WOU Repository

Items

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  Deaf interpreter education: stories and insights shared by working deaf interpreters and deaf interpreting students

  Jeremy Rogers
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  Deaf-hearing interpreter teams: navigating trust in shared space

  Laurie Reese Reinhardt
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  Demonstrating the Proximal Need for Interpreter Education

  Jodi Upton
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  Developing bilingualism in interpreting students

  Amelia Bowdell
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  Do we play well with others? Personalities and interpersonal interactions among signed language interpreters

  Sarah L. Hewlett
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  Does the Use of TAPs Impact a Final Interpreted Product: A Self-study

  Stacey Stevens
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  Effective Lesson Planning for First Year Teachers to Encourage an Equitable Learning Environment

  Madalyn Grieb
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  Embracing Vulnerability: Exploring the Need for Strength-Based Interventions to Support the Mental Health of Sign Language Interpreters

  Darcie L. Chin
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  Empowering the Arts

  Jeanine Newsome
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  Equity Through the Instrumental Music Education Program

  John Donnelly
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  Esteem, Why Should We Care? The Importance of Work-Esteem in Our Field, Our Work, and Ourselves

  Katrina N Wadsworth
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  Examining the Divide: Understanding the Perceptions and Relationships between Community and Educational Interpreters

  Jordan Ward
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  Expanding the collective narrative: exploring the experiences of American Sign Language/English interpreters of Asian heritage

  Christine Nakahara
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  Exploring professional identity: a study of American Sign Language/English interpreters

  Nicole Harwood
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  Father’s Experiences of Inclusion and Exclusion within Home-School Partnerships

  Guadalupe Olvera Gonzalez
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  Focusing the gap: Productive post-IEP development

  Kerrie Ellen Lovercheck
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  FOR US, BY US: Why do we need an HBCU interpreter education program?

  Rencia Gravesande
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  Fostering 21st Century Literacy in the Middle School English Language Arts Classroom

  Samantha Stroup
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  From the Cold Seat to the Hot Seat: An agency guide to interns

  Heather Moore
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  General overview of the Puerto Rican signed language interpreter

  Katia Y. Rivera
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  Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status?

  Amy Williamson
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  Heritage signers: language profile questionnaire

  Su K Isakson
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  Holistic Social Science Education

  Sarah Ruzicka
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  How can I better live personal and professional values in my interpreting work with colleagues?

  Peter Norland
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  How Culturally Responsive Pedagogy, Evidence-Based Practices, and Focusing On the Long Term Benefits of Art Education Affect Teaching

  Genevieve Hardin