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Use Of Vocabulary Strategies To Aid English Language Learners In A General Education Biology Classroom, Virginia Perry
Use Of Vocabulary Strategies To Aid English Language Learners In A General Education Biology Classroom, Virginia Perry
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The demographics of the typical American classroom continue to present as a more diverse student population with the increase of English Language Learners (ELL) entering public schools. General education teachers on a secondary level are challenged with incorporating academic language instruction into content instruction for ELLs. Many of these teachers seek appropriate instructional strategies to teach ELLs academic language skills related to literacy to comprehend the specific content taught at the secondary level. A deeper understanding of language and skill acquisition within a secondary classroom can help guide future efforts in implementing effective literacy strategies to address ELLs’ academic language …
Annotations Of Awareness: A Framework For Externalizing Thinking To Promote Metacognitive Discourse In High School English And Social Studies Classrooms, Todd Howard
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Teachers find it challenging to integrate metacognition into the classroom to promote critical thinking, but such rigorous instruction is one way to improve access to quality education for all students, no matter their access to outside-of-school resources. To help teachers find more comfort and confidence in designing for increased critical thinking and metacognitive discourse and to help close the theory-practice gap in metacognition research, I conducted a mixed-methods case study focusing on assessment-design interventions. Using the Metacognitive Framework for Assessment Design and Annotations of Awareness, both designed in response to my literature review, my 90-day action research included three Plan-Do-Study-Act …
Designing And Evaluating Accessible E-Learning For Students With Visual Impairments In K-12 Computing Education, Earl W. Huff Jr
Designing And Evaluating Accessible E-Learning For Students With Visual Impairments In K-12 Computing Education, Earl W. Huff Jr
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This dissertation explores the pathways for making K-12 computing education more accessible for blind or visually impaired (BVI) learners. As computer science (CS) expands into K-12 education, more concerted efforts are required to ensure all students have equitable access to opportunities to pursue a career in computing. To determine their viability with BVI learners, I conducted three studies to assess current accessibility in CS curricula, materials, and learning environments. Study one was interviews with visually impaired developers; study two was interviews with K-12 teachers of visually impaired students; study three was a remote observation within a computer science course. My …