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The Information-Fluent English Language Learner: Cultural And Pedagogical Considerations, Megan Hodge 2019 Virginia Commonwealth University

The Information-Fluent English Language Learner: Cultural And Pedagogical Considerations, Megan Hodge

VCU Libraries Faculty and Staff Publications

No abstract provided.


Teachers’ Perceptions Of Plagiarism In International High Schools And Divisions In China’S First-Tier Cities, Katie Marie Thomas 2018 Cedarville University

Teachers’ Perceptions Of Plagiarism In International High Schools And Divisions In China’S First-Tier Cities, Katie Marie Thomas

Master of Education Research Theses

This paper explores perceptions of plagiarism among the diverse faculty in international high schools and divisions in China’s first-tier cities. In survey and interviews, participants reflected previous research in their punitive attitudes and identified obvious expressions but lacked consensus on subtler forms, suggesting institutions should develop precise policies that are reevaluated and revised annually to mitigate the effects of high faculty turnover. A discrepancy was noted between low frequency of offenses reported and more than half of participants believing plagiarism was a “big issue” in their institutions. The oft-implemented parental contact as a punishment was seen as ineffective and ...


Final Portfolio, Lisa Foster 2018 Bowling Green State University

Final Portfolio, Lisa Foster

Master of Arts in English Plan II Graduate Projects

This project fulfills my graduation requirement. It contains a research paper as well as three pedagogical papers.


Supporting English Language Learners Through Collaboration, Compassion, And Engagement, Lora Ann Stead 2018 Utah State University

Supporting English Language Learners Through Collaboration, Compassion, And Engagement, Lora Ann Stead

All Graduate Plan B and other Reports

This portfolio illustrates the student’s academic work completed while in the Master of Second Language Teaching program at Utah State University. The project is centered around the student’s philosophy on teaching English language learners (ELLs) as drawn from personal experience and second language acquisition research. The author seeks to provide awareness into best practices for teaching ELLs.

The portfolio is divided into three sections: 1) teaching perspectives, 2) research perspectives, and 3) annotated bibliographies. Within these sections, the author explores themes related to ELL teaching that highlight the importance of collaboration, compassion, and engagement. These topics include politely ...


Reseña De El Trabajo De Fin De Grado Y De Máster. Redacción, Defensa Y Publicación, De Iria Da Cunha, David Sánchez-Jiménez 2018 CUNY New York City College of Technology

Reseña De El Trabajo De Fin De Grado Y De Máster. Redacción, Defensa Y Publicación, De Iria Da Cunha, David Sánchez-Jiménez

Publications and Research

No abstract provided.


“I Don't Read No Books” : How Teachers Can Use Students' Literacy Stories To Change Literacy Lives., Stephanie J. Malone 2018 University of Nebraska-Lincoln

“I Don't Read No Books” : How Teachers Can Use Students' Literacy Stories To Change Literacy Lives., Stephanie J. Malone

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

Practitioner knowledge, as the center for change in teacher education, is the heart of The Carnegie Project of the Educational Doctorate (CPED) program. Margaret Lata and Susan Wunder explain a key principle of CPED is to grow practitioners as change agents, through the development of a Problem of Practice. In their article, Investing in the Formative Nature of Professional Learning: Redirecting, Mediating, and Generating Education Practice-as-Policy (2012), they discuss how the capstone product that evolves from this Problem of Practice should impact the professional field by producing knowledge that informs and changes professional practice.

This Dissertation in Practice, “I Don ...


Hermeneutic Phenomenological Interviewing: Going Beyond Semi-Structured Formats To Help Participants Revisit Experience, Alexandra A. Lauterbach 2018 University of Massachusetts Amherst

Hermeneutic Phenomenological Interviewing: Going Beyond Semi-Structured Formats To Help Participants Revisit Experience, Alexandra A. Lauterbach

The Qualitative Report

Phenomenological research traditionally involves multiple focused interviews that rely on the participants’ memories and reflections to revisit experiences. There are many other interview formats that have the potential to support participants in this process by instead engaging with the phenomenon as it presents itself to their consciousness. In this paper, I present an example of how multiple interview formats, including think-aloud, stimulated recall, and semi-structured were used in a hermeneutic phenomenology study exploring expert teachers’ perceptions of teaching literacy within their content area to secondary students with learning disabilities. I provide example protocols in which I used multiple interview formats ...


Do My Students Understand The Vocabulary In My Lectures?, Ulugbek Nurmukhamedov 2018 Northeastern Illinois University

Do My Students Understand The Vocabulary In My Lectures?, Ulugbek Nurmukhamedov

Faculty Research and Creative Activities Symposium

No abstract provided.


