Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 20 of 20

Full-Text Articles in Education

Secondary Esl Round Table: Excavating Our Common Core Subject Standards Hopes And Fears, Revealing New Literacy Possibilities For Ells, Susan Adams, Kathryn Brooks Sep 2012

Secondary Esl Round Table: Excavating Our Common Core Subject Standards Hopes And Fears, Revealing New Literacy Possibilities For Ells, Susan Adams, Kathryn Brooks

Susan Adams

Presentation at the 2012 Indiana Teachers of English to Speakers of Other Languages (INTESOL) Annual Conference, Indianapolis, IN, October 6, 2012.


Research Digest Edition 2007/1 : Writing To Learn, Marion Meiers Aug 2012

Research Digest Edition 2007/1 : Writing To Learn, Marion Meiers

Marion Meiers

This edition of the Research Digest summarises key research studies that provide evidence of the potential of writing-to-learn approaches in improving student learning in a range of subject areas. The research tells us that writing-to-learn strategies can be used by any teacher, in all subject areas, and at all levels of schooling. Throughout the digest there are descriptions of a range of writing-to-learn strategies that demonstrate possibilities for classroom practice. This research digest is based on searches of a number of databases and bibliographic resources, including the Australian Education Index, ERIC, Education Research Complete, British Education Index and Scopus. The ...


The Effects Of Parental Reading And Teaching On Kindergarten Children's School Readiness, Erin M. Dawson Aug 2012

The Effects Of Parental Reading And Teaching On Kindergarten Children's School Readiness, Erin M. Dawson

Education and Human Development Master's Theses

This thesis project identifies and discusses parental reading and teaching patterns and the impact these same methods may or may not have on children's school readiness, specifically the student’s readiness to read. The study highlights the following research questions: What patterns of parental reading and teaching can be identified among families of children entering kindergarten in a rural school? What are the associations between parental reading and teaching patterns and the child's school readiness? The literature review section examines the topics of home environment, parent’s engagement with literacy development, school readiness, and academic success. The active ...


Exploring The Literacy Development Of Preschoolers Through Theme-Based Center Activities, Shannon Gross Aug 2012

Exploring The Literacy Development Of Preschoolers Through Theme-Based Center Activities, Shannon Gross

Education and Human Development Master's Theses

With the integration of an increased literacy and math based curriculum for young children, it is important to keep students engaged while maintaining efficient and effective instruction. As a proven practice, play-based education allows a focused classroom that effectively educates children in literacy. This thesis project examines the effects of theme-based play centers on classroom literacy as well as suggested methods in lesson planning, engagement, and success. The literature review considers previous research regarding integrated theme-based play centers which suggests improved emotional, social, linguistic, and cognitive abilities in students. The research project used observation and qualitative research to focus on ...


Multiliteracies In The Classroom: An Explanatory Sequential Mixed Methods Approach To Teachers' And Students' Perspectives Toward Integration Of Technology, Laura Janine Chitty Aug 2012

Multiliteracies In The Classroom: An Explanatory Sequential Mixed Methods Approach To Teachers' And Students' Perspectives Toward Integration Of Technology, Laura Janine Chitty

Theses and Dissertations

An increased number of students graduating from high school lack college and career readiness skills to earn credit in entry-level college courses or begin a career in an entry-level position. Many schools across America have prepared to address students' college and career readiness with the adoption of Common Core State Standards. Twenty-five teachers and 92 students participated in this dissertation study conducted at a high school (grades 10-12) in the southern United States. The purpose of this study was to describe and explain teachers' and students' perspectives toward the integration of technology that enhances multiliteracies in the classroom. An explanatory ...


Learning, Knowing, And Doing Classroom Assessment: Exposure And Understanding Rates Of Assessment Knowledge Among Elementary Pre-Service Teachers, Martin Swen Moe Jul 2012

Learning, Knowing, And Doing Classroom Assessment: Exposure And Understanding Rates Of Assessment Knowledge Among Elementary Pre-Service Teachers, Martin Swen Moe

Theses and Dissertations

The use of assessments and assessment results is critical to classroom instruction. Teachers use the information gathered from assessments to guide instruction within their classrooms and to otherwise inform their judgment in areas of the curriculum requiring individual and group-based responsiveness and differentiation.

Much time and care go into preparing teachers to be able to instruct from the standpoint of a specific content area and age level. Unfortunately, this preparation does not always extend itself to understanding various assessment practices. The teaching of assessment practices should be a common experience in teacher education programs. This study aimed to determine what ...


Haunting Moments In Technocontexts: A Framework For Understanding The Emergence Of Power, Identities, And Emotions, Lindsay Nicole Laurich Jul 2012

Haunting Moments In Technocontexts: A Framework For Understanding The Emergence Of Power, Identities, And Emotions, Lindsay Nicole Laurich

Theses and Dissertations

This thesis addresses a series of disconcerting moments that emerged during a research study with seven fourth and fifth grade students who participated in an after-school Technology Think Tank and their classroom teachers at a Midwestern elementary school. These moments were marked by heightened power, identity performances, and emotions and were disturbing not only as they occurred, but remained bothersome upon reflection in the days and weeks afterwards. In this research I call them ‘haunting moments.'

