Education Commons^™

Oral History Conversation With Nick Sandoval, Kristina Overman, Parker Shultz, Courtney Coddington, Roc Beas

Philosophy 332: Business Ethics

No abstract provided.

Lumos Literacy: Utilizing Harry Potter As A Guide For English Language Learners, Kayla Punt

Honors Theses

This research paper and project looks at teaching literacy in a 9^th grade Standard English classroom with accommodations for high-level English Language Learners through JK Rowling’s Harry Potter and the Sorcerer’s Stone. It explores three schools of thought surrounding ESL education: transitional bilingual education, developmental bilingual education, and two-way immersion, and then uses this information to guide a full unit plan, complete with assessments, a lesson map for 20 days, and two appendixes of lesson plans. Drawing inspiration from Parker Palmer (1997), Lourdes Ortega (2013), and Kylene Beers (2003), the unit focuses on the engaging elements of Harry Potter …

La Lengua De Señas: Potencial Y Poder En La Transición De Un Enfoque Médico A La Perspectiva Socio-Antropológica De Niños Sordos / Sign Language: Potency And Power In The Transition From A Medical Approach To The Socio-Anthropological Perspective Of Deaf Children, Noah Lanckton

Independent Study Project (ISP) Collection

La Escuela Especial Santiago Apóstol ha hecho una transición de una escuela oralista a una escuela bilingüe. Eso es decir, que han cambiado su perspectiva que los Niños Sordos deben hablar, que hay un déficit en niños Sordos, al punto de vista de que tienen su propia cultura y una propia lengua, la Lengua de Señas. Este ensayo explora la perspectiva médica, en lo cual están basadas las escuelas oralistas, y la mirada socio-antropológico, de que nació la escuela bilingüe. El autor entrevistó a la directora y a un grupo de madres que tienen hijos en la escuela. También, él …

Distance Education: Methods Of Education For Students In Remote Areas Of China, Emily R. Kaminsky

Student Publications

This paper illustrates that distance education is a useful mechanism of education for students living in remote areas or those who desire a native English-speaking teacher to improve their own language skills. However, it will also show the ways in which distance education is not the perfect solution. This paper will overall find that distance education improves future economic opportunities, causes changes in teacher/student power dynamics, and does, to some extent, increase access to schooling for children living in rural, remote areas.

Distance Learning And The Non-Native English Speaker: A Correlational Study, Cristina Cottom

Doctoral Dissertations and Projects

In higher education, there is an increasing trend of Non-native English speakers (NNESs) enrolling in courses. In addition to an increase in NNESs in higher education, online learning also continues to rise every year. While there has been research investigating NNESs in traditional higher education courses, an opportunity remains to discover how NNESs perform in online courses. The purpose of this study was to explore the correlation between non-native English speakers’ (NNESs) responses on the Distance Education Learning Environments Survey (DELES) and final course grades in an online research course. The participants for this study were undergraduate NNESs enrolled in …

Vietnamese Teachers’ Perspectives Regarding Task-Based Approach To Vocabulary Instruction In Secondary School English As A Foreign Language Classrooms, Dung Thi Thuy Nguyen

FIU Electronic Theses and Dissertations

Task-Based Language Teaching (TBLT) is considered innovative in foreign language teaching. However, the body of research on TBLT employment in vocabulary instruction is still modest. This study explored teachers’ beliefs and practices regarding vocabulary instruction using TBLT. This study examined such application among Vietnamese high-school EFL teachers (N = 60) using a mixed methods research design. Data were collected using online questionnaires.

Data analysis showed that 53.6% of the participating teachers associated vocabulary instruction with TBLT. However, regardless of their years as instructors, they still found it challenging to implement TBLT vocabulary instruction due to numerous factors. In fact, 66.2% …

The Effect Of Two-Way Immersion On Students' Attitudes Toward Education, Other Cultures, And Self-Esteem, Jonathan Pedrone

Doctoral Dissertations and Projects

This research compared students who participated in a two-way French/English immersion program to students who participated in an English-only program to determine whether there was a statistically significant difference in their perceptions of: (a) education, (b) attitudes towards other cultures, and (c) self-esteem. The purpose of this quantitative causal-comparative study was to identify the differences in attitudes toward education, other cultures, and self-esteem between students enrolled in a two-way French/English immersion program and those enrolled in a traditional English-only program to test the theory of linguistic interdependence. This study is important because English language learners are the fastest growing subpopulation …

How Cultural Intelligence Makes A Difference In The Information Profession: Are You Culturally Competent?, Michele Villagran

