Education Commons^™

Autobiographies In Preservice Teacher Education: A Snapshot Tool For Building A Culturally Responsive Pedagogy, Annmarie Gunn, Susan Bennett, Linda Evans, Barbara Peterson, James Welsh

Linda S. Evans

Many scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess preservice teachers' developing understandings about cultural responsive pedagogy and then further design curriculum to enhance these understandings. Using qualitative methods, we analyzed the preservice teachers' (N=24) autobiographies and an interview with the professor of this course. Based on the findings of this study, we suggest teacher educators need …

The Impact Of Race And Ethnicity On The Identification Process For Giftedness In Utah, Russell Warne, Braydon Anderson, Alyce Johnson

Russell T Warne

Many gifted education experts have found that Black, Hispanic, and Native American students are less likely to be identified for gifted programs than Asian American and White students. A study was conducted to ascertain the degree of underrepresentation of these groups in gifted programs in Utah. Using state-collected data from 14,781 students in six representative school districts in Utah, it was found through multiple logistic regression analysis that there was no statistically significant difference in the likelihoods that Black, Hispanic, or Native American students and White students would be identified as gifted; Asian American and Pacific Islander students were more …

Ells In Secondary Classrooms: Part 2, Susan Adams, Kathryn Brooks

Susan Adams

Ells In Secondary Classrooms: Part 1, Susan Adams, Kathryn Brooks

Susan Adams

Enhancing The English-Language Oral Skills Of International Students Through Drama, Chamkaur Gill

Chamkaur Gill

Ten non-English-speaking-background students of Bond University were observed to identify the effects of drama on oral English. Over a period of twelve weeks (two hours per week), elements of their oral English communication were measured. The weeks were divided into four lots of three weeks each, with the first three weeks made up entirely of communicative non-drama-based (CNDB) lessons, weeks four to six comprising only communicative drama-based (CDB) methodology, weeks seven to nine reverting to CNDB methodology, and the final three weeks being made up of CDB strategies again. The hypothesis of this study was that all the participants would …

Learning To Teach A Foreign Language: A Student Teacher’ S Role Identity Negotiation, Jason Martel

Jason Martel

Traditional foreign language remains a conservative and underdeveloped subject. Change-promoting efforts like ACTFL’s National Standards have had a limited impact on teachers’ pedagogies (Glisan, 2012), and program-exiting student proficiency levels remain relatively low (CASLS, 2010). Given the reciprocal shaping relationship between identities and classroom practices (Kanno & Stuart, 2011), documenting the ways in which budding teachers construct their identities may help in supporting the implementation of much needed educational innovations.

Using symbolic interactionism (Reynolds & Herman-Kinney, 2003) and teacher socialization (Zeichner & Gore, 1990) as complimentary theoretical lenses, the present study adds to the paltry amount we know about foreign …

Saying Our Final Goodbyes To The Grammatical Syllabus: A Curricular Imperative, Jason Martel

Jason Martel

Given that most American students learn foreign languages in schools, it is impossible to discuss the future of French in the United States without critically examining the effectiveness of K–12 curricula. I argue that we must distance ourselves from grammar-based syllabi, which reinforce a focus on language as object to be analyzed and have led to less-than-satisfying language learning outcomes. As an alternative, I recommend a content-and-language-integrated approach to teaching and learning French and offer strategies for its implementation.

Cap Writing: Variations (Youtube Recording), Joy Barnes-Johnson

Joy Barnes-Johnson

When reluctant writers are "stuck" using others' works as a stimulus for their own work encourages creativity while also building conventions

Cap Writing: Transcribing (Youtube Recording), Joy Barnes-Johnson

Joy Barnes-Johnson

Transcription is a useful technique for developing literacy among reluctant writers.