The primary data sources for this research were audio and video files that I initially analyzed for volume. This process verified my premise that ...


Secondary Esl Round Table: Excavating Our Ccss Hopes And Fears, Revealing New Literacy Possibilities For Ells, Susan Adams Jun 2012

Secondary Esl Round Table: Excavating Our Ccss Hopes And Fears, Revealing New Literacy Possibilities For Ells, Susan Adams

Susan Adams

Presentation at the 2012 Literocity Conference, Indianapolis, IN, July 9, 2012.


Launching Language And Literacy Development Through Listening, Lauren Pangle May 2012

Launching Language And Literacy Development Through Listening, Lauren Pangle

Academic Excellence Showcase Proceedings

To promote language development and literacy for my special needs students, I will audio record books so my students can listen to stories before they are used for whole group or small group instruction. The audio books will pre-teach vocabulary, model fluent and expressive reading, and guide comprehension. It is my hypothesis and my hope that by giving students the opportunity to interact with stories individually prior to interacting with them in a group setting; it will increase comprehension, vocabulary, language development, participation in group lessons, self-confidence and overall literacy development.


Blogging About Summer Reading, Janice Becker Place May 2012

Blogging About Summer Reading, Janice Becker Place

Master's Theses, Dissertations, Graduate Research and Major Papers Overview

The purpose of this study was to investigate what happened when grade 11 high school honors students blogged about their summer reading under the monitoring of a teacher during vacation. I proposed that an educational blog might serve as an effective tool during summer vacation to help students retain skills or learning while at a physical distance from their school and teacher. In addition to the blog’s transcripts, a pre-project survey, post-project survey,and post-project interviews provided complementary data to inform my analysis. Qualitative analysis was applied to the blog discussion entries for evidence of peer learning, scaffolding, critical ...


Perceptions Of College Readiness And Social Capital Of Ged Completers In Entry-Level College Courses, Donalyn L. Lott May 2012

Perceptions Of College Readiness And Social Capital Of Ged Completers In Entry-Level College Courses, Donalyn L. Lott

University of New Orleans Theses and Dissertations

Abstract

Examining the efficacy of literacy improvement, general education development (GED) completion, and GED completers’ perceptions of college readiness and social capital was the purpose of this study. The participant sample (n=321), derived from the target population (N=1050), consisted of former participants of Adult Literacy Education (ALE)/GED programs in the Greater New Orleans area (GNO), who have earned the GED credential, and, are currently enrolled in entry-level courses at two community colleges in Southeast Louisiana; specifically, in Orleans and St. Bernard parishes. The study was framed by the social capital theoretical perspective.

The study used quantitative methodology ...


A Study Of Secondary District-Level Literacy Coaches’ Beliefs About How To Teach Reading, Pamela Sharp Crawford May 2012

A Study Of Secondary District-Level Literacy Coaches’ Beliefs About How To Teach Reading, Pamela Sharp Crawford

All Graduate Theses and Dissertations

This was a qualitative case study that compared data across six district-level literacy coaches’ epistemological and ontological beliefs about how to teach reading. All six coaches were working as a cohort of literacy coaches on the development and implementation of a secondary reading intervention program for seventh-grade struggling readers. Data were collected over a 6-week period where the coaches responded to questions and vignettes through a think-aloud protocol. The data collection instruments addressed personal, work, and educational experiences that influenced the development of their beliefs about how to teach reading. A survey of their professional library was also taken. The ...


Describing Comprehension, Susan Vander Does Apr 2012

Describing Comprehension, Susan Vander Does

Master's Theses, Dissertations, Graduate Research and Major Papers Overview

Teachers' observations of student performance in reading are abundant and insightful but often remain internal and unarticulated. As a result, such observations are an underutilized and undervalued source of data. Given the gaps in knowledge about students’ reading comprehension that exist in formal assessments, the frequent calls for teachers’ observational data to fill these gaps, and the paucity of research on teachers as assessment instruments, this study sought to learn more about the knowledge teachers gain about students’ comprehension through embedded observation.

This research was framed by a transactional conception of reading and informed by cognitive and sociocultural studies of ...


In The Flow: A Mixed-Methods Phenomenological Study Of Optimal Experience In Adolescent Literacy, Susan E. Miles Jan 2012

In The Flow: A Mixed-Methods Phenomenological Study Of Optimal Experience In Adolescent Literacy, Susan E. Miles

Education Dissertations and Projects

This study is concerned with the flow experience of students while involved in independent reading. Based on Csikszentmihalyi's theory of flow, this experience is one of total engagement to the point of immersion involving deep concentration; enjoyment; and a loss of a sense of time, place, and self.

This is a quan>Qual study, which began with a quantitative measurement to determine a criterion sampling, followed by the primary research method, a transcendental phenomenology of flow during voluntary, independent reading. This primary research method was used due to the lack of research available on flow in the field of ...


