Literacy Intervention At The Middle Level: A Mixed-Methods Examination Of The Implementation Of Thinking Maps,
2026
Columbus State University
Literacy Intervention At The Middle Level: A Mixed-Methods Examination Of The Implementation Of Thinking Maps, Ashley Chantal Choice
Theses and Dissertations
This study examined the implementation of Thinking Maps® as a literacy instructional intervention for students in grades four and five. Using an explanatory sequential mixed-methods design, the study investigated the effect of Thinking Maps® on student achievement, changes in students’ literacy-related work products, and teachers’ perceptions of the strategy. The study was conducted at a rural Title I elementary school in the southeastern United States and included nine teachers and 150 students across English language arts, mathematics, science, and social studies during an eight-week intervention period. Quantitative data included unit pretest and posttest scores from standards-aligned assessments and teacher perception …
The Impact Of High-Quality Phonological Awareness Professional Learning On In-Service Teachers' Content Knowledge And Pedagogical Content Knowledge,
2026
University of North Florida
The Impact Of High-Quality Phonological Awareness Professional Learning On In-Service Teachers' Content Knowledge And Pedagogical Content Knowledge, Roberta S. Thomas
UNF Graduate Theses and Dissertations
This convergent mixed-method study examined the impact of high-quality phonological awareness professional learning on Montessori primary lead, associate, and team associate teachers’ content knowledge and pedagogical content knowledge of phonological awareness. Eleven teachers (4 lead, 4 associates, and 2 team associates) from a private school in northeast Florida participated in four professional sessions with a content focus on the levels of phonological awareness, including word, syllable, onset and rime, and phoneme awareness. In contrast to previous studies that reported low levels of teacher content knowledge prior to professional learning, participants in this study demonstrated relatively high levels of content knowledge. …
From Pañales To Partnership: An Ethnographic Investigation Of Knowledge, Gender, And Power Within A Family Literacy Program,
2026
West Chester University of Pennsylvania
From Pañales To Partnership: An Ethnographic Investigation Of Knowledge, Gender, And Power Within A Family Literacy Program, Sara Mohler
West Chester University Graduate Theses, Dissertations, and Final Projects
Within research on family literacy programming (Lynch & Prins, 2021), few studies bring together assets-based perspectives on knowledge and power alongside critical feminist lenses. This qualitative case study (Dyson & Genishi, 2005; Yin, 2018) informed by ethnography (Alonso Bejarano et al., 2019; Desmond, 2014; Günel & Watanabe, 2024) aimed to understand the culture of one family literacy program serving primarily Mexican-American families, named here the Treehouse Preschool, giving particular attention to the intersecting elements of knowledge, gender, and power as they are enacted across the roles and relationships of families and personnel participating in in the program. Data for this …
Strengthening Literacy Outcomes For Students With Severe Disabilities: The Impact Of Teacher Preparation, Evidence-Based Approaches, And Learning Environments,
2026
Bethel University
Strengthening Literacy Outcomes For Students With Severe Disabilities: The Impact Of Teacher Preparation, Evidence-Based Approaches, And Learning Environments, Kallie Casale
All Electronic Theses and Dissertations
This literature review thesis examines factors influencing literacy instruction for students with severe disabilities, focusing on evidence-based approaches, educator training, and learning environments. The findings highlight that systematic instruction and specialized training, such as online modules, eCoaching, and practice-based feedback, significantly improve educator knowledge and student skill acquisition. The review demonstrates that comprehensive curricula, such as the Early Literacy Skills Builder (ELSB), yield greater gains in phonics and decoding than traditional sight-word approaches. The review of research also illustrates that inclusive settings promote academic progress through peer modeling and higher learning expectations than traditional self-contained environments. However, some educators prefer …
Supporting Early Literacy In Preschool: The Influence Of Activity Settings, Shared Reading, And Teacher–Child Interactions,
2026
Bethel University
Supporting Early Literacy In Preschool: The Influence Of Activity Settings, Shared Reading, And Teacher–Child Interactions, Megan Turnquist
All Electronic Theses and Dissertations
This literature review explores current research about the activities and settings currently in place in preschool classrooms across North America. While a majority of the preschool day is spent in whole-group and free-choice activities, research indicates that instruction provided in small groups and book reading are two important ways to harness engagement and deliver high-quality instruction. Different kinds of teacher-child interactions during book reading can support the development of crucial early literacy skills, such as vocabulary and print knowledge. While time spent on literacy content varied widely across classrooms, teachers responded well to training in both print referencing and dialogic …
