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2018 - AAAL Annual Conference Words: 50 words || 
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1. Walqui, Aída. "Reframing Pedagogical Practice: Quality and Equity in Multilingual Intercultural K-12 Contexts" Paper presented at the annual meeting of the AAAL Annual Conference, Sheraton Grand Chicago, Chicago, IL, <Not Available>. 2019-06-27 <http://citation.allacademic.com/meta/p1324105_index.html>
Publication Type: Colloquium Paper
Abstract: New conceptualizations of equity, learning, and language require concomitant shifts in educator practices. The paper focuses on the shift from aiming at students’ mastery of conceptual, analytical and language practices as a goal to apprenticeship whereby multilingual learners are gradually assisted to develop autonomy, agency and voice through intentional scaffolding.

2006 - American Association of Colleges for Teacher Education Pages: 2 pages || Words: 587 words || 
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2. Yates III, Lucian., Pelphrey, Barry., Offutt, Don. and Higgins, Patricia. "Listen to What I Have to Say!!: Using K-12 Students to Improve Teacher Education" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Jan 26, 2006 Online <PDF>. 2019-06-27 <http://citation.allacademic.com/meta/p36344_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: To improve Teacher Education programs, ask the students!! Not our collegiate students, but K-12 students. The students’ voice offer us definitive directions for the improvement of our teacher education programs.

2007 - American Historical Association Words: 314 words || 
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3. Schneider, Ann. "Internationalization – and History – in the Training of K-12 Teachers" Paper presented at the annual meeting of the American Historical Association, Hilton Atlanta, Atlanta Marriott, and Hyatt Regency, Atlanta, GA, Jan 04, 2007 <Not Available>. 2019-06-27 <http://citation.allacademic.com/meta/p122041_index.html>
Publication Type: Poster
Abstract: The presentation will summarize findings and recommendations from a Title VI-funded study of the challenges and prospects for improving international exposure and options in the undergraduate training of prospective elementary and secondary school teachers. The research covered such topics as curriculum requirements, faculty development, advising, foreign language study, and governance issues related to international education. Because history courses are an important part of the training of K-12 teachers, the findings are relevant for those who teach their courses and for those who determine curriculum requirements.

The research data come from more than 400 interviews at 41 institutions (research and comprehensive universities and liberal arts colleges) across the United States and with current teachers, producing a daunting amount of information for an “exploratory” study. More than a third of the interviews were in Arts and Sciences, where prospective teachers actually take most of their courses (notwithstanding a perception that they are in “Education” programs). From the data on curriculum and course requirements we see that most teachers are required to have at least one and probably more history courses, indicating that history faculty are important players in the teacher training field, whether or not they think of themselves in those terms. The research findings point to mostly modest adjustments that could and should be made – university-wide, in Education, and in Arts and Sciences – to prepare prospective teachers for their work in an increasingly interconnected world. The teachers-in-training will, after all, also be preparing future students of history.

The recommendations that are most relevant for historians include suggestions about course revisions, overall curriculum for the declared teacher-in-training, advising, foreign language instruction, and the role of general education. Indeed, many of the research findings and recommendations can be relevant to undergraduate programs in other professional fields as well – and to Arts and Sciences majors themselves.

2006 - American Political Science Association Pages: 21 pages || Words: 8721 words || 
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4. Manna, Paul. "How Governance of K-12 Education Influences Policy Outputs and Student Outcomes in the United States" Paper presented at the annual meeting of the American Political Science Association, Marriott, Loews Philadelphia, and the Pennsylvania Convention Center, Philadelphia, PA, Aug 31, 2006 <Not Available>. 2019-06-27 <http://citation.allacademic.com/meta/p152048_index.html>
Publication Type: Proceeding
Abstract: Even though K-12 education policy has become an increasingly salient topic in the United States, few individuals understand the diverse arrangements states have devised to govern America's schools. Describing that variability and then using it to explain student academic success and state policy production is this paper’s empirical goal. That focus provides a new test of institutional theories of executive power in policy networks, which predict that more powerful executives in less fragmented networks are likely to produce desirable outputs and outcomes. The results strongly suggest that states perform better when governors are empowered to appoint leaders of state education agencies, but that performance wanes if governors can appoint agency leaders and members of state education boards. The results are more mixed regarding education finances, where fragmentation has inconsistent impacts on student academic success, but does appear to attenuate effective policy production.

2005 - North American Association For Environmental Education Words: 38 words || 
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5. Stole, Lori. "A Sustainability Plan for K-12 School Districts" Paper presented at the annual meeting of the North American Association For Environmental Education, <Not Available>. 2019-06-27 <http://citation.allacademic.com/meta/p34769_index.html>
Publication Type: Presentation Proposal
Abstract: A model is presented for a comprehensive sustainability program in a K-12 school district. All facets of sustainability are considered, guided by an internal system for implementation and management. A large Oregon school district has adopted the model.

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