Elementary Education and Teaching Commons^™

The Effects Of Code-Mixing On Second Language Development, Aimee K. Spice

Channels: Where Disciplines Meet

Second language development is an important topic of discussion in an increasingly multilingual world. This study aims to examine and detail research on the effects of code-mixing (CM) on second language development, answering how CM facilitates or constrains second language acquisition. Peer-reviewed articles on the topic published between 2013 and 2018 were examined and synthesized. Language learners/multilinguals answered questionnaires about their views on CM and second language acquisition, and a language teacher was interviewed regarding use of L1 in the language classroom and CM as a pedagogical tool. This study found that CM can be a beneficial tool for language …

How Race And Racism Empower A School's Curriculum, Sunni Ali

Journal of Research Initiatives

Teaching students about race and racism are so multi-faceted and sophisticated, yet it remains the most crucial conversation and lesson to have with young people to empower them. One of the useful ways Americans can attempt to unravel and transform this complicated legacy is to make it a part of a school’s curriculum. Allowing race and racism to remain a hidden-aspect of a school’s curriculum reinforces its trivialization and dysfunction.

Indeed, having constructed, well-thought-out lessons about race and racism “myth-bust” any attempts for future Americans to continually embrace xenophobia and genetic inferiority. In recent years, the institution of education and …

Praxis Core: A Systemic Approach To Helping Minority Students, Terrance M. Mcadoo, Danielle A. Harrison

Journal of Research Initiatives

The purpose of this article was to provide potential solutions for teacher education programs with regard to assisting minority students with Praxis Core, a standardized test that’s mandatory for many teacher preparation students throughout the United States. The article not only examined solutions for minority students, especially African American students, but also it highlights the disparities between Caucasian and African American test takers in regard to Praxis Core. A major portion of the article discussed a three point systems that has proven to be effective in helping minority students to successfully pass Praxis Core, and the article explains the structures …

Graphic Mathematical Mediated Structure: The Link For Hispanic/Latino And English Learners' Mathematical Success, Sylvia Casteloes

Electronic Theses, Projects, and Dissertations

This project’s goal is to promote and improve the mathematical literacy of fourth-grade Hispanic/Latino and English learners through the use of a graphic mathematical mediated structure. Current California Common Core data finds fourth-grade Hispanic/Latino and English learners significantly behind White and Asian students in mathematics, especially in understanding written word problems.

Research supports the assumption that as a tool, a graphic mathematical mediated structure could: 1) foster conceptual understanding; 2) build content terminology; 3) allow students opportunities to justify their solutions; 4) integrate writing in math; and 5) provide a platform for discourse. This innovative pedagogical project specifically focused on …

Friends With Benefits: Collaboration Between A State University And A School District Designed To Improve Teaching And Learning For Bilingual Students, Elizabeth A. Skinner, Pauline Williams

Journal of Multilingual Education Research

This article describes a long-term collaborative effort between a college of education and a public school district in Illinois. As both the district and the Bilingual-Bicultural Education Program at the university sought to improve the teaching and learning for emergent bilingual students, the relationship between the two institutions evolved. The result is a pipeline of teacher candidates, specifically prepared to work in the district’s dual language schools. The article describes the implementation of the federally funded program as well as the challenges encountered over the course of the collaboration.

Scholastic Liberation: Schools' Impact On African American Academic Achievement, Aaron M. Johnson

Language Arts Journal of Michigan

This article addresses some of the factors that contribute to low achievement observed in African American students. It is common that either schools or school districts are unable to fix the problem or they are unaware about how the beliefs and attitudes about African American students can contribute to their low performance in school. Furthermore, this article encourages school institutions to examine themselves and change school environments to align to the identities of African American students. African American students must be liberated from negative assumptions about them and to do that, individuals and the institution of school as a whole, …

Best Practices For The Development Of English Language In Rural Elementary Schools In Prevention Of Long Term English Learners, Heather Christine Gomez

Dissertations

Purpose: The purpose of this study was to describe the best practices of English language development programs in rural South San Joaquin Valley elementary schools in the targeted areas of reading, writing, listening and speaking and best practices in teacher professional development to prevent Long Term English Learners from the perspective of principals. An additional purpose was to identify and describe obstacles to the implementation of best practices of English language development in rural South San Joaquin Valley elementary schools from the perspective of principals.

Methodology: Through data analysis, rural elementary schools in South San Joaquin Valley were identified …

Lost In Translation, Kara M. Kavanagh

Dilemmas in Education: A Casebook for Ethical Reasoning

The majority of teachers in America would expect to and be prepared to teach the svastika symbol in relations to Nazi Germany, Hitler, the Holocaust, and as a symbol of White supremacy groups and hatred towards anyone who is not Blonde Haired and Blue Eyed. What would happen then, if a student doodled the svastika for fun or as an art project not related to the history or social studies curriculum?

