Kim Song
Biographic Data
| ID | 5429544 |
|---|---|
| NAME | Kim Song |
| GIVEN NAMES | Kim |
| FAMILY NAME | Song |
| SIGNATURE | SONG K |
| AFFILIATIONS | University of Missouri–St. Louis |
| ORCID | 0000-0001-5228-0962 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Midwestern Teachers’ Developing Equity-Based Mindsets and Practices Over Time: Using Virtual Coaching Cycles for Teacher Transformation
Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For
This mixed methods study examined how a National Professional Development Grant project's first cohort (2018–2020) in the Midwest impacted mostly White and monolingual inservice teachers who work with emergent bilingual learners (EBLs). Two research questions (RQs) guided this study: RQ1 : What were the inservice teachers English language ideologies and their confidence in teaching EBLs after they completed professional development on racially, l…
From Attendance to Collaboration: Contextual Differences in Teacher Perceptions of Multilingual Family Engagement
Background/Context: There is a growing need for schools to examine the best ways of working with immigrant and multilingual families, as it is ever more likely that all teachers will work with multilingual newcomers and their children during their career. However, teachers often view multilingual families in deficit ways, and many teachers lack experience in designing culturally responsive school–family partnerships. Although professional develop…
Virtual professional development project on secondary teachers’ awareness of race, language, and culture
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Conceptualizing community translanguaging through a family literacy project
This article examines translanguaging that occurs in and as a community. Expanding the notion of translanguaging, we conceptualize community translanguaging as collaborative meaning-making among children, their family and community members, and their collective semiotic resources. Using a family literacy project as the research site, this article showcases how participating families built (on) cultural and semiotic wealth beyond the individual’s …
No Difference Between African American,Immigrant, or White Children! They Are All the Same.”: Working Toward Developing Teachers’ Raciolinguistic Attitudes Towards ELs
This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Two research questions guided the study: “How did teachers perceive racism and linguicism” and “How did a professional training influence teachers’ awareness of them?” Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American stu…
Urban Teachers’ Beliefs on Teaching, Learning, and Students: A Pilot Study in the United States of America
Less qualified urban teachers may contribute to the achievement gap between urban and nonurban students. A pilot study is conducted in an urban teacher education institution to examine teachers’ beliefs in teaching, learning, and students. The objectives are to describe teachers’ beliefs of the 28 pre-service and 26 in-service teachers in general and to investigate differences in their beliefs on a 26-item survey. Mean scores and standard deviati…
Do Mathematical Gender Differences Continue? A Longitudinal Study of Gender Difference and Excellence in Mathematics Performance in the U.S
A persistent belief in American culture is that males both outperform and have a higher inherent aptitude for mathematics than females. Using data from two school districts in two different states in the United States, this study used longitudinal multilevel modeling to examine whether overall performance on standardized as well as classroom tests reveals a gender difference in mathematics performance. The results suggest that both male and femal…
Urban Teachers’ Beliefs on Teaching, Learning, and Students: A Pilot Study in the United States of America
Less qualified urban teachers may contribute to the achievement gap between urban and nonurban students. A pilot study is conducted in an urban teacher education institution to examine teachers’ beliefs in teaching, learning, and students. The objectives are to describe teachers’ beliefs of the 28 pre-service and 26 in-service teachers in general and to investigate differences in their beliefs on a 26-item survey. Mean scores and standard deviati…
Do Mathematical Gender Differences Continue? A Longitudinal Study of Gender Difference and Excellence in Mathematics Performance in the U.S
A persistent belief in American culture is that males both outperform and have a higher inherent aptitude for mathematics than females. Using data from two school districts in two different states in the United States, this study used longitudinal multilevel modeling to examine whether overall performance on standardized as well as classroom tests reveals a gender difference in mathematics performance. The results suggest that both male and femal…
No Difference Between African American,Immigrant, or White Children! They Are All the Same.”: Working Toward Developing Teachers’ Raciolinguistic Attitudes Towards ELs
This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Two research questions guided the study: “How did teachers perceive racism and linguicism” and “How did a professional training influence teachers’ awareness of them?” Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American stu…
Urban Teachers’ Beliefs on Teaching, Learning, and Students: A Pilot Study in the United States of America
Less qualified urban teachers may contribute to the achievement gap between urban and nonurban students. A pilot study is conducted in an urban teacher education institution to examine teachers’ beliefs in teaching, learning, and students. The objectives are to describe teachers’ beliefs of the 28 pre-service and 26 in-service teachers in general and to investigate differences in their beliefs on a 26-item survey. Mean scores and standard deviati…
Do Mathematical Gender Differences Continue? A Longitudinal Study of Gender Difference and Excellence in Mathematics Performance in the U.S
A persistent belief in American culture is that males both outperform and have a higher inherent aptitude for mathematics than females. Using data from two school districts in two different states in the United States, this study used longitudinal multilevel modeling to examine whether overall performance on standardized as well as classroom tests reveals a gender difference in mathematics performance. The results suggest that both male and femal…
Conceptualizing community translanguaging through a family literacy project
This article examines translanguaging that occurs in and as a community. Expanding the notion of translanguaging, we conceptualize community translanguaging as collaborative meaning-making among children, their family and community members, and their collective semiotic resources. Using a family literacy project as the research site, this article showcases how participating families built (on) cultural and semiotic wealth beyond the individual’s …
No Difference Between African American,Immigrant, or White Children! They Are All the Same.”: Working Toward Developing Teachers’ Raciolinguistic Attitudes Towards ELs
This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Two research questions guided the study: “How did teachers perceive racism and linguicism” and “How did a professional training influence teachers’ awareness of them?” Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American stu…
From Attendance to Collaboration: Contextual Differences in Teacher Perceptions of Multilingual Family Engagement
Background/Context: There is a growing need for schools to examine the best ways of working with immigrant and multilingual families, as it is ever more likely that all teachers will work with multilingual newcomers and their children during their career. However, teachers often view multilingual families in deficit ways, and many teachers lack experience in designing culturally responsive school–family partnerships. Although professional develop…
Virtual professional development project on secondary teachers’ awareness of race, language, and culture
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For
This mixed methods study examined how a National Professional Development Grant project's first cohort (2018–2020) in the Midwest impacted mostly White and monolingual inservice teachers who work with emergent bilingual learners (EBLs). Two research questions (RQs) guided this study: RQ1 : What were the inservice teachers English language ideologies and their confidence in teaching EBLs after they completed professional development on racially, l…
Midwestern Teachers’ Developing Equity-Based Mindsets and Practices Over Time: Using Virtual Coaching Cycles for Teacher Transformation
Psychology (8 works) · Pedagogy (7 works) · Multilingual Education and Policy (6 works) · Sociology (6 works) · Mathematics education (5 works) · Political science (5 works) · Second Language Learning and Teaching (5 works) · EFL/ESL Teaching and Learning (4 works) · Anthropology (2 works) · Excellence (2 works)