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Embodying Rhythm Nation: Multimodal Hip Hop Dance As A Site For Adolescent Social-Emotional And Political Development, Lauren M. Roygardner 2017 The Graduate Center, City University of New York

Embodying Rhythm Nation: Multimodal Hip Hop Dance As A Site For Adolescent Social-Emotional And Political Development, Lauren M. Roygardner

All Graduate Works by Year: Dissertations, Theses, and Capstone Projects

This exploratory study employed qualitative methodology, specifically values analysis, to learn more about how being involved within Hip hop dance communities positively relates to adolescent development. Adolescence was defined herein as ages 13-23. The study investigated Hip hop dance communities in terms of cultural expertise (i.e. novice, intermediate and advanced/expert) to look specifically at dance narratives (i.e. peak experience narratives and “I dance because” essays) and hip hop dance performances. The primary purpose of this dissertation was to (1) explore how adolescents use multimodal Hip hop dance discourse for social-emotional development and critical consciousness, and to (2 ...


Effects Of Multimedia Instruction On L2 Acquisition Of High-Level, Low-Frequency English Vocabulary Words, Euna Cho 2017 The Graduate Center, City University of New York

Effects Of Multimedia Instruction On L2 Acquisition Of High-Level, Low-Frequency English Vocabulary Words, Euna Cho

All Graduate Works by Year: Dissertations, Theses, and Capstone Projects

The present study examined the effects of multimedia enhancement in video form in addition to textual information on L2 vocabulary instruction for high-level, low-frequency English words among Korean learners of English. Although input-based incidental learning of L2 vocabulary through extensive reading has been conventionally believed to be appropriate for high-frequency words, intentional or explicit vocabulary learning is suggested to be more sensible or realistic for the acquisition of low-frequency academic words. Multimedia support in foreign language instruction has revealed benefits in promoting direct teaching and explicit learning of L2 vocabulary; moreover, adding textual information to video seems to boost students ...


"Resisting From Within": (Re)Imagining A Critical Translingual English Classroom, Kate Anna Seltzer 2017 The Graduate Center, City University of New York

"Resisting From Within": (Re)Imagining A Critical Translingual English Classroom, Kate Anna Seltzer

All Graduate Works by Year: Dissertations, Theses, and Capstone Projects

This ethnographic case study of an urban, linguistically diverse English classroom explores what happened when space was made for students both to voice their experiences living amidst ideologies that marginalize their language practices and identities and to resist such ideologies through writing that pushed monoglossic boundaries. Intensive one-on-one work with a high school English teacher led to the creation of a year-long curriculum that emphasized metalinguistic inquiry and discussion, linked language, power, and identity, and modeled the ways that writers and other artists take linguistic risks in order to critique monoglossic language ideologies.

Over the course of the year, students ...


Escribiendo Para Desahogarme: Release And Resistance In A Middle School Bilingual Writing Workshop, Carla Espana 2017 The Graduate Center, City University of New York

Escribiendo Para Desahogarme: Release And Resistance In A Middle School Bilingual Writing Workshop, Carla Espana

All Graduate Works by Year: Dissertations, Theses, and Capstone Projects

This dissertation examines a teacher’s language ideologies, their impact on curriculum modifications and bilingual Latinx middle schoolers’ storytelling, to understand how a bilingual pedagogy builds on their cultural and linguistic resources. This qualitative study was conducted in a sixth grade writing workshop class in New York City as the focus teacher taught the Teachers College Reading and Writing Project Personal Narrative Unit of Study. The first two findings center on the factors that influence a teacher’s stance on language practices and bilingual pedagogy, and how these contributed to curriculum modifications that included using students’ full linguistic and cultural ...


Translanguaging Practices For Educational Equity: Moments In A Bilingual Middle School Classroom, Luz Y. Herrera 2017 The Graduate Center, City University of New York

Translanguaging Practices For Educational Equity: Moments In A Bilingual Middle School Classroom, Luz Y. Herrera

All Graduate Works by Year: Dissertations, Theses, and Capstone Projects

Dual language bilingual education (DLBE) programs in New York City largely follow a 50-50 model: half of the instruction is in English while the other half is in another target language. In NYC, as well as the rest of the country, these programs are typically English-Spanish due to the large Spanish-speaking population in the U.S. Bilingual programs also tend to strictly separate languages and often insist that teachers and students only use the designated language according to the school or district’s particular language allocation policy.

