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Full-Text Articles in Education
Teacher Scaffolds During Word Solving In The Context Of The Interactive Strategies Approach-Extended (Isa-X) Intervention, Mary Elizabeth Arcidiacono
Teacher Scaffolds During Word Solving In The Context Of The Interactive Strategies Approach-Extended (Isa-X) Intervention, Mary Elizabeth Arcidiacono
Legacy Theses & Dissertations (2009 - 2024)
Research has shown that reading intervention which incorporates word identification strategy instruction can help struggling students improve their reading ability (e.g., Gelzheiser, Scanlon, Vellutino et al., 2011; Scanlon, Gelzheiser, Vellutino et al., 2008; Vellutino, Scanlon, Small, et al., 2006). Since poor readers have benefited from interventions which include direct instruction of word identification strategies, my research focused on word identification strategy instruction; specifically, this study examined the types of scaffolds teachers provided to readers as they practiced being strategic word solvers while reading. This study compared the in-situ conversations between teachers using the Interactive Strategies Approach – Extended (ISA—X, Gelzheiser …
The Social And Emotional Learning And Character Education Of K-12 Online Students : Teacher Perspectives, Anna Warwick Nolan
The Social And Emotional Learning And Character Education Of K-12 Online Students : Teacher Perspectives, Anna Warwick Nolan
Legacy Theses & Dissertations (2009 - 2024)
ABSTRACT
Adult Learners Of English Interacting With Native Speaker Teachers And Non-Native Speaker Teachers : Exploring Differences In Students' Language Use, Melody Hallenbeck Nadeau
Adult Learners Of English Interacting With Native Speaker Teachers And Non-Native Speaker Teachers : Exploring Differences In Students' Language Use, Melody Hallenbeck Nadeau
Legacy Theses & Dissertations (2009 - 2024)
This mixed-methods study examined the lived experience of adult English Language Learners (ELLs) in classrooms led by native speaking teachers, compared with their experience in classrooms led by non-native teachers. The socio-cognitive approach to language and emergent common ground framed the development of the English classroom as a Community of Practice, in which students produced varying levels of complex, formulaic, metaphorically dense speech.
The Revelation Of Teacher Identity In The Process Of The "Descriptive Review Of A Child", Deven Lynn Horne
The Revelation Of Teacher Identity In The Process Of The "Descriptive Review Of A Child", Deven Lynn Horne
Legacy Theses & Dissertations (2009 - 2024)
Teaching is a complex relationship of the "I", the "Thou" and the "It" as described by David Hawkins (1974). This study examines the "I", a teacher's professional identity, as it is revealed in a specific professional development activity focused on examining students and student work known as the "Descriptive Review of a Child". Using a phenomenological case study approach, I followed four individual teachers throughout their engagement in the inservice as well as conducted post-interviews to the activity. The theoretical frameworks of the "I", "thou" and "it" by Hawkins and the "core reflection" by Korthagen provided the constructs used to …