| Figures | ||
| 1.1 | Key components of the school district-university grant partnership. | 21 |
| 2.1 | iPERCED framework (redrawn from original, © 2015, Center for Service-Learning and Civic Engagement). | 39 |
| 3.1 | A StoryWalk® exhibit at an outdoor community festival. | 56 |
| 3.2 | The first book for our project, We Move Together. | 64 |
| 3.3 | Progressive spiral cycles in community-based participatory research (from Matsekoleng & Mapotse, 2022). | 66 |
| 3.4 | A depiction of a diverse collective of community members. | 67 |
| 3.5 | A depiction of a child unable to swim with peers. | 71 |
| 3.6 | A depiction of a protest organized by adults and children. | 72 |
| 7.1 | Theories and practices informing the CUSPSELL Project. | 153 |
| 7.2 | Examples of science presentations (English/Spanish). | 161 |
| 7.3 | Emergent bilingual students’ activity sample in Spanish. | 162 |
| 7.4 | Emergent bilingual students’ activity sample in English. | 163 |
| 7.5 | Collaborating and constructing electromagnets and conveyor belts. | 167 |
| 9.1 | Connections among the university and clinical partners. | 202 |
| 9.2 | Bioecological systems theory informed clinical partnership. | 207 |
| 11.1 | A comparison of the racial demographics of East Domicity’s elementary schools and Roset University. | 256 |
| 11.2 | Map of East Domicity Promise Neighborhood including partner schools and Early Childhood Education (ECE) providers (created by the Data and Research Core team of the East Domicity Promise Neighborhood grant). | 262 |
| 11.3 | Thematic word cloud showing components of kindergarten transition identified by families. | 265 |
| 14.1 | Carta students learn with Egyptian international graduate student Hadith. | 335 |
| 14.2 | Hadith addressing students in Carta, Colorado. | 336 |
| Tables | ||
| 5.1 | Excerpt of traditional and contemporary views of language in K-12 education. | 108 |
| 5.2 | Excerpt of traditional and contemporary views of science in K-12 education. | 109 |
| Teacher demographics. | 114 | |
| 6.1 | Participant demographics. | 135 |
| 7.1 | Students recruited by rising grade level for year 1. | 157 |
| 7.2 | Preservice teachers’ characteristics for year 1. | 157 |
| 8.1 | Participants’ demographics. | 184 |
| 10.1 | Types of microaggressions. | 233 |
| 11.1 | Racial demographics of families who participated in surveys and interviews about the kindergarten transition program. | 264 |
| 11.2 | Family member quotes regarding what they liked about the Summer Kindergarten Bridge program. | 266 |
In: Advancing Critical Pedagogy and Praxis across Educational Settings
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Leanne M. Evans
Leanne M. Evans
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Kelly R. Allen
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Crystasany R. Turner
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