Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- University of Nebraska - Lincoln (98)
- Liberty University (78)
- Bank Street College of Education (74)
- University of Central Florida (54)
- Selected Works (46)
-
- St. Catherine University (45)
- University of Tennessee, Knoxville (27)
- Nova Southeastern University (24)
- University of New England (22)
- City University of New York (CUNY) (19)
- University of New Hampshire (19)
- Georgia Southern University (16)
- Old Dominion University (15)
- Western Michigan University (15)
- Southern Illinois University Carbondale (14)
- St. John's University (14)
- East Tennessee State University (13)
- Purdue University (13)
- Gardner-Webb University (12)
- Morehead State University (11)
- Loyola Marymount University and Loyola Law School (10)
- Minnesota State University, Mankato (10)
- National Louis University (10)
- SIT Graduate Institute/SIT Study Abroad (10)
- Stephen F. Austin State University (10)
- The University of San Francisco (10)
- University of South Florida (10)
- Western Washington University (10)
- Edith Cowan University (9)
- Fayetteville State University (9)
- Keyword
-
- Education (55)
- Motivation (20)
- Learning (18)
- Pedagogy (18)
- Montessori (17)
-
- Mathematics (16)
- Teacher education (16)
- Collaboration (15)
- Teaching (15)
- Early childhood education (14)
- Preschool (14)
- Technology (14)
- Outdoor education (13)
- Curriculum (12)
- Environmental education (12)
- Elementary (11)
- Experiential learning (11)
- Literacy (11)
- Mindfulness (11)
- Professional development (11)
- Special education (11)
- Student engagement (11)
- Brain-based learning (10)
- Higher education (10)
- STEM (10)
- Writing (10)
- Educational technology (9)
- Experiential education (9)
- Instructional design (9)
- Lloyd Burgess Sharp (9)
- Publication
-
- Doctoral Dissertations and Projects (72)
- Occasional Paper Series (57)
- TAPESTRY (52)
- Masters of Arts in Education Action Research Papers (45)
- Journal of the National Collegiate Honors Council Online Archive (35)
-
- Dissertations (27)
- UReCA: The NCHC Journal of Undergraduate Research & Creative Activity (24)
- All Theses And Dissertations (21)
- Electronic Theses and Dissertations (19)
- The Journal of the Assembly for Expanded Perspectives on Learning (17)
- Journal of Vincentian Social Action (14)
- DBER Speaker Series (13)
- Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education (13)
- Artizein: Arts and Teaching Journal (12)
- Faculty Publications (11)
- Morehead State Theses and Dissertations (11)
- Publications and Research (11)
- Education Dissertations and Projects (10)
- The Qualitative Report (10)
- Journal of Research Initiatives (9)
- The Collective Works of Lloyd Burgess Sharp: Pioneer of the Outdoor Education Movement in the United States (9)
- Capstone Collection (8)
- First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience (8)
- Lori Desautels (8)
- Seattle Journal for Social Justice (8)
- Summit to Salish Sea: Inquiries and Essays (8)
- ABO: Interactive Journal for Women in the Arts, 1640-1830 (7)
- CCE Theses and Dissertations (7)
- Dissertations and Theses (7)
- Dissertations, Theses, and Capstone Projects (7)
Articles 31 - 60 of 1079
Full-Text Articles in Education
An Urban Institute Community Outreach Program: The Changing Faces Of Pharmacy - A Student Enrichment Program, Manouchkathe Cassagnol, Vibhuti Arya, John Conry
An Urban Institute Community Outreach Program: The Changing Faces Of Pharmacy - A Student Enrichment Program, Manouchkathe Cassagnol, Vibhuti Arya, John Conry
Journal of Vincentian Social Action
Pharmacists serve as important resources for health and medication-related questions to many communities across various demographics, races and ethnicities throughout the U.S. This is particularly true for a place as diverse as New York City (NYC). The Changing Faces of Pharmacy-Student Enrichment Program has provided mentoring services and education to a growing cohort of high school students through the active participation of our Pharm.D. students. We will look to create strategic alliances that will provide broader services and support to this group of students, including financial and academic aspects. We will also look to develop partnerships to find STEM focused …
Vincentian Education: The Role Of Compassion, Jerrold Ross
Vincentian Education: The Role Of Compassion, Jerrold Ross
Journal of Vincentian Social Action
The renowned Vincentian Center of St John's University brings with it additional prestige and recognition to the research faculties who produce important findings for all levels of Catholic education and for the perpetuation of a tradition long associated with the University. Beginning with Catholic education in preschool and continuing through higher education, Vincentian education, now in its second century, should provide Hope, answer our dreams and refresh its reaction to a vibrant social context, so that people can understand its meaning beyond philosophical statements.
