Mihaela Gazioglu
Biographic Data
| ID | 926205 |
|---|---|
| NAME | Mihaela Gazioglu |
| GIVEN NAMES | Mihaela |
| FAMILY NAME | Gazioglu |
| SIGNATURE | GAZIOGLU M |
| AFFILIATIONS | Clemson University |
| ORCID | 0000-0003-2984-5691 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Trilingual families’ border thinking in the United States: Toward disrupting linguistic colonialism
Multilingual parents who are also transnationals navigate diverse linguistic borders while promoting rich language practices for their children. Although these parents’ practices are integral to equitably educating and nurturing multilingual students in schools, educators lack insights into parents’ thoughts and actions. Using border thinking, we examine how three trilingual families in the United States navigate linguistic injustice amid monolin…
It All Comes Full Circle”: The Impact of Multilingual Literacy Pedagogies With Teachers, Students, and Families
This study examines how sustained professional development (PD) in multilingual literacy pedagogies shapes teacher's pedagogical practices and interactions with students and caregivers. Situated in a high‐needs district in the Southeastern U.S., the PD was embedded in a two‐year online MEd program with a cohort of 23 teachers, paired with a caregiver literacy course for multilingual families. Using a case study approach, we closely analyzed two f…
Intersecting ideologies: A case study of teachers’ language beliefs and practices with trilingual students
This qualitative case study, informed by the theoretical framework of language ideologies, explored the origins and complexity of two in-service teachers’ language ideologies and how these ideologies were reflected in their classroom practices when teaching trilingual students. Findings revealed that both teachers had complex ideological systems, with both teachers moving from primarily monolingual orientations encountered early in life toward pl…
Escaping Inequity: A Digital Escape Room Professional Development for Justice, Equity, Diversity, and Inclusion
In this design‐based research study, in‐service educators participated in a grant‐funded professional development (PD) project to increase district capacity for multilingual learner instruction. Initial data indicated teacher comfort with technology but difficulty tailoring it to the unique multiliterate practices of culturally and linguistically diverse students. Based on teachers' needs and a departmental goal, a modification of a digital escap…
Bridging the knowledge gap: Professional development connecting educators and caregivers of multilingual learners
Purpose The purpose of this paper is to examine the professional growth of a cohort of teachers working with multilingual learners (MLs) during an MEd program and their recommendations for the development of a literacy course for ML caregivers. In addition, this study explores whether the school district capacity supports teacher growth, as reflected through district representatives’ feedback. Design/methodology/approach This design-based researc…
From awareness to action: Caregivers’ roles in multilingual learners’ literacy development
This design-based research study, grounded in the theoretical framework of dual capacity building, explored the impact of a literacy course on multilingual learners’ caregivers, focusing on their knowledge and self-efficacy in supporting their children’s literacy development. Findings revealed a collaborative process between caregivers and researchers, where caregivers contributed insights into their learning needs and influenced the course’s dev…
Multilingual teaching and digital tools: The intersections of new media literacies and language learning
Purpose Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL…
Multicultural perspectives on building instructional capacity for multilingual learners: Synergy of Teachers, Community Members, and Academics
This design-based research study explored the feedback process, resulting actions, and changing instructional perspectives involving teachers, community members, and researchers leading to enhanced professional development offered to K-12 teachers of multilingual students. Specifically, the feedback from a community advisory council and teachers significantly shaped researchers’ approaches to designing and adapting a literacy course to address th…
How a First-Year Geography Teacher Adapts Instruction to Respond to Her Students
Adaptive teaching is a pedagogical approach which encourages teachers to adapt their teaching practices to deliver custom learning experiences by addressing students’ individual needs and differences. This article describes how one beginner geography teacher adapted instructional practices to meet her students’ learning needs. First, we provide a brief background of adaptive teaching and its benefits. Using interview data, we then share specific …
Debate as a tool to develop disciplinary practices and student agency
Debate as a tool to develop disciplinary practices and student agency
From awareness to action: Caregivers’ roles in multilingual learners’ literacy development
This design-based research study, grounded in the theoretical framework of dual capacity building, explored the impact of a literacy course on multilingual learners’ caregivers, focusing on their knowledge and self-efficacy in supporting their children’s literacy development. Findings revealed a collaborative process between caregivers and researchers, where caregivers contributed insights into their learning needs and influenced the course’s dev…
Multicultural perspectives on building instructional capacity for multilingual learners: Synergy of Teachers, Community Members, and Academics
