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Full-Text Articles in Education
The Experiences Of Teachers Successfully Teaching Reading To Black Students, Kevin Michael Walker
The Experiences Of Teachers Successfully Teaching Reading To Black Students, Kevin Michael Walker
Dissertations and Theses
Racist laws and subsequent educational policies and practices have resulted in schools in the United States failing to teach Black students reading. Historically, a racial achievement gap in elementary reading has existed throughout the history of the United States and has persisted to current times. As the population of students of color increases in the United States, we must investigate how teachers create equitable educational outcomes for students who have been historically underserved and oppressed by our education system. Teachers who are successful in ensuring our Black students have the opportunity to experience success in reading are actively disrupting the …
The Relationships Between Parent Involvement And Reading And Mathematics Achievement For Students With Disabilities : An Analysis Of Ecls 1998-99 Data, Brian K. Bellair
The Relationships Between Parent Involvement And Reading And Mathematics Achievement For Students With Disabilities : An Analysis Of Ecls 1998-99 Data, Brian K. Bellair
Legacy Theses & Dissertations (2009 - 2024)
Parent involvement in education has long been viewed as a pathway to increased student achievement. Although much research exists with regard to this topic, little examines this relationship specifically for students with disabilities in grades 1-5 despite being required by both the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA). Representing nearly 13% of the school-age population demands a more in-depth examination of the potential for parent involvement to impact the achievement of an already disadvantaged subgroup. This study uses the Early Childhood Longitudinal Study 1998-99 (ECLS) publicly available data set to investigate the …
The Role Of Elementary School Principals Supporting Teachers In The Instruction Of Reading For English Language Learners: A Dissertation, Nadene B. Stein
The Role Of Elementary School Principals Supporting Teachers In The Instruction Of Reading For English Language Learners: A Dissertation, Nadene B. Stein
Educational Studies Dissertations
This study utilized data gleaned from on-line surveys of primary level teachers and elementary school principals to understand what principals need to know and be able to do to support teachers in their instruction of reading for English Language Learners (ELLs). A review of five areas of literature provided a theoretical foundation for this study. Twenty-six primary level teachers and four elementary school principals, from eight Massachusetts schools, participated in separate, three-part online questionnaires. Participants answered questions about licensure, experience, and professional development focused on teaching English Language Learners. In addition, participants responded to questions about their perceptions of (1) …
Explicit Content-Area Vocabulary Instruction For English Learners: Impacts With Reading Comprehension, Catherine Ruthe Terrell
Explicit Content-Area Vocabulary Instruction For English Learners: Impacts With Reading Comprehension, Catherine Ruthe Terrell
Theses Digitization Project
The purpose of this study was to examine impacts of explicit content-area vocabulary instruction on reading comprehension. Effective instructional strategies include multiple texts at students' instructional levels, highly qualified teachers, daily explicit vocabulary instruction combined with student's application of instruction and evolution of instruction as student's reading achievement increases.
A Comparison Of Students In Single-Sex Classes And Coeducational Classes In High Poverty Elementary Schools In Mathematics And Reading Achievement, Ashley Elizabeth Aldridge
A Comparison Of Students In Single-Sex Classes And Coeducational Classes In High Poverty Elementary Schools In Mathematics And Reading Achievement, Ashley Elizabeth Aldridge
Masters Theses and Doctoral Dissertations
The purpose of this study was to investigate whether any statistically significant differences in mathematics and reading academic achievement and academic gains of male and female students taught in single-sex classes existed when compared to male and female students taught in coeducational classes. This study reported findings from mathematics and reading achievement scores and academic gain scores from 850 fourth and fifth grade participants enrolled in seven high poverty public elementary schools during the 2007-2008 school term. The experimental group consisted of 347 students taught in single-sex classes. The control group contained 503 students who were taught in coeducational classrooms …