The role of teachers’ funds of knowledge and identity in the linguistically and culturally diverse classroom
Author:
Affiliation:
1. Research Authority, Oranim Academic College of Education, Tivon, Israel
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/15595692.2024.2344810
Reference41 articles.
1. Aceves T. C. & Orosco M. J. (2014). Culturally responsive teaching (Document No. IC-2). Retrieved from University of Florida Collaboration for Effective Educator Development Accountability and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/
2. Ajayi, I. A. (2011). Enhancing quality education in Nigeria. In Adeyemi & B. Awe (Eds.), Rebranding Nigeria Educational System, School of Education (pp. 122–136). National Open University of Nigeria.
3. Arvanitis, E. (2018). Culturally responsive pedagogy: Modeling teachers’ professional learning to advance plurilingualism. In P. P. Trifonas, & T. Aravossitas (Eds.), International Handbook of Research and Practice in Heritage Language Education (pp. 245–262). Springer.
4. Blommaert, J., & Jie, D. (2010). Ethnographic Fieldwork: A beginner’s Guide. Multilingual Matters LTD.
5. Using thematic analysis in psychology
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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