This design-based research study explored the feedback process, resulting actions, and changing instructional perspectives involving teachers, community members, and researchers leading to enhanced professional development offered to K-12 teachers of multilingual students. Specifically, the feedback from a community advisory council and teachers significantly shaped researchers’ approaches to designing and adapting a literacy course to address th…
How a First-Year Geography Teacher Adapts Instruction to Respond to Her Students
Adaptive teaching is a pedagogical approach which encourages teachers to adapt their teaching practices to deliver custom learning experiences by addressing students’ individual needs and differences. This article describes how one beginner geography teacher adapted instructional practices to meet her students’ learning needs. First, we provide a brief background of adaptive teaching and its benefits. Using interview data, we then share specific …
Debate as a tool to develop disciplinary practices and student agency
How a First-Year Geography Teacher Adapts Instruction to Respond to Her Students
Adaptive teaching is a pedagogical approach which encourages teachers to adapt their teaching practices to deliver custom learning experiences by addressing students’ individual needs and differences. This article describes how one beginner geography teacher adapted instructional practices to meet her students’ learning needs. First, we provide a brief background of adaptive teaching and its benefits. Using interview data, we then share specific …
Multilingual teaching and digital tools: The intersections of new media literacies and language learning
Purpose Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL…
Multicultural perspectives on building instructional capacity for multilingual learners: Synergy of Teachers, Community Members, and Academics
This design-based research study explored the feedback process, resulting actions, and changing instructional perspectives involving teachers, community members, and researchers leading to enhanced professional development offered to K-12 teachers of multilingual students. Specifically, the feedback from a community advisory council and teachers significantly shaped researchers’ approaches to designing and adapting a literacy course to address th…
Intersecting ideologies: A case study of teachers’ language beliefs and practices with trilingual students
This qualitative case study, informed by the theoretical framework of language ideologies, explored the origins and complexity of two in-service teachers’ language ideologies and how these ideologies were reflected in their classroom practices when teaching trilingual students. Findings revealed that both teachers had complex ideological systems, with both teachers moving from primarily monolingual orientations encountered early in life toward pl…
Escaping Inequity: A Digital Escape Room Professional Development for Justice, Equity, Diversity, and Inclusion
In this design‐based research study, in‐service educators participated in a grant‐funded professional development (PD) project to increase district capacity for multilingual learner instruction. Initial data indicated teacher comfort with technology but difficulty tailoring it to the unique multiliterate practices of culturally and linguistically diverse students. Based on teachers' needs and a departmental goal, a modification of a digital escap…
Bridging the knowledge gap: Professional development connecting educators and caregivers of multilingual learners
Purpose The purpose of this paper is to examine the professional growth of a cohort of teachers working with multilingual learners (MLs) during an MEd program and their recommendations for the development of a literacy course for ML caregivers. In addition, this study explores whether the school district capacity supports teacher growth, as reflected through district representatives’ feedback. Design/methodology/approach This design-based researc…
From awareness to action: Caregivers’ roles in multilingual learners’ literacy development
This design-based research study, grounded in the theoretical framework of dual capacity building, explored the impact of a literacy course on multilingual learners’ caregivers, focusing on their knowledge and self-efficacy in supporting their children’s literacy development. Findings revealed a collaborative process between caregivers and researchers, where caregivers contributed insights into their learning needs and influenced the course’s dev…
Trilingual families’ border thinking in the United States: Toward disrupting linguistic colonialism
Multilingual parents who are also transnationals navigate diverse linguistic borders while promoting rich language practices for their children. Although these parents’ practices are integral to equitably educating and nurturing multilingual students in schools, educators lack insights into parents’ thoughts and actions. Using border thinking, we examine how three trilingual families in the United States navigate linguistic injustice amid monolin…
It All Comes Full Circle”: The Impact of Multilingual Literacy Pedagogies With Teachers, Students, and Families
This study examines how sustained professional development (PD) in multilingual literacy pedagogies shapes teacher's pedagogical practices and interactions with students and caregivers. Situated in a high‐needs district in the Southeastern U.S., the PD was embedded in a two‐year online MEd program with a cohort of 23 teachers, paired with a caregiver literacy course for multilingual families. Using a case study approach, we closely analyzed two f…
Pedagogy (8 works) · Psychology (8 works) · Mathematics education (6 works) · Multilingual Education and Policy (6 works) · Sociology (6 works) · Political science (5 works) · Literacy (4 works) · Computer Science (3 works) · Global Education and Multiculturalism (3 works) · Parental Involvement in Education (3 works)