Abstract
Sociocultural
theories
and
Indigenous
epistemologies
inform
approaches
to
teaching
learning
with
K‐12
multilingual
learners
students
in
the
United
States,
center
instruction
cultural
linguistic
identities
of
children
their
communities.
Teacher
preparation
programs
often
incorporate
readings
opportunities
for
dialogue
around
these
sociocultural
concepts,
theories,
instructional
approaches.
However,
without
implementation,
it
is
difficult
know
how
fully
practices
are
taken
up
classrooms.
Challenges
bridging
theory
into
practice
include
teacher
autonomy,
agency,
practice.
With
decades
research
that
support
use
inquiry
general,
collaborative
sustained
particular,
a
gap
remains
what
happens
when
used
teachers
(MLLs)
unique
contexts.
Using
multi‐case
study
methodology,
this
examines
in‐service
learners,
including
Alaska
Native
students,
reflect
on
asset‐based
within
cycles
inquiry.
Findings
indicate
communities
relational
trust
can
create
spaces
take
practices,
grow
bridge
divide.
International Journal For Multidisciplinary Research,
Год журнала:
2024,
Номер
6(3)
Опубликована: Июнь 2, 2024
The
study
is
about
e-commerce
teachers’
continuing
professional
development
(CPD)
initiatives
and
their
quality
of
teaching.
It
determined
whether
the
CPD
predict
significantly
In
measuring
respondents,
utilized
following
constructs:
collaborative,
reflective,
constructive,
digital,
financial
initiatives.
For
teaching,
International
Comparative
Analysis
Learning
Teaching
(ICALT)
scale
was
used.
has
sub-variables:
safe
learning
climate,
classroom
management,
clear
instruction,
activating
teaching
methods,
strategies,
differentiation.
Out
five
sub-variables
initiative,
only
constructive
were
proven
predictors
quality.
Education Sciences,
Год журнала:
2024,
Номер
14(12), С. 1283 - 1283
Опубликована: Ноя. 23, 2024
This
study
examines
how
perceived
school
climate
support
moderates
the
relationship
between
teachers’
growth
mindset
and
work
engagement.
A
sample
of
353
teachers
(56%
females)
from
Shanghai
City,
China,
completed
Growth
Mindset
Inventory
(GMI)
Utrecht
Work
Engagement
Scale
(UWES)
to
evaluate
their
engagement
levels,
respectively.
The
School
Environment
(SES)
was
used
measure
across
five
dimensions:
collaboration,
student
relations,
decision-making,
instructional
innovation
resources.
Hierarchical
regression
analyses
were
employed
examine
moderating
effects
each
dimension
on
a
results
indicated
that
(1)
positive
predictor
engagement,
suggesting
who
view
abilities
as
developable
are
more
engaged
in
professional
roles,
(2)
all
dimensions
significantly
positively
moderated
this
relationship,
enhances
impact
These
findings
underscore
importance
targeted
environmental
factors
maximizing
benefits
interventions
among
teachers,
thereby
providing
actionable
insights
for
educational
leaders
improve
teacher
through
focused
enhancements.
Abstract
Sociocultural
theories
and
Indigenous
epistemologies
inform
approaches
to
teaching
learning
with
K‐12
multilingual
learners
students
in
the
United
States,
center
instruction
cultural
linguistic
identities
of
children
their
communities.
Teacher
preparation
programs
often
incorporate
readings
opportunities
for
dialogue
around
these
sociocultural
concepts,
theories,
instructional
approaches.
However,
without
implementation,
it
is
difficult
know
how
fully
practices
are
taken
up
classrooms.
Challenges
bridging
theory
into
practice
include
teacher
autonomy,
agency,
practice.
With
decades
research
that
support
use
inquiry
general,
collaborative
sustained
particular,
a
gap
remains
what
happens
when
used
teachers
(MLLs)
unique
contexts.
Using
multi‐case
study
methodology,
this
examines
in‐service
learners,
including
Alaska
Native
students,
reflect
on
asset‐based
within
cycles
inquiry.
Findings
indicate
communities
relational
trust
can
create
spaces
take
practices,
grow
bridge
divide.