This qualitative case study challenges the strict separatist language model of some dual ...


Do Spellings Of Words And Phonemic Awareness Training Facilitate Vocabulary Learning In Preschoolers?, Robin O'Leary 2017 The Graduate Center, City University of New York

Do Spellings Of Words And Phonemic Awareness Training Facilitate Vocabulary Learning In Preschoolers?, Robin O'Leary

All Graduate Works by Year: Dissertations, Theses, and Capstone Projects

The purpose of this study was to examine the contribution of phoneme awareness training and orthography to the learning of new vocabulary words by partial alphabetic phase readers. We hypothesized that four and five year old children taught to segment words with letters would outperform those trained with shape markers and those that received no segmentation training on an invented spelling task. We also hypothesized that students seeing the spellings of new vocabulary words (names) would learn the words in fewer trials, remember the names and features better and would be able to better recognize letter labels when presented alone ...


Literacy Tutoring Strategies Of America Reads University-Level Tutors, Mauricio Cadavid 2017 California State U. San Bernardino

Literacy Tutoring Strategies Of America Reads University-Level Tutors, Mauricio Cadavid

Electronic Theses, Projects, and Dissertations

The purpose of this study was to explore, study, outline and describe tutoring strategies applied by American Reads (AR) tutors and non-America Reads (nAR) tutors helping young tutees develop early literacy skills. There is limited research on the implementation of effective tutoring strategies during one-on-one tutoring with elementary school children in terms of early literacy development. Most of the literature is split between peer tutoring and program tutoring. This lack of research presents a particular challenge when it comes to identifying an effective tutor and effective tutoring methodologies. Using a qualitative approach, this study utilizes survey data, session recordings, and ...


Effects Of A Treatment Package To Facilitate English/Language Arts Learning For Middle School Students With Moderate To Severe Disabilities, Pamela J. Mims, Angel Lee, Diane M. Browder, Tracie-Lynn Zakas, Susan Flynn 2017 East Tennessee State University

Effects Of A Treatment Package To Facilitate English/Language Arts Learning For Middle School Students With Moderate To Severe Disabilities, Pamela J. Mims, Angel Lee, Diane M. Browder, Tracie-Lynn Zakas, Susan Flynn

Pamela J. Mims

This pilot study sought to develop and evaluate the use of a treatment package that included systematic and direct instruction on acquisition of literacy skills aligned with middle school English/Language Arts standards for students with moderate to severe disabilities, including autism. Participants included five teachers and 15 middle school students with moderate to severe disabilities who were primarily served in a self-contained setting. A one-group, nonrandomized, pre-posttest design was implemented to measure vocabulary, comprehen- sion of familiar text and unfamiliar text, poetry, research, and writing skills. Results indicated significant gains in vocabulary and comprehension of familiar text. Limitations, implications ...


Encouraging Literacy And Mathematics Achievement Through Study Of Real Estate, Ryan Andrew Nivens, Lori T. Meier, Karin J. Keith, Erin E. Doran, Edward J. Dwyer 2017 East Tennessee State University

Encouraging Literacy And Mathematics Achievement Through Study Of Real Estate, Ryan Andrew Nivens, Lori T. Meier, Karin J. Keith, Erin E. Doran, Edward J. Dwyer

Ryan Andrew Nivens

The era of high stakes testing often puts pressure on teachers and administrators to deemphasize creative activities not perceived as directly related to improving test scores. Alternatively, the authors propose that using environmental text is essential for encouraging overall learning competencies in general and reading/writing/ and mathematical achievement in particular. The authors propose that using real estate booklets can be helpful in generating learning activities in literacy, social studies, and mathematics. In addition, integrating music and art comfortably accompanies strategies presented. Real estate booklets are colorful, rich in content, and readily available at no expense.


Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann 2017 East Tennessee State University

Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann

Ryan Andrew Nivens

Analysis is typically the first of the higher functions listed in taxonomies of higher order thinking. Academics consider these upper categories extremely worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is being criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K‐12 education, Race to the Top and Common Core requirements are placing new demands on K‐12 teacher preparation, which include evaluation of the analysis skills of pre‐service teachers. But ...


Improving The Reading Level Of Middle School English Learners In English Language Development Classes., Anastasiia V. Mixcoatl-Martinez 2017 School

Improving The Reading Level Of Middle School English Learners In English Language Development Classes., Anastasiia V. Mixcoatl-Martinez

Master's Projects and Capstones

Presently, there are about 2,664,921 English Language Learners (ELLs) and Fluent English Proficient (FEP) speakers in California public schools who speak a language other than English at home (CalEdFacts, 2016). Some of these students have immigrated to the United States from other countries, while others were born and have been raised in the United States. According to the California Department of Education, the vast majority of ELLs (83.5%) in California come from low-income families and speak a language other than English at home. 73% of ELLs attend English Language Development (ELD) classes kindergarten through grade six, and ...


Music Speaks, We Listen: A Teacher's Guide For Using Music In The Adult Ell Classroom, Honora Mitchell 2017 University of San Francisco

Music Speaks, We Listen: A Teacher's Guide For Using Music In The Adult Ell Classroom, Honora Mitchell

Master's Projects and Capstones

Too often adult ESL students are stymied by high levels of perfectionism, self-consciousness and anxiety when trying to learn English. They are further challenged because they may have come from a country where language teaching methods have not kept up with the times, so have an imbalance of skills—lacking speaking and listening skills. When students’ affective filters are high and their motivation is low they are less open to learning. Students need authentic, culturally-relevant material to stimulate learning and activate their multiple intelligences. The purpose of this project is to introduce adult ESL teachers to using popular songs to ...


Strategies For First-Year University Esl Students To Improve Essay Writing Skills, Mengjie Wei 2017 Mengjie Wei

Strategies For First-Year University Esl Students To Improve Essay Writing Skills, Mengjie Wei

Master's Projects and Capstones

This project provides a writing guidebook for first-year university level English as a Second Language (ESL) students and teachers. Most ESL students have difficulties in academic English writing, especially first-year university ESL students. Due to the differences in linguistic and education backgrounds, first-year university level ESL students desire a writing guidebook that is appropriate for them; ESL teachers should be provided with professional teaching methods and materials in delivering lectures too. By applying Schema Theory and Stephen D. Krashen’s Monitor Model, strategies for students and teachers are professionally designed in this guidebook.

In order to help ESL students better ...


Pairing Young Adult And Classic Literature In The High School English Curriculum, Anne V. Miller 2017 University of Maine

Pairing Young Adult And Classic Literature In The High School English Curriculum, Anne V. Miller

Electronic Theses and Dissertations

Literacy experts recommend young adult literature to engage teens and scaffold their developing reading and literary analysis skills. Yet, the American high school English curriculum is dominated by a narrow list of classics, virtually unchanged since the late 19th century. This static curriculum neither reflects the diversity of American culture nor the lives of students in the 21st century. Adolescent literacy scholarship can support practitioners by expanding the research on effective strategies for using young adult literature. This research study examines the effects of an intentional pairing of a classic work of literature with a work of young ...


Gaining Perspective: Social Media’S Impact On Adolescent Literacy Development, Kayla Swan 2017 The College at Brockport: State University of New York

Gaining Perspective: Social Media’S Impact On Adolescent Literacy Development, Kayla Swan

Education and Human Development Master's Theses

This qualitative study explores both teacher and student perspectives of social media’s impact on adolescent literacy development. In addition, it also investigates perspectives concerning if and how social media could be integrated into a classroom to improve student literacy skills. Research remains in dispute regarding the impact of social media use on literacy skills, as there are studies that claim social media both positively and negatively impacts students’ skills. Surveys of both teachers and students as well as semi-structured interviews of students were given and analyzed to gain insight concerning both the impact of social media on literacy skills ...


