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Full-Text Articles in Education

Using Culturally Relevant Experiential Education To Enhance Urban Children’S Knowledge And Engagement In Science, Cara Michele Djonko-Moore, Jacqueline Leonard, Quintaniay Holifield, Elsa Bailey, Sultan Almughyirah Nov 2017

Using Culturally Relevant Experiential Education To Enhance Urban Children’S Knowledge And Engagement In Science, Cara Michele Djonko-Moore, Jacqueline Leonard, Quintaniay Holifield, Elsa Bailey, Sultan Almughyirah

Child and Family Studies Publications and Other Works

Background: Children living in urban areas often have limited opportunities to experience informal science environments. As a result, some do not have a deep understanding of the environment, natural resources, ecosystems, and the ways human activities affect nature. Purpose: This article examines how experiential science education supported urban children’s science knowledge and engagement through cultural relevance and eco-justice during a 1-week summer camp. Methodology/Approach: Third- through sixth-grade children from African American and Latinx urban communities in Colorado participated in a weeklong program using experiential learning opportunities including environmental and climate change lessons, activities at a local community-based site, and field …


The Use Of Ell Specific Assessment Accommodations: A Comparative Case Study Of Classroom Practices, Natalia Yeremina Ward Aug 2017

The Use Of Ell Specific Assessment Accommodations: A Comparative Case Study Of Classroom Practices, Natalia Yeremina Ward

Doctoral Dissertations

Access and equity of instructional and assessment practices used with English Language Learners (ELLs) have been in the forefront of educational research. In recent years, the developments in computerized assessment design and the prevalence of Universal Design for Learning have complicated the already complex terrain of literacy and language instruction and assessment of ELLs. Within this context, the present study focuses on the daily experiences of two third-grade ELLs in a small city school system in the southeast United States. Through classroom observations, interviews with teachers and administrators, and document analysis, this comparative ethnographic case study aims to explore systematic …


Immersion Schools And Language Learning: A Review Of Cherokee Lanugage Revitalization Efforts Among The Eastern Band Of Cherokee Indians, Elizabeth Albee May 2017

Immersion Schools And Language Learning: A Review Of Cherokee Lanugage Revitalization Efforts Among The Eastern Band Of Cherokee Indians, Elizabeth Albee

Chancellor’s Honors Program Projects

No abstract provided.


Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv Apr 2017

Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv

Catalyst: A Social Justice Forum

English language learners (ELLs) are the fastest growing student population in our nation’s public school systems; yet, preservice and inservice teachers are commonly underprepared to teach science effectively to this group of students. Though obviously inequitable, providing ELLs with poor or subpar science instruction denies them their civil right to equal opportunity to learn science. In this paper, we discuss simulation as a promising way to prepare preservice elementary teachers to plan and deliver quality science instruction and robust opportunities to learn to ELLs.


Flipping The Coin: Towards A Double-Faced Approach To Teaching Black Literature In Secondary English Classrooms, Vincent Ray Price Mar 2017

Flipping The Coin: Towards A Double-Faced Approach To Teaching Black Literature In Secondary English Classrooms, Vincent Ray Price

Theory and Practice in Teacher Education Publications and Other Works

Critiquing two approaches that English teachers use to teach Black, or African-American, literature in the secondary classroom—one that centralizes races and the other that ignores it—this article proposes a hybrid approach that combines both. This double-faced approach recognizes the culturally specific themes that give the text and the Black author their unique voice while also recognizing commonalities that bridge the text to others—despite the race of the authors. To demonstrate the feasibility of the double-faced approach, the article concludes with an examination of three texts through the lens of this “race both matters and doesn’t matter” perspective.