Comparing Digital And Non-Digital Gamification On Their Impacts In The World Language Classroom,
2026
Bethel University
Comparing Digital And Non-Digital Gamification On Their Impacts In The World Language Classroom, Amanda K. Salmonson
All Electronic Theses and Dissertations
Few studies have focused on the comparison between digital and non-digital game-based learning, especially in the world language classroom. This thesis is a literature review of 36 peer-reviewed articles to compare the effects of digital versus non-digital game use in regards to motivation, language acquisition, vocabulary retention, teacher implementation, and student social skills and mental health. The findings show that both styles of gamification have positive impacts in all of these categories when compared to traditional teacher-centered instruction, though when compared, each mode has its benefits and weaknesses. Digital games’ promotion of competition can limit student intrinsic motivation as well …
Teacher Agency: Finding Spaces To Transform Ela Classrooms,
2026
Saint Louis University
Teacher Agency: Finding Spaces To Transform Ela Classrooms, Kathryn Mitchell Pierce, Carol Gilles, Sarah D. Reid
Faculty Publications - College of Education
Amid ongoing attacks on teachers and their professionalism, we studied three middle school ELA teachers who exercised their agency to transform their classrooms and curricula through social justice pedagogy (SJP). Using Pantić's (2017) model, we examined their sense of purpose, competence, autonomy, and reflexivity in confronting barriers. This multiple-case study drew on interviews, focus group transcripts, artifacts, and responses to our analysis of their reported beliefs regarding their agency about dialogic talk in literature discussions as part of SJP. We found that teachers' agency, dialogic talk, literature discussions, and SJP were deeply interwoven. Teachers valued dialogic talk in literature discussions …
Exploring The Experiences Of Late Age-On-Arrival Multilingual Learners In Postsecondary Education,
2026
University of Central Florida
Exploring The Experiences Of Late Age-On-Arrival Multilingual Learners In Postsecondary Education, Robyn D. Ecklund
Graduate Studies Theses and Dissertations 2026
Multilingual learners (MLs) are the fastest growing population in the United States public school system (Biondi et al., 2024; Kanno & Cromley, 2013; Perez & Morrison, 2016; Varghese & Fuentes, 2020). Within this population of students, there is a subset of students that arrive in the United States during secondary school. These “late age-on-arrival” students face significant linguistic, cultural and social challenges in their pursuit of postsecondary success after high school (Kanno, 2021; Kanno & Cromley, 2013; Perez & Morrison, 2016). This interpretative phenomenological analysis sought to answer the research question: what are the lived experiences of late age-on-arrival MLs …
High School Teachers' Perceptions And Experiences Of Legislative Changes: An Interpretative Phenomenological Analysis,
2026
University of Central Florida
High School Teachers' Perceptions And Experiences Of Legislative Changes: An Interpretative Phenomenological Analysis, Marie Lewis
Graduate Studies Theses and Dissertations 2026
The purpose of this interpretative phenomenological analysis was to explore the perceptions and experiences of high school English Language Arts teachers in one public school district in the state of Florida as they navigated educational legislation that has been implemented over the last five years. The study interviewed ten experienced high school ELA teachers who had taught for more than five years in Florida’s public school system. One semi-structured interview was conducted along with brief follow-ups to share thematic statements with the participants. This study also included a document analysis of HB 1467 and HB 1069 as well as the …
Impact Of The International Engineering Program (Iep) At The University Of Rhode Island (Uri): What’S In It For Languages And For Engineering?,
2025
University of Rhode Island
Impact Of The International Engineering Program (Iep) At The University Of Rhode Island (Uri): What’S In It For Languages And For Engineering?, Sigrid Berka
Journal of International Engineering Education
No abstract provided.
Garnering External Support For Languages In International Engineering Programs,
2025
Defense Language and National Security Education Office and the National Security Education Program (Former)
Garnering External Support For Languages In International Engineering Programs, Michael A. Nugent
Journal of International Engineering Education
No abstract provided.
Study Abroad And Languages: Leveraging Study Abroad For Engineering Education During Turbulent Times,
2025
University of Delaware
Study Abroad And Languages: Leveraging Study Abroad For Engineering Education During Turbulent Times, Chad M. Gasta
Journal of International Engineering Education
No abstract provided.
Collaborations And International Partnerships: Keys For International Education In Times Of Change,
2025
Georgia Institute of Technology
Collaborations And International Partnerships: Keys For International Education In Times Of Change, Bettina Cothran, Amy Bass Henry
Journal of International Engineering Education
No abstract provided.
