Education Commons^™

Student Centered Language Teaching: A Focus On Student Identity, Rachel Mano

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This portfolio is a compilation of essays that describe what the writer has come to see as essential topics in second language acquisition. It begins with a professional environment piece, and then a teaching philosophy statement focused on student identity and interaction in the classroom. This is followed by an essay on observations of teaching. The next two sections focus on pragmatic resistance among advanced learners and the importance of preparing learners for peer interaction. The portfolio concludes with an annotated bibliography outlining the main concepts associated with Communicative Language Teaching, a method that is commonly employed in second language …

A Research Project To Investigate The Instructional Preferences Of Alternatively Certified Career And Technical Education Teachers, Jessica Deceuster

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Industry career workers that have transitioned to teaching within the education sector have the knowledge base to develop “what” needs to be taught in Career and Technical Education (CTE) curriculum; however, they do not have adequate knowledge about instructional strategies or “how” the curriculum content should be taught. Therefore, the purpose of this project is to document the instructional strategies, techniques, and coursework that were taught through the Utah State University Career and Technical Education Academy, to Career and Technical Education teachers that have transitioned from industry to education, and to assess how well the instructional strategies, techniques, and coursework …

Student-Centered, Interaction-Based, Community-Driven Language Teaching, Sharon Lyman

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This portfolio is a compilation that highlights some of the author’s accomplished work while in the Master of Second Language Teaching (MSLT) program at Utah State University (USU). Organized into sections that reflect the author’s teaching and research perspectives as a MSLT graduate student and instructor, who taught intensive English reading, writing, and conversation courses for the Intensive English Language Institute (IELI).

In the first section, teaching perspectives, the author describes her desired professional environment, shares her personal teaching philosophy statement, and accounts for her professional development through classroom observations. In the second section, research perspectives, two research papers and …

To What Extent Do Young Adults With Disabilities Report Their High School Educational Experiences Prepared Them To Transition To Employment Or Post-Secondary Education, Marlee Jones

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This study examined the post school outcomes for young adults with disabilities having participated in special education programs while attending high school. An electronic survey was used to collect information from a population of previous special education students ages 18 to 19 years from a school district in the state of Utah. After sending the survey to approximately 275 former students, the researcher received responses from 4 individuals; a 1.45% response rate. The survey data were examined to identify overall satisfaction of participants’ high school education. Current participant employment rates, as well as post-secondary education enrollment was examined. No conclusions …

A Survey Of College Students With Learning Disabilities And Attention Deficit Hyperactivity Disorder To Identify Their Relationship And Use Of College Disability Resource Centers, Telia M. West

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

College students with learning disabilities (LD) and/or attention deficit hyperactivity disorder (ADHD) complete college at lower rates than their non-disabled peers (Newman & Madaus, 2015). Colleges receiving federal funding are required to have a disability resource center (DRC) that provides and coordinates accommodations for students with disabilities. This project examined the factors that led students with LD and/or ADHD to initially contact their college DRC. This project examined data from 61 college students pursuing an undergraduate degree with LD and/or ADHD who had already contacted their DRC. A survey was sent to those students asking about circumstances surrounding their …