Faculty Publications

It is not enough to simply be ‘aware’ anymore. We must go beyond our own self-awareness and awareness of others to understand the impacts of how we work and interact effectively in culturally diverse situations, whether domestic or global. As the information profession operates in an ever changing, global environment, we need to be prepared to handle any diverse situation. As our workforces become more diverse, we face an even greater challenge and problem: that is how to successfully manage increasingly diverse interactions. To address this concern, organizations are applying the framework of cultural intelligence.Cultural intelligence is a person’s capability …

From English Learner To Spanish Learner: Raciolinguistic Beliefs That Influence Heritage Spanish Speaking Teacher Candidates, Allison Briceño, Claudia Rodriguez-Mojica, Eduardo Muñoz-Muñoz

Teacher Education

This qualitative study explored Spanish-speaking teacher credential students’ beliefs about academic language that might promote or inhibit their decision to become bilingual teachers. Data includes interviews with 11 bilingual teacher candidates who were heritage Spanish speakers. Findings show that most were only aware of English-only educational contexts and did not know that bilingual teaching and the bilingual authorization pathway were options. Their schooling experience fostered English hegemony; even their Spanish classes were pervaded by linguistic purism and elitism. Schools taught them that their registers of Spanish, which they learned at home, were insufficient, inappropriate or incorrect. Consequently, they questioned their …

Equity And Inclusion: Expanding The Urban Ecosystem, Tia Brown Mcnair, Judith A. Ramaley

Public Administration Faculty Publications and Presentations

As our nation grows ever more diverse, the need to ensure that our educational institutions are truly equitable and inclusive becomes more and more urgent. This sense of urgency plays out across a social and political terrain that threatens the very core of our identity as a nation. Our growing diversity is seen by some as a threat to our national security and as the primary cause behind the displacements and angers being created by the ever growing differences that are dividing our country. Our authors see our growing diversity as a much needed and valued source of energy, creativity …

How Does An International Spanish Academy (Isa) Bilingual Program Affect The Motivation For Students To Take Four Years Of Spanish Classes Instead Of The Customary Two Years?, Frank Madden

Doctoral Dissertations and Projects

The purpose of this explanatory multi-case study was to determine how an International Spanish Academy (ISA) bilingual education model affects motivation for students to take four years of Spanish classes instead of the customary two years. The study involved three groups of Georgia public high school students currently enrolled in Spanish II classes in schools that did not include an ISA program. There is a growing trend across the United States to drop the world language requirement for high school graduation (National Council of State Supervisors for Languages (NCSSFL), 2016). Because of this national trend, a phenomenon exists among Georgia …

Integrating Multiple Instructional Mediums To Teach Critical Literacy With The Adult Linguistically Diverse Learners, Kaemanje Thomas

Publications and Research

Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher drop out rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States prepare assessments tests in reading and mathematics for most, if not all, newly …

Examining Efl Student Learning And Perceptions In Social Annotation-Based Translation Activities, Na Zhao, Fei Gao, Dazhi Yang

Visual Communications and Technology Education Faculty Publications

Limited research has been conducted on how to incorporate computer-supported collaborative learning into translation instruction despite the potential benefits. A study was conducted with a group of college English majors in China to examine the effects of using a social annotation tool to encourage student interaction during translation activities. The results showed that students made greater improvement when they completed the translation assignments with the support of a social annotation tool than when they completed the assignments in the traditional way. In addition, students had a positive attitude toward the use of the social annotation tool.

H.E.L.L.A.: A Bay Area Critical Racial Affinity Group Committed To Healing, Empowerment, Love, Liberation, And Action, Farima Pour-Khorshid

School of Education Faculty Research

Despite repeated pleas for diversifying a predominantly White U.S. teacher workforce, a significant teacher diversity gap persists in almost every state of the country (Boser, 2014). Teachers of Color who enter the profession with commitments to social justice, in particular, face an array of racist structural and interpersonal challenges often leading to their burnout and in some cases push out from the field (Kohli & Pizarro, 2016). In response to neoliberal, color evasive, and apolitical approaches to teacher support, educators and organizers have reclaimed and reframed their pedagogies through critical professional development (Kohli, Picower, Martinez, & Ortiz, 2015) to center …

Mexican-Origin Parents’ Stress And Satisfaction: The Role Of Emotional Support, Tierney K. Popp, Melissa Y. Delgado, Lorey Wheeler

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

Guided by a process model of parenting and the integrative model, this study examined sources of emotional support (i.e., partner, maternal, paternal) as related to stress and satisfaction resulting from the parenting role in a sample of Mexican-origin young adult parents who participated in the National Longitudinal Study of Adolescent to Adult Health (Add Health) during Wave IV. Participants were male and female parents (26–35 years of age; 59% female; N = 737) who had children and a partner. Results from structural equation modeling revealed support from mothers as salient; high levels of maternal support were associated with high levels …

Implications Of Parents’ Work Travel On Youth Adjustment, Lorey Wheeler, Anisa M. Zvonkovic, Andrea R. Swenson, Caitlin Faas, Shelby Borowski, Ruth Nutting