Benefits Of Sustained Silent Reading And Self-Monitoring For Reluctant Readers, Jamie Quinn 2017 Rowan University

Benefits Of Sustained Silent Reading And Self-Monitoring For Reluctant Readers, Jamie Quinn

Theses and Dissertations

This study examined the effect/impact of self-monitoring on reading achievement of reluctant readers during 20 minutes of sustained silent reading. Lexile scores were used as the measurement to evaluate student-learning outcomes. Seven, 9th graders (four male, three female) in an English/Language Arts (ELA) classroom participated in the study. Their initial lexile scores were under 1000 (as determined by the Scholastic Inventory) and identified as reluctant or underperforming readers.

During the intervention, students participated in a sustained silent reading program for the first four weeks, then a self-monitoring strategy (reading logs) was incorporated into instruction. The Scholastic Reading Inventory ...


Effects Of Self-Regulated Strategy Development On The Persuasive Essay Writing Of Seventh Grade Students With Disabilities, Amanda Scrivani 2017 Rowan University

Effects Of Self-Regulated Strategy Development On The Persuasive Essay Writing Of Seventh Grade Students With Disabilities, Amanda Scrivani

Theses and Dissertations

The purpose of this study was to analyze the effect of Self-Regulated Strategy Development (SRSD) on the persuasive essay writing of seventh grade students with disabilities. Specifically the study analyzed the effects of SRSD on (a) essay length, (b) number of essay parts, and (c) essay quality. In addition, student satisfaction with SRSD was evaluated for social validity. Eight seventh grade students, seven male and one female, participated in the study. All students were classified with either learning disabilities (LD) or other health impairment (OHI). A single-subject multiple baseline across participants design was used. During the baseline phase, students wrote ...


Beyond Dichotomies: Acknowledging And Disrupting The Social Worlds Of Tracked Schooling Through Identity-Focused Literacy Practices, Krista M. Bowen 2017 Kennesaw State University

Beyond Dichotomies: Acknowledging And Disrupting The Social Worlds Of Tracked Schooling Through Identity-Focused Literacy Practices, Krista M. Bowen

Doctor of Education in Secondary Education Dissertations

This study sought to understand the influence of institutional structures of tracking and ability-grouping on the social worlds of an English language arts classroom – to understand how students construct and express identities against the backdrop of academic hierarchies, and to observe how these academic identities shape social patterns in the classroom. Drawing on dialogic and identity-focused literacy practices, this study used a design-based research methodology with ethnographic tools to observe the potential for literacy events to open more inclusive pathways to participation, beyond the social patterns that often marginalize students who do not fit conventional academic definitions of success. Data ...


Effective Strategies For Foreign Language Teaching: A Focus On Russian, Marina Krutikova 2017 Utah State University

Effective Strategies For Foreign Language Teaching: A Focus On Russian, Marina Krutikova

All Graduate Plan B and other Reports

This portfolio presents the collection of writings that reflect the author’s beliefs about effective foreign language instruction. Throughout much of the portfolio, focus is made on teaching communicatively, providing instruction on the target language culture, and enhancing students’ motivation to learn foreign languages. The first section of the portfolio is centered around the author’s teaching philosophy that was informed by her experience as a teacher of Russian as a foreign language, observations of other language instructors, and studies in the Master of Second Language Teaching (MSLT) program. The following section consists of the language, literacy, and culture papers ...


Interview And Focus Groups Analysis Of Decreased Composite Benchmark Scores On Dynamic Indicators Of Basic Early Literacy Skills (Dibels) From Kindergarten To First Grade Students, Loreen Flanary 2017 Utah State University

Interview And Focus Groups Analysis Of Decreased Composite Benchmark Scores On Dynamic Indicators Of Basic Early Literacy Skills (Dibels) From Kindergarten To First Grade Students, Loreen Flanary

All Graduate Plan B and other Reports

School districts in the state of Utah are required to use Dynamic Indicators of Basic Literacy Skills (DIBELS) as an assessment of reading ability for students in kindergarten through fifth grade. The Logan City School District (LCSD) kindergarten end of year (EOY) Composite DIBELS data have been strong over the past 5 years with over 90% of students scoring at benchmark. In comparison, in each of those 5 years, first grade beginning of year (BOY) data drops considerably. LCSD is concerned with this trend because it is larger than the state trend of 13-14%, the trend is increasing, and this ...


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