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Articles 1 - 3 of 3
Full-Text Articles in Junior High, Intermediate, Middle School Education and Teaching
High School Content-Area Teachers’ Responses To An Exploratory, Investigative, And Experimental Professional Development Program For Content Area Literacy, Laura E. Ferreira Vesga
High School Content-Area Teachers’ Responses To An Exploratory, Investigative, And Experimental Professional Development Program For Content Area Literacy, Laura E. Ferreira Vesga
FIU Electronic Theses and Dissertations
Adolescent literacy rates for students who struggle, particularly those with disabilities are alarming, especially in light of increased educational standards. As higher standards place a greater emphasis on reading and writing, addressing students’ literacy needs in the content areas has become a topic of interest in reading education. Although there is much debate about how to address this need, it is clear that content area teachers need support addressing literacy in their subject areas.
An exploratory case study design was used to examine the responses of high school content area teachers to an EIE (exploratory, investigative, and experimental) professional development …
Students With Physical Disabilities - Reflections On Their Experiences With Work Preparation Programs, Services And Accommodations In A Higher Education Institution, Claudia Castillo
FIU Electronic Theses and Dissertations
For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more salient examples is that students with disabilities are required to disclose that they have a disability and to communicate with faculty and staff in order to receive academic accommodations, as afforded to them under sub-part E of Section 504 of the Education and Rehabilitation Act of 1974. Therefore, postsecondary institutions are required to make appropriate accommodations available to students with disabilities, but they are not required to proactively seek them out.
The purpose of this study …
Three Reading-Intervention Teachers’ Identity Positioning And Practices To Motivate And Engage Emergent Bilinguals In An Urban Middle School, Jung-In Kim, Kara Mitchell Viesca
Three Reading-Intervention Teachers’ Identity Positioning And Practices To Motivate And Engage Emergent Bilinguals In An Urban Middle School, Jung-In Kim, Kara Mitchell Viesca
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This study investigated three urban middle-school teachers’ practices with respect to motivating and engaging emergent bilinguals in reading-intervention classrooms by exploring the teachers’ identity positioning. The three teachers’ sociocultural and sociopolitical positioning of their students (e.g. students as individuals, as monolithic learners, or as problems) was found to be related to their practices for motivating and engaging the students (e.g. hybrid, calibrated, or imposed practices). The teachers’ historical and current resources partially shaped how they positioned their students. The findings support that teachers should not only learn motivational practices but also reflect critically on positioning processes in the classroom.