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

Guided by ecological, work–family spillover and crossover frameworks, this study examined mechanisms linking parental work travel (i.e. nights per year) to youth adjustment (i.e. externalizing and internalizing behaviors) through youth’s perceptions of parenting (i.e. knowledge, solicitation) with traveler and youth gender as moderators in a sample of 78 children in 44 two-parent families residing in the United States. The findings from multilevel analyses suggested that mothers’ travel nights predicted lower levels of maternal knowledge, with variation by traveler and youth gender. Mothers’ and fathers’ work travel and perceived parenting were predictors of youth’s externalizing behaviors, whereas only fathers’ work travel …

Video-Based Approach To Engaging Parents Into A Preventive Parenting Intervention For Divorcing Families: Results Of A Randomized Controlled Trial, Emily B. Winslow, Sanford Braver, Robert Cialdini, Irwin Sandler, Jennifer Betkowski, Jenn-Yun Tein, Lisa Hita, Mona Bapat, Lorey Wheeler, Monique Lopez

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

The public health impact of evidence-based, preventive parenting interventions has been severely constrained by low rates of participation when interventions are delivered under natural conditions. It is critical that prevention scientists develop effective and feasible parent engagement methods. This study tested video-based methods for engaging parents into an evidence-based program for divorcing parents. Three alternative versions of a video were created to test the incremental effectiveness of different theory-based engagement strategies based on social influence and health behavior models. A randomized controlled trial was conducted to compare the three experimental videos versus two control conditions, an information-only brochure and an …

Study Abroad In The Neoliberal Academy: Shifting Geographies, Terri Carney

Scholarship and Professional Work - LAS

No abstract provided.

Sowing Seeds Of Justice: Feminists' Reflections On Teaching For Social Justice In The Southwest, Tonya Evette Walls, Malayka Neith Cornejo, Tara J. Plachowski, Erica Kristina Reid, Soo Park

College of Health & Human Services (TUN) Publications and Research

Forming the basis for a provocative dialogue and written to illuminate teaching stories often pushed to the margins, this chapter provides a counter-narrative to the discourse surrounding leaky teacher-of-color pipelines and the national teacher crisis. Employing a critical race analytical lens, critical autoethnographic approach, and narrated through prose, five female educators committed to social justice share how they rely on unique and intersecting identities to sustain themselves in contested school spaces, while simultaneously exploring the cultural wealth they and their students bring into those spaces. Their collective stories reveal important lessons essential to our understanding of how to develop teachers …

Board Policy On Equity And Excellence, Adrienne Coleman, Traci Ellis

Diversity, Equity, and Inclusion: Resources

The Academy recognizes and acknowledges the historical underrepresentation and marginalization of culturally, linguistically, and economically diverse groups, both universally, and particularly, in STEM education and professions. These disparities also exist in the representation of the Academy’s workforce. We are committed to advancing equity in STEM education and representation and creating a diverse, inclusive community of global citizens who can realize their full potential, and execute our mission to advance the human condition, through a model of Equity and Excellence.

Teaching Global Literature To “Disturb The Waters”: A Case Study, Kelly K. Wissman

Literacy Teaching & Learning Faculty Scholarship

Within this qualitative case study, I describe how a fifth-grade teacher in an affluent and culturally homogenous school attempted to “disturb the waters” through teaching global literature. Framed by transactional theories of response and critical language awareness, I identify three central pedagogical moves that supported disruptions of students’ assumptions and beliefs: (1) inviting students to share their aesthetic transactions, (2) privileging multiple perspectives and genres, and (3) calling attention to language choices as a central line of inquiry. I argue that both transactional and critical approaches to literacy and language are necessary in order to move students beyond disinterested and …

Is Diversity Enough? Exploring Intergroup Friendships In Italian Multiethnic Schools, Cinzia Pica-Smith, Rina Manuela Contini, Bob Ives

Human Services and Rehabilitation Studies Department Faculty Works

Italian schools are increasingly diverse spaces in which children of different racial and ethnic backgrounds, religious beliefs, and cultural-linguistic practices interact daily. Thus, these spaces provide fertile ground for a continuum of relational experiences from positive intergroup relationships and friendships to tensions and experiences of discrimination and marginalization. Research has demonstrated that diverse spaces can be ideal for positive intergroup contact, intergroup dialogue and the formation of intergroup friendship, which have been associated with prejudice reduction and a decrease in intergroup anxiety. Employing a theoretical framework based on intergroup contact theory (Allport, 1954) and research on intergroup friendships, (Pettigrew & …

Placement Of Former English Language Learners In Middle Schools: General Education Or Dual Language?, Bruce Torff

