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Introducing Non-El Teachers To Visual Learning Strategies For Beginning English Learners: A Proposal For Workshop Study, Jillian Magnusson
Introducing Non-El Teachers To Visual Learning Strategies For Beginning English Learners: A Proposal For Workshop Study, Jillian Magnusson
School of Education and Leadership Student Capstone Theses and Dissertations
The research questions addressed in this project were, how can a professional development session be created to help make non-EL teachers more aware of visual learning strategies intended to offer comprehensible input for English Learners? How can the materials within the workshop be adaptable and relevant to teachers with low levels of experience in working with English Learners? This project documents the exploration of non-EL teachers’ lack of professional development in regards to supporting best strategies for English Learners in order to create workshop materials for a future training in the public school district where I work. I began by …
What Are Teacher Perceptions Of An Equity Committee?, Isabel Rowles
What Are Teacher Perceptions Of An Equity Committee?, Isabel Rowles
School of Education and Leadership Student Capstone Theses and Dissertations
This qualitative study takes a constructionist approach to answer the research question: What are teacher perceptions of an equity committee? This research study was done using a combination of direct observation, field notes, a survey and interviews. The data from these instruments was analyzed by broadly identifying three common themes that emerged through each data collection method. Limitations, implications and recommendations are made for future research.
How Can Teachers Enhance The Acquisition And Retention Of Vocabulary In Their Urban Learner?, Sarah K. Norenberg
How Can Teachers Enhance The Acquisition And Retention Of Vocabulary In Their Urban Learner?, Sarah K. Norenberg
School of Education and Leadership Student Capstone Theses and Dissertations
The purpose of this research was to identify high impact vocabulary strategies for urban learners and create professional development for the staff at my elementary school. I determined what would be high-impact by looking at my students three different ways. First, I examined students who are English language learners, second, students who live in poverty, and third, standard English learners. Next, I read research about the best practices for teaching vocabulary in all three categories. Finally, I looked for similarities, ultimately identifying and synthesizing what works best for all three types of students, keeping in mind that the urban classrooms …