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The Exploration Of Multicultural Pedagogy On Rural Student Global Literacy And College Preparedness, Katelyn E. Kreis 2019 Olivet Nazarene University

The Exploration Of Multicultural Pedagogy On Rural Student Global Literacy And College Preparedness, Katelyn E. Kreis

Scholar Week 2016 - present

The study of the effectiveness of multicultural pedagogy on student global literacy and college preparedness is a topic of concern for educators and students. Multicultural education is a multifaceted pedagogical approach in which educators provide diverse experiences for students to learn to work within the global society. The purpose of this research study was to explore the influence multicultural pedagogy has on rural student global literacy and college preparedness. The quantitative approach examined: differences between urban and rural samples, multicultural pedagogy, global citizenship, college preparedness, U.S. interconnectedness, and confidence of new literacies between students in a traditional instructional setting ...


Self-Regulated Learning, Luda V. Vine 2019 Andrews University

Self-Regulated Learning, Luda V. Vine

Andrews University Teaching and Learning Conference

The literature on assessment indicates that one of the main outcomes of formative assessment is instilling self-regulation in learners. This presentation will briefly review the research findings on self-regulated learning and make suggestions on how educators can implement those findings in their daily practice to train their students to become self-regulated learners.


Back Cover, 2019 Montclair State University

Back Cover

New Jersey English Journal

No abstract provided.


Winter, Patricia Bender 2019 Montclair State University

Winter, Patricia Bender

New Jersey English Journal

No abstract provided.


I Said Poetry, Sara deBeer 2019 Montclair State University

I Said Poetry, Sara Debeer

New Jersey English Journal

No abstract provided.


A Conversation About Overcoming Barriers To Using Social Justice In The Classroom Through Critical Literacy, Rebecca Maldonado, Allison Wynhoff Olsen 2019 Emerson High School

A Conversation About Overcoming Barriers To Using Social Justice In The Classroom Through Critical Literacy, Rebecca Maldonado, Allison Wynhoff Olsen

New Jersey English Journal

No abstract provided.


Conflict On March 24th, Liz deBeer, 2018 NJCTE Spring Conference Attendees 2019 Brookdale Community College

Conflict On March 24th, Liz Debeer, 2018 Njcte Spring Conference Attendees

New Jersey English Journal

No abstract provided.


The Politics Of Classroom Engagement: Practicing Nonpartisanship In A First-Year Writing Classroom, Maria Geiger 2019 University of the Arts

The Politics Of Classroom Engagement: Practicing Nonpartisanship In A First-Year Writing Classroom, Maria Geiger

New Jersey English Journal

No abstract provided.


Choice Reading And The Intersection Of Literacy And Democracy, Scott Hebenstreit 2019 Montclair State University

Choice Reading And The Intersection Of Literacy And Democracy, Scott Hebenstreit

New Jersey English Journal

No abstract provided.


Picture Books Teach Empathy And Much More, Sheryl Lain 2019 Montclair State University

Picture Books Teach Empathy And Much More, Sheryl Lain

New Jersey English Journal

No abstract provided.


Teaching: From The Inside Out, Jeffrey Pflaum 2019 Montclair State University

Teaching: From The Inside Out, Jeffrey Pflaum

New Jersey English Journal

No abstract provided.


About Relationships, Not Prerogatives: Editing The New Jersey English Journal, Julius Gottilla 2019 Union Catholic High School

About Relationships, Not Prerogatives: Editing The New Jersey English Journal, Julius Gottilla

New Jersey English Journal

No abstract provided.


Beyond Getting It Done: Developing Literacy And Global Competencies, Maureen Connolly 2019 The College of New Jersey

Beyond Getting It Done: Developing Literacy And Global Competencies, Maureen Connolly

New Jersey English Journal

No abstract provided.


Ray, Sue Kenney 2019 Immaculate Heart Academy

Ray, Sue Kenney

New Jersey English Journal

No abstract provided.


Cover, Front Matter, Editors' Note, Table Of Contents, 2019 Montclair State University

Cover, Front Matter, Editors' Note, Table Of Contents

New Jersey English Journal

No abstract provided.


Common Core Collaborations For The Sake Of Ells, Maria Dove Ed.D., Andrea Honigsfeld Ed.D. 2019 Molloy College

Common Core Collaborations For The Sake Of Ells, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.

Maria Dove

Over a decade ago, Morse (﴾2000)﴿ suggested that through collaboration, “educators will recognize they are not alone in searching for new modes of human exchange,” noting as well that “rejecting collaboration is not an option” (﴾p. xi)﴿. The complex challenges that English language learners (﴾ELLs)﴿ and their educators encounter on a daily basis with the implementation of new learning standards calls for a collaborative approach to instruction so teachers are better able to pool their talents and resources and offer the best possible learning experiences to ELLs. More specifically, the Common Core Learning Standards (﴾CCLS)﴿—what the Common Core State ...


Analysis Of The Implementations Of An Esl Coteaching Model In A Suburban Elementary School, Maria Dove Ed.D., Andrea Honigsfeld Ed.D. 2019 Molloy College

Analysis Of The Implementations Of An Esl Coteaching Model In A Suburban Elementary School, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.

Maria Dove

Research on school improvement over the last decade has identified several efforts to implement program innovations to increase student achievement for English learners (ELs). Some schools have been found more successful than others in implementing exceptional models of instruction to meet or exceed student achievement expectations for linguistically diverse students. In order to investigate the factors that influence the establishment of a successful program for ELs, we examined the process of implementing an integrated, collaborative service delivery model of instruction for English learners in a New York suburban elementary school.


Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D. 2019 Molloy College

Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.

Maria Dove

There is much concern among ESOL, grade level, and content area teachers since the changes to the New York State Commissioner’s Regulations Part 154, which govern programs for PK–12 English language learners (ELLs), have taken effect. The revised regulations have established integrated services in English as a new language (ENL), in which much of the instruction for ELLs takes place in general education classes. Educators throughout the state are filled with apprehension about this shift in practice. There are many misgivings among teachers about several issues: configuring classes for co-teaching, the changing roles and responsibilities of ESOL teachers ...


Strategies For Teaching Information Literacy To English Language Learners, Clara Y. Tran, Selenay Aytac 2019 Stony Brook University

Strategies For Teaching Information Literacy To English Language Learners, Clara Y. Tran, Selenay Aytac

Collaborative Librarianship

Academic librarians are encountering a growing number of English Language Learners (ELLs) every day, as our classrooms have become more linguistically diverse every year. In this dramatically changing environment, academic librarians are expected to meet the needs of increasingly diverse students speaking multiple languages. The purpose of this paper is to present widely used teaching strategies to support ELLs based on an exhaustive literature review. Study also suggests collaboration among ESL or classroom instructors and librarians to enhance semester-long learning experience.


Tasks, Experiential Learning And Meaning Making Activities: A Functional Approach, Bernard Mohan, Tammy Slater, Gulbahar Beckett, Esther Tong 2019 University of British Columbia

Tasks, Experiential Learning And Meaning Making Activities: A Functional Approach, Bernard Mohan, Tammy Slater, Gulbahar Beckett, Esther Tong

Gulbahar Beckett

It is important for task-based learning and teaching research to focus on academic content tasks that involve form and meaning, language and content, and academic discourse and disciplinary knowledge. This is needed to address problems such as low academic achievement by English language learners. We argue that the SFL approach to language, particularly in the area of ‘field’ and ideational meaning, can support a rich model of experiential learning in the wider context of socio-semantic meaning-making activities that can illuminate issues regarding the analysis and development of language as a means of learning. We will illustrate this model with two ...


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