Cultivating Aesthetic Practice For 21st Century Learning: Arts-Based Literacy As Critical Inquiry, Jessica Whitelaw Schmucker Jan 2012

Cultivating Aesthetic Practice For 21st Century Learning: Arts-Based Literacy As Critical Inquiry, Jessica Whitelaw Schmucker

Publicly Accessible Penn Dissertations

This study is about art, literacy, and adolescents. It addresses a need for research that studies and theorizes arts-based learning for adolescents from sociocultural and critical perspectives, and a need for empirical research on the intersections among the arts, aesthetics, and critical literacy practice. Through participatory inquiry, I explore how arts-based literacy was taken up and understood by students over the course of one school year in two English classes in an arts-based high school. Through sociocultural critical literacy and aesthetic frameworks, I study how art was positioned and engaged in these classes and what this work meant to the ...


Digital Youth In Digital Schools: Literacy, Learning, And All That Noise, Mary Frances Buckley Jan 2012

Digital Youth In Digital Schools: Literacy, Learning, And All That Noise, Mary Frances Buckley

Publicly Accessible Penn Dissertations

Educational researchers, practitioners, and policymakers face increasing pressure to determine the role of new media in America's schools. Despite widespread agreement that digital media are transforming how young people learn and communicate, little evidence exists that digital media have markedly changed how we "do school." In the last decade, extensive research focused on increasing access to and integrating technology in schools, suggesting that digital media support new contexts for knowledge development. Yet little empirical research examined how adolescents actually engage digital media in their everyday lives in schools.

In a two-year study in a Philadelphia public high school, I ...


Teacher Inquiry As Transformative Learning: The Work Of An Adolescent Literacy Education Study Group, Kathleen Riley Jan 2012

Teacher Inquiry As Transformative Learning: The Work Of An Adolescent Literacy Education Study Group, Kathleen Riley

Publicly Accessible Penn Dissertations

Teacher inquiry communities are an essential part of the teacher research movement. They allow teachers to see new possibilities for themselves and students, often within constrained policy environments. These communities have at their heart the generation of knowledge for improving practice and are sometimes posed as a powerful form of professional development. However, it has been argued that viewing inquiry communities within some of the most prevalent professional development frameworks common in schools limits their transformative potential (Cochran-Smith & Lytle, 2009).

This study builds on existing research about inquiry communities to conceptualize inquiry as transformative adult learning. It uses participatory and practitioner methodologies to offer an account of an inquiry community, comprised of five teachers and me, focused on adolescent literacy education. The conceptual framework for this study was drawn from adult learning theory (e.g. Brookfield, 1986; Mezirow, 1991); emancipatory traditions (e.g. Horton & Freire, 1990; McIntyre, 2007); feminist pedagogies (e.g. hooks, 1994; Weiler, 1991); and teacher inquiry (e.g ...


Assessing The Presence And Use Of Nonverbal Communication In Primary Reading Instruction, Amelia C. Ferrell Jan 2012

Assessing The Presence And Use Of Nonverbal Communication In Primary Reading Instruction, Amelia C. Ferrell

Theses, Dissertations and Capstones

This research examined the presence and types of nonverbal communication presented in primary reading instruction. Primary instructors were surveyed about their use and types of nonverbal communication employed during reading instruction. Nonverbal communication variables studied were determined from relevant literature regarding nonverbal immediacy, primary education, and reading instruction. Findings revealed that almost all nonverbal communication variables studied were employed frequently and most respondents had no prior training. Findings suggest how future studies can better evaluate the role of nonverbal communication in reading instruction and provide education for primary teachers in hopes of improving literacy education.


More Than Just Nonsense Verse?: The Language Of Dr. Seuss And Children's Literacy, Nicole Hewes Jan 2012

More Than Just Nonsense Verse?: The Language Of Dr. Seuss And Children's Literacy, Nicole Hewes

Senior Scholar Papers

In this Senior Scholars project I wanted to demonstrate that Dr. Seuss books are much more than just nonsense verse. For the first part of my project, I familiarized myself with all of his texts and scrutinized his use of language in a textual analysis. By scrutinizing Geisel’s use of language and wordplay, I hoped to isolate some characteristics that make a Seuss book different from other types of stories and texts. The second part of my project was an empirical study that tested what influence reading a real Seuss text versus a fake Seuss text has on students ...


Preservice Teachers Respond To And Tango Makes Three: Deconstructing Disciplinary Power And The Heteronormative In Teacher Education, Donna Kalmbach Phillips, Mindy Legard Larson Jan 2012

Preservice Teachers Respond To And Tango Makes Three: Deconstructing Disciplinary Power And The Heteronormative In Teacher Education, Donna Kalmbach Phillips, Mindy Legard Larson

Faculty Publications

This study employs Foucauldian concepts to analyse macro and micro contexts of publicly spoken and silent discourses describing ‘homosexuality,’ ‘education’ and ‘teacher’ in order to identify teacher subject positions available to preservice teachers. The macro context is analysed by tracing heteronormative discourses found in newspaper stories involving teachers and public schools that address conflicting views of homosexuality. The macro context analysis indicates two binary teacher subject positions: martyred (unemployed) teacher/silent (employed) teacher and sophisticated teacher/unsophisticated teacher. The micro context analysis is of preservice teachers' responses to And Tango Makes Three, a picture book by Richardson and Parnell. This ...