https://doi.org/10.1177/0042085915618716
https://doi.org/10.1177/0042085915618716
Autor:
Melody Zoch
Publikováno v:
Journal of Literacy Research. 47:328-369
This ethnographic study reports on one elementary literacy coach’s response to high-stakes testing and her approach to support third- through fifth-grade teachers in a Title I school in Texas. Sources of data included field notes and observations o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::670493db3fdcd8bf7463f0f6e10058cd
https://doi.org/10.1177/1086296x16632329
https://doi.org/10.1177/1086296x16632329