Indigenous Inquiry: Understanding Language Ideologies Through Story From Individuals Who Attended Santo Domingo Pueblo’S Bia Day School, Estefanita L. Calabaza 2018 University of New Mexico

Indigenous Inquiry: Understanding Language Ideologies Through Story From Individuals Who Attended Santo Domingo Pueblo’S Bia Day School, Estefanita L. Calabaza

Shared Knowledge Conference

This study focuses on Indigenous inquiry using the method of story as a holistic approach to gather information through the spoken word and movement. The project is to understand the dynamics of ancestral language ideologies through the ‘voice’ print of the elders through their BIA day school experiences of western schooling. Four participants, two males and two females, former students who attended the Santo Domingo Day School as children in the early 1900s will be interviewed, using two techniques based on Santo Domingo Pueblo Epistemology to convey information; semi-structured questions incorporating movement to express themselves using story to contextualize Santo ...


The Critical Need For Mental Health Education To Be Mandated In New Mexico's Public Schools, Bonnie L. Murphy 2018 University of New Mexico

The Critical Need For Mental Health Education To Be Mandated In New Mexico's Public Schools, Bonnie L. Murphy

Shared Knowledge Conference

Based on a review of research and best practices in mental health awareness and skills, this inquiry project argues for state legislative policies that would require mental health awareness and skills in the K-12 curriculum. Mental health affects individual accomplishments in every stage of people’s lives beginning in early childhood and throughout the life cycle. Prevention and treatment of mental illness plays a key role in the ability of an individual to cope with loss and develop resiliency and perseverance in challenging times and to make better decisions that improve the individual’s life and the lives of those ...


Signing Exact English; A Simultaneously Spoken And Signed Communication Option In Deaf Education, Kabian Rendel, Jill Bargones, Britnee Blake, Barbara Luetke, Deborah S. Stryker 2018 Northwest School for Deaf and Hard-of-Hearing Children

Signing Exact English; A Simultaneously Spoken And Signed Communication Option In Deaf Education, Kabian Rendel, Jill Bargones, Britnee Blake, Barbara Luetke, Deborah S. Stryker

Journal of Early Hearing Detection and Intervention

Current reviews of the literature continue to evidence that even with current assistive listening technology, many children who are deaf or hard-of-hearing (D/HH) persist in demonstrating English language and literacy gaps compared to hearing peers (e.g., C. Mayer 2016; C. Mayer, & Trezek, 2018). For example, Geers, Tobey, Moog, and Brenner (2008) reported that “only about half” (p. 262) of children using cochlear implants (CIs) (and no sign to support their speech production) achieved age-appropriate abilities by third grade. Given the continually-reported variability of results (e.g., Harris, 2016; C. Mayer, & Trezek, 2018), an alternative is warranted. Signing Exact English (S.E.E.), a system designed and demonstrated to encode grammatically-accurate English, is discussed as an option to support the development of speech, listening, English language and literacy when Listening and Spoken Language (LSL) or American Sign Language (ASL) are not deemed appropriate by teams discussing ...


Latinx Children’S Push And Pull Of Spanish Literacy And Translanguaging, Kathy M. Bussert-Webb Dr., Hannah M. Masso Ms., Karin A. Lewis Dr. 2018 University of Texas Rio Grande Valley

Latinx Children’S Push And Pull Of Spanish Literacy And Translanguaging, Kathy M. Bussert-Webb Dr., Hannah M. Masso Ms., Karin A. Lewis Dr.

The Qualitative Report

We explored 19 Latinx children’s literacies in Spanish and translanguaging by asking, “What are Latinx children’s experiences and beliefs regarding Spanish and translanguaging reading and writing? How do tutorial staff and teacher candidates (TCs) help the youth to resist hegemonic and bracketing practices of English-only?” This study took place in a South Texas tutorial agency, where children voluntarily attended for after-school homework help. Data sources consisted of questionnaires, interviews, focus groups, hobby essays, and newsletter articles. Most children reported negative school-related language experiences and expressed dislike and unease regarding Spanish and translanguaging reading and writing, although they lived ...


A Humanized View Of Second Language Learning Through Creative Writing: A Korean Graduate Student In The United States, Kyung Min Kim 2018 Miami University - Oxford

A Humanized View Of Second Language Learning Through Creative Writing: A Korean Graduate Student In The United States, Kyung Min Kim

Journal of Creative Writing Studies

This case study traces the journey of a Korean graduate student’s English learning experience, drawing on autobiographical poetry, self-narrative, and interviews. Through a series of snapshot recollections, it illustrates the participant’s evolving subject position with English over the years from his childhood to graduate school. The article concludes that language learning is a transformative experience of constructing translingual identities which entails a wide spectrum of emotion, desire, and dedication: desire to understand the world; to be included in the world; to empower oneself as a user.