International Engineering Education In Turbulent Times: Concluding Observations And Selected Publications By John M. Grandin,
2025
University of Rhode Island
International Engineering Education In Turbulent Times: Concluding Observations And Selected Publications By John M. Grandin, Sigrid Berka, Mark W. Rectanus
Journal of International Engineering Education
No abstract provided.
Centering Ai Literacy: Exploring Brazilian International Students’ Perceptions Of Chatgpt And Peer Tutoring,
2025
Stetson University
Centering Ai Literacy: Exploring Brazilian International Students’ Perceptions Of Chatgpt And Peer Tutoring, Leigh Ann Dunning, Raissa Borges De Oliveira Leal
The Writing Center Journal
For English as an Additional Language (EAL) students, generative AI (GenAI) offers meaningful support for writing in English, while also introducing a new set of challenges. Supporting EAL students in developing AI literacy is crucial to their growth as confident, adaptable writers, and writing center tutors are uniquely positioned to facilitate this development. This case study explores the experiences of undergraduate Brazilian international students at a small liberal arts college who received writing feedback from both peer writing center tutors and ChatGPT. Findings indicate that students valued the human connection, contextual understanding, and rhetorical support offered by peer tutors, while …
Front Matter,
2025
Purdue University
Front Matter
The Writing Center Journal
Front matter for The Writing Center Journal 43:3 (2025).
The Myth Of Revising By Ear: Does It Help Multilingual Writers?,
2025
University of New Hampshire
The Myth Of Revising By Ear: Does It Help Multilingual Writers?, Soo Hyon Kim
The Writing Center Journal
This study examines what multilingual writers notice while they read their writing aloud, and whether reading aloud helps improve the accuracy of their writing during revision. It also investigates whether multilingual writers’ second language (L2) proficiency influences the extent to which reading aloud impacts revision. To address these questions, a counterbalanced, mixed design study was carried out with two experimental conditions: revising while reading aloud and revising while reading silently. Multilingual writers of higher and lower English proficiency at a large research university participated in a two-day sequence of composition and revision, two times, over the course of two weeks. …
Attending To Present Others: A Framework For Supporting Multilingual Graduate Writers,
2025
University of Massachusetts Boston
Attending To Present Others: A Framework For Supporting Multilingual Graduate Writers, María P. Carvajal Regidor, Allison Kranek
The Writing Center Journal
Extending prior work on present others, individuals who are not physically present in writing center sessions—such as advisors, colleagues, and peers—but who directly or indirectly impact what happens during consultations (Kranek & Carvajal Regidor, 2021), we argue that attending to present others is one way to more holistically support multilingual graduate writers. Based on data from session recordings, we contend that present others can be used as a framework to train consultants to better address the specific needs of this student population by acknowledging their socialization processes, feedback networks, language needs, and emotions. Then, we share two approaches to consultant …
Native-Speakerism And Multilingual Student Anxiety In One-To-One Mentoring,
2025
Penn State University
Native-Speakerism And Multilingual Student Anxiety In One-To-One Mentoring, Grace Lee-Amuzie
The Writing Center Journal
While one-to- one writing tutoring is often viewed as a supportive space for student writers, it can also reproduce racialized linguistic hierarchies that exacerbate anxiety for multilingual students. This article examines second language (L2) anxiety as a structurally induced emotional response to native-speakerism— the ideology that privileges white, Anglophone, native English speakers as the standard for language competence. Drawing from L2 anxiety research in applied linguistics and writing center studies, the article explores how native-speakerism influences multilingual students’ self-perception, interaction, and performance in L2 during one-to- one tutoring. It discusses the sources and dimensions of L2 anxiety across all four …
Engaging Transnational Writing Assets In The Writing Center: New Pedagogical Directions For Supporting International Multilingual Students,
2025
CUNY College of Staten Island
Engaging Transnational Writing Assets In The Writing Center: New Pedagogical Directions For Supporting International Multilingual Students, Olalekan T. Adepoju
The Writing Center Journal
This article argues for a shift in writing center pedagogy toward prioritizing transnational writing assets as the basis of our work with international multilingual writers specifically and every writer we encounter generally. While writing center scholarship has paid attention to the influences of language, cultural and rhetorical differences among native and non-native English speakers/ tutors in the writing center, much of this discussion has taken the “comparative” route rather than a “trans-d” (transnational) route with potentials to transform our engagements with scholars, students, and writers from other parts of the world. This IRB-approved research reveals that international multilingual writers possess …
