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Are Characteristics Of A Professional Learning Community Guiding Student Achievement, Staci Faye Souhan
Are Characteristics Of A Professional Learning Community Guiding Student Achievement, Staci Faye Souhan
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this capstone was, are characteristics of a PLC guiding student achievement? The inspiration for this capstone was sparked by an unexplainable anomaly within a school district's MCA performance data between schools within their district and an intense interest in a DuFour’s research addressing professional learning communities. The author of this case-study style research looked to examine if characteristics of a PLC can be present and guide student performance without a fully functioning and formal PLC school-wide structure. This study documents that singular aspects of a PLC can guide student achievement and likens a co-taught classroom …
Tales For A Teacher’S Toolbox: Stories Of Emergent Bilinguals And Their Funds Of Knowledge, Erika Rae Bakkum
Tales For A Teacher’S Toolbox: Stories Of Emergent Bilinguals And Their Funds Of Knowledge, Erika Rae Bakkum
School of Education and Leadership Student Capstone Theses and Dissertations
Through a systematic review of ethnographic studies, this qualitative study collected stories that demonstrate the cultural wealth of emergent bilingual students. The stories collected demonstrate the aspirational, navigational, social, linguistic, familial, and resistant capitals (Yosso, 2005) as well as the experiential and social and emotional assets (WIDA, 2014) of emergent bilingual students. The narratives documented in this study can be retold as counter narratives that contradict commonly held deficit beliefs regarding emergent bilingual students, their families, and their communities.
Using Evidence-Based Spelling Instruction To Support Elementary Students: A Self-Study, Brigid Ayn Berger
Using Evidence-Based Spelling Instruction To Support Elementary Students: A Self-Study, Brigid Ayn Berger
School of Education and Leadership Student Capstone Theses and Dissertations
Teachers have been slow to adopt research-based best practices for spelling instruction. The purpose of this project was to identify effective spelling practices and reflect on the practical implementation of those practices in a first grade classroom. The research question was, how can teachers use research-based strategies to support elementary students as they develop spelling skills? This paper provides a review of English orthography and developmental spelling instruction before contrasting effective and ineffective instructional strategies. The author, a first grade teacher, conducts a self-study in which she implements formative assessments into her spelling routines and reflects upon the process of …
Mindset And Instructional Practices In The Elementary Mathematics Classroom, Charity Hall
Mindset And Instructional Practices In The Elementary Mathematics Classroom, Charity Hall
School of Education and Leadership Student Capstone Theses and Dissertations
How is teacher mindset reflected in instructional practices within the elementary mathematics classroom? Drawing from Dr. Carol Dweck’s and Dr. Jo Boaler’s mindset research and N. Webb’s and E. Fennema’s studies of teacher instructional practices, this research focuses on how teacher mindset is tied to interactions with elementary math students. This research also draws from Dr. Jo Boaler’s extensive work with mindset research. Teachers send strong messages to students every day about their students’ ability to achieve and grow. Growth mindset messages tell students they are capable, while fixed mindset messages may hinder a student’s growth. In the interest of …
The Perceived Impact Of A Short-Term Monolingual Karen Language Learning Experience On The Teaching Practices Of Low-Literacy Adult English Language Instructors, Loretta Dakin
School of Education and Leadership Student Capstone Theses and Dissertations
A limited amount of research on low-educated low-literate adult English language learners exists. An even smaller body of literature addresses innovation and teacher change of the instructors of this demographic. Adult refugees need basic language competency to participate with dignity in a new culture. This study explores the impact of increasing teacher empathy for the monolingual language learning environment that most first-wave refugees encounter upon arrival in the United States and identifies the instructional innovations and modifications that result. Nine participants, all low-level adult ELL instructors from a number of community-based adult language schools, took part in a Karen language …