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Full-Text Articles in Education
Response To Intervention For English Language Learners (Ells): Using Data Collection, Goal Setting, And District Level Support For Instructional Improvement, Stacie K. Pettit, Nao-Cheng Kuo
Response To Intervention For English Language Learners (Ells): Using Data Collection, Goal Setting, And District Level Support For Instructional Improvement, Stacie K. Pettit, Nao-Cheng Kuo
Journal of Contemporary Research in Education
Response to Intervention (RTI) has become a mandatory educational policy in many states. However, issues on how school districts use RTI to support English Language Learners (ELLs) has not been fully discussed in literature. In this study, artifacts including school RTI manuals and handbooks for instructing ELLs were analyzed. A survey with all school district ELL coordinators in one of the states where RTI is mandated in K – 12 was also conducted. The purpose of this study is to help educators and researchers in the field of language education understand how schools use RTI to support ELLs and how …
4 Advanced Comprehension Strategies To Use With Adolescent Readers, Gerlinde Beckers, Elizabeth M. Wadlington
4 Advanced Comprehension Strategies To Use With Adolescent Readers, Gerlinde Beckers, Elizabeth M. Wadlington
Journal of Contemporary Research in Education
Reading comprehension involves an intricate interaction between the reader and attention to the text. Teachers should employ reading strategies to increase comprehension skills required by adolescent students to address the increase in use of informational text and text complexity as stipulated in the newly adopted Common Core State Standards (CCSS). Four advanced reading comprehension strategies that teachers can use to help their students navigate the increase in higher level comprehension skills stipulated by the CCSS are presented here. Also, presented are a justification for why to use the strategy, information on how to use the strategy, research that supports the …
From Epistemological Pragmatism To Educational Pluralism, Matthew B. Etherington
From Epistemological Pragmatism To Educational Pluralism, Matthew B. Etherington
Journal of Contemporary Research in Education
Much of K-12 and higher education today reflects John Dewey’s pragmatic vision of education. Pragmatism as an epistemology has utility such as the ability to solve real concrete problems; however Dewey’s vision lacks comprehensiveness because it privileges scientific knowledge over other types of knowledge. Consequently, Dewey’s epistemological pragmatism cannot accommodate all types of knowledge learners and their traditions. For schools to be inclusive of all learners today they must move away from Dewey’s epistemological pragmatism and adopt educational pluralism.
Minority Students In University Remediation: A Phenomenological Analysis Of Their High School And First Semester College Academic Experiences, Savannah L. Kelly
Minority Students In University Remediation: A Phenomenological Analysis Of Their High School And First Semester College Academic Experiences, Savannah L. Kelly
Journal of Contemporary Research in Education
The existence of remedial curriculum at four-year universities remains a well-established, albeit controversial, component of contemporary higher education. Incoming students are required to enroll in postsecondary remedial coursework as a direct result of standardized test scores. It is well established in the literature, however, that minority students both underperform on standardized tests and are also overrepresented in remedial courses. This qualitative study explored the intersections of minority students’ high school academic experiences with their first-semester university academic experiences. The sample included eight minority students who were each enrolled in three remedial and at least one non-remedial course at a public, …
Cover Pages, Journal Editors
Cover Pages, Journal Editors
Journal of Contemporary Research in Education
No abstract provided.
Diversity Issues In Literacy Teacher Education, Sue Ann Sharma, Wendy C. Kasten, Lynn A. Smolen, Abha Gupta, Julie Kidd, Tanya S. Wright
Diversity Issues In Literacy Teacher Education, Sue Ann Sharma, Wendy C. Kasten, Lynn A. Smolen, Abha Gupta, Julie Kidd, Tanya S. Wright
Journal of Contemporary Research in Education
In this study, the researchers examine how diversity and knowledge about diversity were viewed and integrated into higher education literacy programs. Using online focus groups, we collected information about diversity in literacy at the program and course levels. Literacy teacher educators reported complexities in the preparation of current and future teachers regarding working with diverse learners. The three themes of perspectives and dispositions, curriculum issues and decisions, and outside influences emerged. The researchers recommend that teacher educators find innovative ways to increase teacher education program effectiveness to enhance the dispositions and practices of the teachers whom they prepare where diversity …
Anti-Realist Epistemologies In Education, Mark Ortwein
Anti-Realist Epistemologies In Education, Mark Ortwein
Journal of Contemporary Research in Education
Constructivism and postmodernism endorse and anti-realist metaphysics. Once we abandon the fruitless search for objective reality, so the argument goes, we can devote ourselves to making our beliefs more efficacious than they were before. We can do this because we have given up truth-as-correspondence, and have embraced the claim that what makes a belief right is just that experience has taught us that it works. In short, because our claims to truth (and thus knowledge) refer to utter contingent accounts of reality, it follows that they are only contextually true. As such, any claim to an invariant foundation (an objectively …