The Heart Of Vincentian Higher Education, Dennis H. Holtschneider Cm.
The Heart Of Vincentian Higher Education, Dennis H. Holtschneider Cm.
Journal of Vincentian Social Action
It means a great deal to me to be here at St. John’s University, where I began my university service twenty-seven years ago. It has been my own great joy to spend my life in Vincentian education. Working in Vincentian Universities combines my love for the intellectual life with a desire to serve the poor that I myself received because I attended a Vincentian university in my youth. And it’s the great heart of a Vincentian university to see possibility in ALL the young. I doubt that Bishop Loughlin, whose idea that there should be a university for immigrants led …
Jovsa: Editorial, Marc E. Gillespie
Jovsa: Editorial, Marc E. Gillespie
Journal of Vincentian Social Action
Vincentian Universities are engaged in service at so many levels and in so many ways, yet it is easy to move through our day unaware of the herculean efforts that our students and colleagues are engaged in. The Vincentian Universities seem rooted in the idea of service. For us, service is not another trend that we adopted, but rather it has always been part of our constitution. The work presented in this issue provides two direct examples of how we can better serve.
Living Here, Yet Being There: Facebook As A Transnational Space For Newcomer Latina/O Adolescents, Mary Amanda Stewart
Living Here, Yet Being There: Facebook As A Transnational Space For Newcomer Latina/O Adolescents, Mary Amanda Stewart
TAPESTRY
Under the category of diaspora media studies, the present case study investigates the social networking use of four newcomer adolescent English Learners in a U.S. high school. Demonstrating their transnational skills, the students use the social networking site of Facebook prolifically outside of school in order to connect to their home countries, maintain their Latina/o identities, and acquire English. Findings from analyzing the students' Facebook pages, interviews, and in-school observations illustrate that they are transnational, multicultural, emergent bilinguals who engage in sophisticated multimodal ways of communication outside of school, challenging their at-risk label in their high school. Immigrant students' transnational …
Preparing Teachers Of English Learners: How Field Reports Bridge The Gap Between Theory And Practice, Judy Lombardi
Preparing Teachers Of English Learners: How Field Reports Bridge The Gap Between Theory And Practice, Judy Lombardi
TAPESTRY
Preservice teachers of English learners need practical experience in real classrooms to supplement the rich strategies learned in college methods classes. In classes of preservice teachers in secondary education at California State University Northridge, state course standards require teacher candidates to complete not only classwork but also field observation reports. The field observation reports help teacher candidates bridge theory and practice, making connections between university course strategies and public school classroom applications. With access to the largest number of English learners in any school district in the nation, candidates are able to observe and report on the diverse needs, strategies, …
Classroom Assessment Of Language Levels: A Quick Formative Assessment Tool, Paul Boyd-Batstone
Classroom Assessment Of Language Levels: A Quick Formative Assessment Tool, Paul Boyd-Batstone
TAPESTRY
When a newly arrived English learner (EL) enters the classroom, time is not on the teacher’s side. It is not uncommon for the EL to arrive far ahead of assessment data, such as a standardized measure of language level. Yet, the teacher is obliged to immediately provide instruction. Time is not on the student’s side either. English learners need immediate and appropriate instruction. This calls for a quick, formative assessment tool for identifying language level and appropriate accommodations. The purpose of this article is to present the Classroom Assessment of Language Levels (CALL) a tool for teachers to identify an …
Editor's Note, Tapestry Staff
Technology And Language Teaching: A Conversation With Dr. James May, Tapestry Staff
Technology And Language Teaching: A Conversation With Dr. James May, Tapestry Staff
TAPESTRY
TAPESTRY recently caught up with Dr. James May, winner of 2011-2012 Carnegie Foundation Florida Professor of the Year award, at a recent state conference. Dr. May is currently a Professor of English as a Second Language at Valencia Community College in Orlando, Florida. His research focuses on helping teachers to incorporate Web 2.0 technologies into instruction. Dr. May graciously agreed to share some of his insights into issues surrounding technology in the modern classroom with TAPESTRY.