Trends, Affordances, And Implications For Learners' Literacy And Identity Options: A Systematic Review Of Studies On Transnational Education, Bethany C. Mckishnie

Electronic Thesis and Dissertation Repository

The purpose of this systematic literature review (SLR) was three-fold: to identify the trends of the reviewed research on transnational education (TNE) and investigate the reported affordances of TNE and the implications for TNE in curriculum, pedagogy, and teacher training regarding expanding learners’ literacy and identity options. Through the lens of a multiliteracies framework, this SLR is premised on 60 screened articles that are based on the understandings of the relationships between TNE, literacy and identity options for students in globalized contexts. Findings indicate that this study offers TNE scholars future areas of research to investigate. It enhances the existent …

Reaching Below Level Ell’S Reading Comprehension, Olivia T. Braunworth, Yvonne Franco Ph.D.

Journal of Practitioner Research

The number of English Language Learners (ELLs) in mainstream classrooms is increasing every year. Developing reading comprehension skills in lower level ELL students can be a challenging but important task for educators. It is crucial for classroom teachers to identify students’ proficiency levels, and then differentiate instruction to meet the reading needs for each of these students. As an elementary classroom teacher, this teacher inquiry study investigates four strategies including: visuals/realia, graphic organizers, language objectives, and building background as a means to support reading comprehension skills among three participants in a third grade classroom. The study investigates the research question, …

The Complexity Of Collaboration: Personal Stories From A School And College Partnership, Lorraine Kasprisin

Journal of Educational Controversy

The controversy for this issue focuses on the complexity of collaboration when schools and universities that come out of two different cultures meet and work intimately to solve common problems. What makes this issue different from our other issues in this journal is the complete focus on one collaborative school/university partnership that offers readers an opportunity to hear the authentic voices of all the stakeholders as they collectively tell their stories. All the papers, video interviews, classroom videos, and forums published in this issue focus on this one experiment conducted between a school in a rural community in Washington State …

Contexts Of Cultural Diversity Professional Development In Schools, Hillary Parkhouse, Jesse Senechal, Julie Gorlewski, David Naff, Zoey Lu, Ashlee Lester

MERC Publications

This report is part of a larger MERC study on Professional Development for Success in Culturally Diverse Schools.The goals of the larger study are (1) to understand the landscape of diversity within the schools in the MERC region, (2) to consider the implications for school policy and professional practice, (3) to review the current models of professional development that support teachers and other school professionals in regards to issues of cultural diversity, and (4) to develop and test models of professional development that have positive impacts on teacher practice, student outcomes and overall school success. With these goals in mind, …

Interculturality And Teacher Education. A Study From Pre-Service Teachers’ Perspective, Eva F. Hinojosa Pareja, M. Carmen López López

Australian Journal of Teacher Education

Due to the multicultural nature of society and the failure of some of the educational models adopted to respond to cultural diversity, there is a need to pay greater attention to teachers’ training. This study examines Teacher Education students’ beliefs about cultural diversity and their relationship with pre-service teacher training as key aspects in designing intercultural teacher training proposals and improving educational practice. This quantitative, descriptive study was carried out with 1464 participants enrolled in teacher training programs. The results show that future teachers have positive beliefs about cultural diversity in general terms, but their positions diverge when dealing with …

Cultural And Intercultural Education: Experiences Of Ethnoeducational Teachers In Colombia., Irma A. Flores H., Nancy Palacios Mena

Australian Journal of Teacher Education

This article focuses on the analysis of the pedagogical component of ethno-educational experiences developed in different departments of Colombia. A qualitative methodology that integrated a systemic explanatory analysis model was chosen for this study together with a content analysis of these experiences from a systemic point of view, in order to consider those educational practices as the expression of interests, struggles, relationships and social dynamics. The text includes a fragment on the emergence of ethno-educational processes in Latin America and examines the conceptualization of the term, the objectives, the emphasis given in literature to political empowerment, the struggle for preserving …

Preservice Teachers' Understandings Related To Language In The Mathematics Classroom, Amanda T. Sugimoto

Northwest Journal of Teacher Education

Mathematics reforms are highlighting the important role that language plays in mathematics education. However, there remains a common misconception that mathematics is somehow language-free. This qualitative study explored 67 elementary preservice teachers’ developing understandings about the role of language in the mathematics classroom based on their practicum experiences. Iterative, open-coding techniques were used to analyze mentor teacher advice and preservice teachers’ observations of mentor teachers teaching a mathematics lesson. The tool helped focus preservice teachers’ attention on language in the mathematics classrooms. Implications are identified for mentor and preservice teachers’ knowledge and skill development toward linguistically responsive teaching practices.