Education Commons^™

Using Pictorial Action Instructions To Train Low-Literacy Adults To Construct A Basic Humanitarian Engineering Project, Kathleen Paco Cadman

UNLV Theses, Dissertations, Professional Papers, and Capstones

Low- and middle-income countries (LMICs) are often disproportionately faced with environmental hazards, which can cause adverse health outcomes. Although humanitarian engineering projects have been created to mitigate these hazards, LMICs are also frequently impacted by literacy deficits, creating a barrier in training low-literacy individuals to construct these projects. The purpose of this dissertation was to develop, refine, and test the usability of pictorial action instructions (PAI) in training low-literacy individuals to construct a humanitarian engineering project. A concept analysis was completed, including the creation of an operational definition, for “lay worker health literacy.” This analysis and definition set a foundation …

Forecasting The School-To-Prison Pipeline: A Generative Case Study Of Early Literacy Experiences Of Black Male Youth, Tarryn E. Mcghie

UNLV Theses, Dissertations, Professional Papers, and Capstones

This study examined the early literacy experiences of Black male youth who have dropped out of school and become court involved. Specifically, it examined how these youth’s home, family and school literacy-related experiences have led them into what is known as the School-to-Prison Pipeline (STPP). These experiences included their ability to glean meaning and understand literacy processes, particularly in reading and through oral language, more specifically in their interactions with school faculty and staff.

This study employed a four-pronged conceptual framework, built at the intersection of Critical Race Theory, Adolescent Development, Critical Literacy, and the STPP, in considering the existing …

A Multiple Case Study Of Whiteness And Critical Literacy Practices Among White Elementary Teachers In Urban Public Schools, Amanda Rose Vandehei

UNLV Theses, Dissertations, Professional Papers, and Capstones

The purpose of this study is to investigate whether white elementary teachers' perception of Whiteness influences critical literacy practices in elementary classrooms in an urban school district in the Southwest United States. This study consists of six white elementary school teachers.

Using Hardiman's model of White Identity Development, (WID) this study specifically explores the phenomenon of Whiteness and how teachers view themselves as having white privilege and advantage in American society. Hardiman's WID model includes five stages of white racial identity development in which a white person begins with no awareness of him or herself as a racial being and …

Enhancing Teaching And Learning Through Ipad Integration In A Clinic-~Based Literacy Course, Kyle F. Kaalberg

UNLV Theses, Dissertations, Professional Papers, and Capstones

A re-conceptualized clinic-based literacy methods course offered the opportunity to engage participants with digital media, i.e., iPads, as a part of reading and writing instruction. This multiple case study highlights the experiences of those involved with the course: two instructors, 18 teacher candidates, and the 18 elementary tutees who received literacy tutoring. Framed through a new literacies perspective and TPACK framework, the study focused on teacher candidates' use of iPads with their literacy instruction of elementary tutees, tutees' learning experiences, and the ways in which course instructors' TPACK was influenced.

Data collection involved multiple case study methodology (Merriam, 1998; Yin, …

Literacy Coaching And Preschool Teacher's Implementation Of Literacy Instructional Practices, Teresa Byington

UNLV Theses, Dissertations, Professional Papers, and Capstones

Literacy coaching has gained prominence during the past decade as a professional development strategy for changing teacher practices. The purpose of this study was to identify whether a coaching intervention increased teacher's level of implementation of five targeted literacy instructional practices. Additionally, the researcher sought to determine if there was a relationship between teacher's stages of concern and their level of implementation of literacy instructional practices. Teachers participated in a six-week literacy coaching intervention. The study was a pre-post intervention group mixed methods design with both quantitative and qualitative measures. The participants of the study included eight preschool teachers and …