Education Commons^™

“I Don't Read No Books” : How Teachers Can Use Students' Literacy Stories To Change Literacy Lives., Stephanie J. Malone

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

Practitioner knowledge, as the center for change in teacher education, is the heart of The Carnegie Project of the Educational Doctorate (CPED) program. Margaret Lata and Susan Wunder explain a key principle of CPED is to grow practitioners as change agents, through the development of a Problem of Practice. In their article, Investing in the Formative Nature of Professional Learning: Redirecting, Mediating, and Generating Education Practice-as-Policy (2012), they discuss how the capstone product that evolves from this Problem of Practice should impact the professional field by producing knowledge that informs and changes professional practice.

This Dissertation in Practice, “I …

Lumos Literacy: Utilizing Harry Potter As A Guide For English Language Learners, Kayla Punt

Honors Theses

This research paper and project looks at teaching literacy in a 9^th grade Standard English classroom with accommodations for high-level English Language Learners through JK Rowling’s Harry Potter and the Sorcerer’s Stone. It explores three schools of thought surrounding ESL education: transitional bilingual education, developmental bilingual education, and two-way immersion, and then uses this information to guide a full unit plan, complete with assessments, a lesson map for 20 days, and two appendixes of lesson plans. Drawing inspiration from Parker Palmer (1997), Lourdes Ortega (2013), and Kylene Beers (2003), the unit focuses on the engaging elements of Harry Potter …

Sped 415/415a Reading And Writing Disabilities: A Peer Review Of Teaching Project Benchmark Portfolio, Judith Wilson

UNL Faculty Course Portfolios

This portfolio explores four aspects of the lecture and practicum that comprise the coursework for students learning to tutor children with reading and writing disabilities. The first aspect is the alignment of the course objectives, teaching methods, assessments and scores. The second aspect is innovation in curricula for tutoring, explored through student response to surveys at the end of the tutoring session. The third aspect is student experience of participating in the course at mid-point and suggestions for improvement of course delivery, gathered by a mid-semester survey. The fourth aspect is topics and content students would like to see added …