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2012 Walden University Summer Research Symposium, Walden University
2012 Walden University Summer Research Symposium, Walden University
2010-2016 Archived Programs
Welcome to the 2012 Walden University Summer Research Symposium, which is being held during the university faculty meeting for the first time. This positioning provides an opportunity for more of our academic community to experience the symposium and makes it more convenient for some of our newest researchers to participate. The topics for this symposium remain as interesting and varied as in the past and include some of our evaluation studies and thought leadership efforts. Speaking of new researchers, we have presentations on capstone projects representing nearly all the doctoral programs at Walden University—and in spite of the variety, each …
The Genre Of Instructor Feedback In Doctoral Programs: A Corpus Linguistic Analysis, Kelley Jo Walters, Michael Vinella
The Genre Of Instructor Feedback In Doctoral Programs: A Corpus Linguistic Analysis, Kelley Jo Walters, Michael Vinella
2010-2016 Archived Posters
Providing transparent written feedback to doctoral student may be essential to the learning process and preparation for the capstone. It may be even more critical in an online environment where face to face interaction is limited or confined to academic residencies. The researchers examined instructor feedback provided to online doctoral students on scholarly writing assignments throughout their program. The Corpus for this Analysis includes 237 doctoral level written assignments that include feedback from approximately 50+ faculty members.
English Language Learner Disproportionality In Special Education: Implications For The Scholar-Practitioner, Diana Linn, Lynn Hemmer
English Language Learner Disproportionality In Special Education: Implications For The Scholar-Practitioner, Diana Linn, Lynn Hemmer
Journal of Educational Research and Practice
This study examined the representational patterns of English language learners (ELLs) receiving special education services in school districts in a southeastern Texas region over a 7-year period. Results indicated that although relative risk ratios have decreased over time, the region as a whole continued to show overrepresentation of ELLs in special education. Additionally, the percentage of districts demonstrating overrepresentation decreased by almost half over the 7 years. Finally, the relative risk ratios for some districts in the study indicated variability over time. Awareness of the representational patterns of ELLs at the
national, state, regional, district, and campus levels continues to …
Exploring The Educational Involvement Of Parents Of English Learners, Elizabeth M. Vera, M Susman Israel, Laura Coyle, J Cross, Laura Knight-Lynn, I Moallem, G Bartucci, N Goldberger
Exploring The Educational Involvement Of Parents Of English Learners, Elizabeth M. Vera, M Susman Israel, Laura Coyle, J Cross, Laura Knight-Lynn, I Moallem, G Bartucci, N Goldberger
Center for Research Quality Publications
The purpose of the current investigation was to examine the relationships among a range of specific barriers and facilitators of parent involvement and a variety of types of school involvement within a diverse group of immigrant parents of English Learners (ELs) in four elementary school districts. In-home types of educational involvement such as monitoring homework and asking children about their school day were the most commonly reported behaviors, and utilizing community resources was found to be the least common type of parental involvement. Involvement type was predicted by parental demographic factors such as comfort with English language, educational background, and …
An Analysis Of Governance Policies And Practices In One School District Regarding English Learners, Lynn V. Lysko
An Analysis Of Governance Policies And Practices In One School District Regarding English Learners, Lynn V. Lysko
Frank Dilley Award for Outstanding Doctoral Study
In a large, urban, high school district, secondary English-learning students are not achieving at the same rates as other identified subgroups on state and local standardized tests. This gap compounds economic and social inequities in the region. A solution to the problem is important to educators and policy makers in providing an equitable education for all students. Using the conceptual framework of organizational culture, this qualitative project study explored the district's policies and practices on the academic program for English learners and whether policies result in meeting academic needs of English-learning students at the secondary level. One-on-one interviews with district …