Dramatic Differences: The Power Of Playbuilding For Young English Language Learners, Jamie Simpson-Steele, Daniel A. Kelin Ii
Dramatic Differences: The Power Of Playbuilding For Young English Language Learners, Jamie Simpson-Steele, Daniel A. Kelin Ii
TAPESTRY
Through a combination of anecdotal stories, the findings of a qualitative evaluative study and overview of experiential activities, this article outlines how a group of 4th and 5th grade English Language Learners benefited from a drama-based project focused on building student confidence, collaborative and communicative skills and facility with drama processes to engage interest and stimulate a sense of investment with the ELL participants. A portion of the article focuses on one participant who experienced a particularly intriguing journey that stimulated both discoveries and questions about the drama program.
Preparing Preservice Teachers To Address The Disproportionality Of Ells In Exceptional Education Programs, Leah J. Lerma, Martha Lue Stewart
Preparing Preservice Teachers To Address The Disproportionality Of Ells In Exceptional Education Programs, Leah J. Lerma, Martha Lue Stewart
TAPESTRY
As our nation’s classrooms become more diverse, how to best educate all of our students is of paramount importance. The educational placement of students of racial, cultural, ethnic, and linguistic diversity in classes for students with special needs at a disproportionate level is well documented. This paper addresses the issue of disproportionate representation of English Language Learners (ELLs) in special education programs. Teacher beliefs, cultural bias, lack of culturally responsive professional development opportunities, and assessments contribute to inappropriate referrals and identification. Preparing preservice teachers to understand disproportionality and why it exists can help reduce the inappropriate referrals and placement of …
Editor's Note, Tapestry Staff
New Book Publication Announcement, Tapestry Staff
New Book Publication Announcement, Tapestry Staff
TAPESTRY
An announcement of a new edited book titled “Preparing Every Teacher to Reach English Learners: A Practical Guide for Teacher Educators” published by Harvard Education Press in 2012 describing an innovative infusion approach to the preparation of all teachers to effectively address the language, literacy, and content learning needs of English learners (ELs) in general education classrooms.
Essay Review: Implications For Educators Of Daniel Everett’S Language: The Cultural Tool, Christopher W. Johnson
Essay Review: Implications For Educators Of Daniel Everett’S Language: The Cultural Tool, Christopher W. Johnson
TAPESTRY
This essay review discusses Everett (2012), Language: The Cultural Tool, with particular emphasis on implications for educators. While Everett does not belong to the discourse of pedagogy and policy for classrooms, his findings and arguments resonate powerfully with the contemporary challenges of PK-12 classrooms and teacher preparation.
Benefits And Challenges Of Co-Teaching English Learners In One Elementary School In Transition, N. Eleni Pappamihiel
Benefits And Challenges Of Co-Teaching English Learners In One Elementary School In Transition, N. Eleni Pappamihiel
TAPESTRY
This article reports the findings of a case study centered upon the implementation of a coteaching model in an elementary school with a mixed (EL and non-EL) population. In the co-teaching model examined, ESL teachers were embedded in the general education classroom, collaborated on instruction, and taught in cooperation with general education teachers. In addition to presenting the outcomes of the examined co-teaching model, the article outlines several key conditions for the successful application of this model to various teaching environments.
Editor's Note, Tapestry Staff
Preparing Teacher Candidates To Meet The Needs Of English Language Learners: The Tells Certificate, Martha Castañeda, Jeannie Ducher, Amy Fisher-Young, Bruce E. Perry
Preparing Teacher Candidates To Meet The Needs Of English Language Learners: The Tells Certificate, Martha Castañeda, Jeannie Ducher, Amy Fisher-Young, Bruce E. Perry
TAPESTRY
A report on the development and implementation of the Teaching English Language Learners (TELLs) certificate program at Miami University, in Oxford Ohio.
Infusing El Content And Instruction Into English Education Courses, Donna Niday
Infusing El Content And Instruction Into English Education Courses, Donna Niday
TAPESTRY
An article presenting a five-stage process of infusing EL-relevant topics into English education courses.
Infusing El Content Into A Foundations Course, Cynthia J. Hutchinson
Infusing El Content Into A Foundations Course, Cynthia J. Hutchinson
TAPESTRY
An article describing the author's experiences with ELs as well as with infusing EL content within a foundations course.
