In order to effectively support students in self-advocacy, educators must first develop their cultural awareness.
In order to effectively support students in self-advocacy, educators must first develop their cultural awareness.
In order to effectively support students in self-advocacy, educators must first develop their cultural awareness.
Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.
When educators work towards developing critical awareness of different cultures and perspectives, they can actively work to mitigate Stereotype Threat and build authentic relationships with learners.
With increased life experiences, social interactions, and participation in education, adult learners bring a plethora of Background Knowledge to learning.
The Journal of Special Education, 36(1), 23-38.
It is important for educators to encourage these flexible practices when appropriate, for example by giving explicit indication that learners may translanguage and use any and all of their linguistic resources when thinking about and working through a task.
Gottfried, A. E., Preston, K. S. J., Gottfried, A. W., Oliver, P. H., Delany, D. E., & Ibrahim, S. M. (2016). Pathways from parental stimulation of children's curiosity to high school science course accomplishments and science career interest and skill. International Journal of Science Education, 38(12), 1972-1995.
Ransdell, S., Barbier, M. L., & Niit, T. (2006). Metacognitions about language skill and working memory among monolingual and bilingual college students: When does multilingualism matter? International Journal of Bilingual Education and Bilingualism, 9(6), 728–741.
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