The Information-Fluent English Language Learner: Cultural And Pedagogical Considerations, 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, 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, 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, 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, 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., 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, 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?, 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
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, 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, 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, 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, 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, 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, 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, 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, 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, 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
Reviewed by JUNE EDWARDS
Mountjoy Prison, Dublin, Ireland
The Persuasive Art Of Responding, 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, 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 ...