Infusing El Content Into A Sociocultural Studies In Education Course, Lauren B. Isaac, Richard A. Quantz
Infusing El Content Into A Sociocultural Studies In Education Course, Lauren B. Isaac, Richard A. Quantz
TAPESTRY
An article describing the process of embedding English learner topics in the sociocultural studies in education course the authors teach.
The Evolution, Experiences, And Lessons Learned With Esol Infusion In Florida, Jane Govoni
The Evolution, Experiences, And Lessons Learned With Esol Infusion In Florida, Jane Govoni
TAPESTRY
A description of the evolution of EL Infusion in Florida, where the State Department of Education requires all teacher candidates to be prepared to work with ELs.
Editor's Note, Tapestry Staff
Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers", Melanie Gonzalez
Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers", Melanie Gonzalez
TAPESTRY
Text: Fairbairn, S. & Jones-Vo, S. (2010). Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers. Philadelphia: Calson.
Enhancing Reading Proficiency In English Language Learners (Ells): The Importance Of Knowing Your Ell In Mainstream Classrooms, Marth Castañeda, Eva Rodríguez-González, Melissa Schultz
Enhancing Reading Proficiency In English Language Learners (Ells): The Importance Of Knowing Your Ell In Mainstream Classrooms, Marth Castañeda, Eva Rodríguez-González, Melissa Schultz
TAPESTRY
In this manuscript, the authors encourage classroom teachers and school leaders to learn about the home culture and language of the growing English learner population if they are to respond effectively to these students’ language, literacy, and content learning needs. These funds of knowledge have been shown to help teachers adjust instruction in ways that permit students to engage more actively in language, literacy, and content learning tasks. In addition to offering recommendations for administrators and teachers working to improve literacy of ELLs within and outside the school setting, the authors share sample surveys that can be used to gather …
In English You Read With A Stopwatch: A Journey Towards Biliteracy In Two Older Adopted Salvadoran Children, Mary A. Petron, Barbara J. Greybeck
In English You Read With A Stopwatch: A Journey Towards Biliteracy In Two Older Adopted Salvadoran Children, Mary A. Petron, Barbara J. Greybeck
TAPESTRY
This longitudinal case study provides an in-depth exploration of the journey toward bilingualism and biliteracy of two older adopted Salvadoran siblings in U.S. schools. Data sources include observations in the home and school, interviews, written artifacts, field notes, and various reading test scores. Analysis suggests that literacy instruction in English tended to focus more on phonics and fluency than comprehension and vocabulary, and it assumed a level of oral proficiency in English that neither of the children had. Spanish literacy instruction was aimed toward children of Mexican origin that was neither culturally relevant nor geared toward their specific language needs. …
Teaching Inclusivity: Preservice Teachers’ Perceptions Of Their Knowledge, Skills And Attitudes Toward Working With English Language Learners In Mainstream Classrooms, Philip C. Smith
TAPESTRY
This study investigated the effect of one semester of ESOL education on preservice teachers by examining their perceived knowledge and skill in working with English Language Learner (ELL) students, and their attitude toward having ELL students in their mainstream classrooms. The survey identified two factors: a) Perception of ESOL Knowledge and Skills (PEKS) and b) Attitude Toward Inclusion (ATI). Results showed that preservice teachers’ perceptions of both knowledge & skill (PEKS) changed from introductory to the final ESOL course, and that PEKS changed significantly from pre- to post-test within the same course. No significant changes were found in students’ attitude …
Editor's Note, Tapestry Staff
Book Review Of "Teaching Reading To English Language Learners: Insights From Linguistics", Alex Poole
Book Review Of "Teaching Reading To English Language Learners: Insights From Linguistics", Alex Poole
TAPESTRY
Text: Lems, K., Miller, L. D., & Soro, T. M. (2010). Teaching reading to English language learners: Insights from linguistics. New York: The Guilford Press.
“You Got The Word Now”: Problematizing Vocabulary-Based Academic Language Instruction For English Learners In Science, Katherine Richardson Bruna, Roberta Vann, Moises Perales Escudero
“You Got The Word Now”: Problematizing Vocabulary-Based Academic Language Instruction For English Learners In Science, Katherine Richardson Bruna, Roberta Vann, Moises Perales Escudero
TAPESTRY
With increasing numbers of English Learners enrolling in public schools, teachers of core academic subject area classes are facing the challenge of integrating English language development into instruction. This article describes how teachers' understanding of infusing language into science teaching can shape instructional practices and consequently influence the simultaneous English language development and science learning of English Learner students.