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A Generic Qualitative Inquiry into the Implementation of the Sociocultural Competence Pillar in an Elementary Dual Language Program
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Jennifer Marie Walsh – ProQuest LLC, 2024
The purpose of this qualitative inquiry was to explore the implementation of the third pillar of dual language education (DLE), sociocultural competence. Teachers' perceptions of the structures both supporting and challenging implementation of the pillar were examined. An Elementary (K-5) two-way immersion DLE Program in the lower Hudson Valley…
Descriptors: Sociocultural Patterns, Self Concept, Teacher Attitudes, Elementary School Teachers
Why Not Social and Emotional Learning?
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Billy, Roslyn J. F.; Garríguez, Carmen Medina – English Language Teaching, 2021
Social and emotional learning (SEL) has become an avant-garde term in the last few years. It is how people acquire and apply knowledge, attitudes and skills to understand and control emotions. Incorporating the SEL perspective, teachers can not only help students set and achieve positive goals, but also help students understand how empathizing…
Descriptors: Social Emotional Learning, Cultural Differences, Foreign Countries, Student Development
Perceptions of Culturally Responsive Pedagogy in Teaching SEL
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Barnes, Tia Navelene; McCallops, Kathleen – Journal for Multicultural Education, 2019
Purpose: The purpose of this paper is to examine educators' beliefs, perceptions and use of culturally responsive practices in implementing a social-emotional learning (SEL) intervention. Design/methodology/approach: Focus groups with school personnel in a school with a diverse student population that had sustained success with an SEL intervention…
Descriptors: Culturally Relevant Education, Teacher Attitudes, Teaching Methods, Social Development
Promising Instructional Practices for English Language Learners
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Prince, Johanna – Journal of Information Technology Education: Innovations in Practice, 2018
Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be…
Descriptors: Educational Practices, Case Studies, Teaching Methods, Handheld Devices
Implementing Parent Engagement Policy in an Increasingly Culturally Diverse Community of New Immigrants: How New Is "New"?
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Wong, Kathleen King-Yin – Canadian Journal of Education, 2015
The Ontario Ministry of Education announced the Parent Engagement Policy for Ontario Schools in 2010. This policy aims to support parent engagement and provides a vision of its implementation at schools, boards, and the ministry. This mixed methods case study sheds light on its implementation and thus its implication by exploring the parent…
Descriptors: Program Implementation, Parent Participation, Cultural Differences, Community Characteristics
Supporting Schools to Create an Inclusive Environment for Refugee Students
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Block, Karen; Cross, Suzanne; Riggs, Elisha; Gibbs, Lisa – International Journal of Inclusive Education, 2014
In a context of increasing numbers of refugees and asylum seekers globally, recognition of the importance of the school environment for promoting successful settlement outcomes and inclusion for refugee-background young people is growing. Yet schools may be poorly equipped to recognise and respond to the multiple challenges faced by children and…
Descriptors: Refugees, Inclusion, Educational Environment, School Support