Exploring Linguistic Space Occupied By The Teachers And Students Of An Esl Classroom In Gilgit-Baltistan, Pakistan: Comparisons Across Gender, Zaheer Abbas, Musa Ali, Safeer Hussain 2018 Government College of Education for Women, Skardu, Pakistan

Exploring Linguistic Space Occupied By The Teachers And Students Of An Esl Classroom In Gilgit-Baltistan, Pakistan: Comparisons Across Gender, Zaheer Abbas, Musa Ali, Safeer Hussain

Journal of Educational Research and Innovation

Classroom talk plays a key role in language learning especially in English as second language (ESL) classrooms. Therefore, in this study the linguistic space occupied by the teacher and students in an ESL classroom has been investigated. A descriptive and exploratory approach was employed and videotaping was used for data collection during five consecutive classroom lessons. Results revealed that the teacher occupied most of the linguistics space (60%) as compared to the students (40%). The average word count of boys (56%) was comparatively higher than that of girls’ word count (44%). This study reports important insights into the patterns of ...


Language Values At Bank Street, Coy Dailey 2018 Bank Street College of Education

Language Values At Bank Street, Coy Dailey

Faculty and Staff Publications

“Language Values at Bank Street” is designed to be used as a tool and to provide useful information on our daily interactions with both adults and children. The purpose of this guide is to continue educating our community toward maintaining a safe and inclusive community by recognizing what we say does matter. This guide will be used as a support document throughout the College, including with our partners, so we share a common language that respects both individuals and groups.


Empowering Indigenous Learners Through The Creation Of Graphic Novels, Deborah Begoray, Alexis Brown 2018 University of Victoria

Empowering Indigenous Learners Through The Creation Of Graphic Novels, Deborah Begoray, Alexis Brown

Journal of Media Literacy Education

In this paper, we examine how Indigenous and non-Indigenous adolescents identify media influences as health/wellness related. We conducted research over a six-week period in two alternative high school settings: a culture-based Indigenous education program at one school and an arts-based program at another school, both in the same small, Western Canadian city. We taught students from both programs the principles of critical media health literacy. Small groups of students from the Indigenous program wrote narratives. Then small groups of Indigenous and non-Indigenous students in an arts-based education program converted these stories into graphic novel/comic book format. Findings indicated ...


SahuhlúKhane’ UkwehuwenéHa They Learned To Speak It Again: An Investigation Into The Regeneration Of The Oneida Language, Rebecca Doxtator 2018 The University of Western Ontario

SahuhlúKhane’ UkwehuwenéHa They Learned To Speak It Again: An Investigation Into The Regeneration Of The Oneida Language, Rebecca Doxtator

Electronic Thesis and Dissertation Repository

This study investigated the significance of the Oneida language to two groups of Oneida speakers and learners in the Onʌyota’á:ka’ Oneida Nation of the Thames community. This study’s research questions included: (1) What is the significance of Oneida language to Oneida adult language learners who are seeking to acquire the language and what are they doing to regenerate the language? (2) What is the significance of Oneida language to Oneida adults who are conversationally fluent in Oneida language and what are they doing to regenerate the language? (3) What does an investigation into my personal relationship with ...


Book Review-- Prison Pedagogies: Learning And Teaching With Imprisoned Writers, June Edwards 2018 Mountjoy Prison, Dublin, Ireland

Book Review-- Prison Pedagogies: Learning And Teaching With Imprisoned Writers, June Edwards

Journal of Prison Education and Reentry

Prison Pedagogies, Learning and Teaching with Imprisoned Writers

Edited by Joe Lockard and Sherry Rankins-Roberson

Syracuse University Press, New York, 2018

ISBN 9780815654285

Reviewed by JUNE EDWARDS

Mountjoy Prison, Dublin, Ireland


The Persuasive Art Of Responding, Diane Barone, Rebecca Barone 2018 University of Nevada, Reno

The Persuasive Art Of Responding, Diane Barone, Rebecca Barone

Journal of Practitioner Research

This practitioner research study looked at how elementary students created persuasive arguments in response to their reading of Doll Bones. Students frequently used settings to ground their arguments. This study suggests that having students persuasively respond to reading serves as a bridge or scaffold to persuasive writing.


Relevance Of The Ies/Nsf Protocol To Identification Of Evidence-Based Practices, Barbara R. Schirmer, Alison S. Lockman, Todd N. Schirmer 2018 Walden University

Relevance Of The Ies/Nsf Protocol To Identification Of Evidence-Based Practices, Barbara R. Schirmer, Alison S. Lockman, Todd N. Schirmer

Journal of Educational Research and Practice

The Institute of Education Sciences (IES) and the National Science Foundation (NSF) issued common guidelines that provide a protocol by which the use of particular methodological designs in a line of research inquiry provides evidence for each successive step in the process of bringing any given instructional intervention into practice. Our purpose was to determine if research on two widely used literacy instruction approaches has been conducted at each methodological stage in the IES/NSF protocol and is relevant to identifying the approach as an evidence-based practice. We applied the IES/NSF pipeline-of-evidence guidelines to assess whether practices touted as ...


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