Curriculum & Instruction Faculty Publications

Historically, many educators have attempted to help English Language Learners (ELLs) develop sufficient English skills to be reclassified so that they can be placed in general-education classrooms. At present, educators increasingly favor a policy of placing former ELLs in dual-language settings. But it remains unclear whether former ELLs in middle schools perform better academically in general-education (GE) or dual-language (DL) classrooms. Research was conducted to compare former ELLs placed in GE settings and those who remained in DL classrooms on state tests in English Language Arts (ELA) and math (n=99) at the middle-school level. In both subjects, DL students outperformed …

Symptomatic Leadership In Business Instruction: How To Finally Teach Diversity And Inclusion For Lasting Change, Linda L. Ridley

Publications and Research

Are business faculty complicit in mythologizing business concepts by ignoring historical precedence?

The refusal to examine in totality the history of discrimination and racism allows us to perpetuate a mythology of white supremacy that is enhanced through impotent diversity programs repeated throughout corporate America. This paper examines the importance of demythologizing the business curriculum through symptomatic thinking, which allows faculty and students to untangle the quagmire of diversity and inclusion in corporate America. Students are thereby equipped with tools for behavior transformation in the workplace that uses a symptomatic, rather than symbolic approach, to decision making and problem solving.

Language Attitudes In Algeria, Kamal Belmihoub

Publications and Research

No abstract provided.

Exploring The Perceptions Of Novice Spanish Students In Blended Courses, Ana I. Capanegra Phd

World Languages, Literatures, and Cultures Faculty Publications

The present research aims to gauge novice college Spanish students’ perceptions of blended courses to help the design and teaching of blended learning. Blended learning shifts from teacher-centered classes to a learner-centered focus (Hartman, Dziuban & Moskal, 1999; Morgan 2002). There is also more emphasis on peer-to-peer learning (Collis, 2003) since information can be easily shared. The participants of the study had no prior experience taking blended courses. The 14 participants were given an anonymous questionnaire at the end of the semester to explore their perceptions of hybrid learning in order to enhance the set-up of the courses. The questionnaire …

Educators Must Be Advocates: Advocating For Muslim Students, Terri L. Rodriguez, Laura Mahalingappa, Megan Evangeliste, Lauren Thoma

Education Faculty Publications

As educators interested in supporting linguistically and culturally diverse learners, we have had to view our roles in different ways since the presidential campaign and the election of Trump. In this article, two teacher educators and two inservice ESL teachers in the U.S. reflect on our various experiences working with Muslim students and preparing teachers to support Muslim students in the current socio-political context. We discuss these experiences with the goal of suggesting some priorities in teacher education. Ultimately, to prepare teachers to be effective teachers for Muslim students requires them to go beyond being culturally responsive to becoming advocates …

From The Ground Up: Providing Support To Emergent Bilinguals To Distinguish Language Difference From Disability, Andrea Golloher, David Whitenack, Lisa Simpson, Donna Sacco

Faculty Publications

National Assessment of Educational Progress (NAEP) data reveal that students with disabilities who are emergent bilinguals (English language learners) have the lowest levels of profficiency in reading and mathematics among all student groups. We consider issues related to the instruction of emergent bilinguals, including those identified as having specific learning disabilities, using a Response to Intervention (RTI)/Multi-Tiered Systems of Support (MTSS) model. In so doing, we argue that instructional practices consistent with a robust Tier 1 framework are beneficial to emergent bilinguals with and without learning disabilities while differentiating Tier 2 and 3 interventions may improve outcomes for emergent bilingual …

Making Visible The Invisible: Social Justice And Inclusion Through The Collaboration Of Museums And Spanish Community-Based Learning Projects, Karina Elizabeth Vázquez, Martha Wright

Latin American, Latino and Iberian Studies Faculty Publications

Concerns about inclusion and social responsibility as conduit for social justice on university campuses offer a platform for interdisciplinary initiatives. Here we focus on one such initiative, which seeks to build community between University of Richmond students and local Latino and Hispanic populations using the University of Richmond Museum collection. Collaborations between museums and Spanish classes, including a community-based learning component (Spanish Community-Based Learning and Museums - SCBLM), provide outreach to the local community and might prompt dialogues about extant social injustices (however overt or subliminal). In these experiential learning projects, the museum serves as a communal resource to embody …

Tribal Strengths And American Indian Students (Chapter Three Of Tribal Strengths And Native Education), Terry Huffman

Faculty Publications - College of Education

Excerpt: "It takes no small amount of courage to teach middle school students. Tammy has the necessary courage and a lot more too. On one of my visits to her class, I wanted to know what her students believe it means to be American Indian. So I asked. When you ask a group of middle school kids a question, it is hard to tell what answers you might get in return. In this case most of the responses revealed just how important the question was for this class of young Native students. They generally appeared to deeply consider what to …