Flame In A Jar,
2019
Central Washington University
Flame In A Jar, Katherine Whitcomb
High Mountain Valley Local Authors Collection Online Content
Containing poems in Spanish and English, Flame in a Jar is part of the celebration of the 500th anniversary of the founding of Havana, Cuba, in conjunction with the 2018 International Biennial of Poetry of Havana, under the auspices of the Ministry of Culture, the Union of Writers and Artists of Cuba, and the Office of the Historian of the City. Katharine Whitcomb is the author of five books, the most recent being a collection of poetry, The Daughter's Almanac. She is a Distinguished Professor of English at Central Washington University, in Ellensburg, Washington, USA. Her website is katharinewhitcomb.com.
Examining Predictor Measures For Students' Testing In The International Baccalaureate Diploma Programme,
2019
Lincoln Memorial University
Examining Predictor Measures For Students' Testing In The International Baccalaureate Diploma Programme, Shannon Siebe
Ed.D. Dissertations
The purpose of this study was to explore the relationships between both student achievement and growth in 9th and 10th grade English and math courses and achievement on International Baccalaureate English and math exams. The researcher examined student end-of-course exam scores, student growth values, and International Baccalaureate English and math exam scores from an International Baccalaureate World School across 4 graduating cohorts, including 305 students. The researcher concluded that while 9th grade math end-of-course exam achievement does not significantly predict International Baccalaureate math exam scores, student growth in 9th grade math does. The researcher also concluded that Advanced Placement Language …
Learning To Write In An Academic Genre: Adult English Learners’ Use Of Sociocultural Resources,
2019
University of Kentucky
Learning To Write In An Academic Genre: Adult English Learners’ Use Of Sociocultural Resources, Lyudmyla Ivanyuk
Theses and Dissertations--Curriculum and Instruction
In this multiple case study, I examined what types of sociocultural resources adult English learners brought with them from their previous contexts and what new resources they drew upon in the U.S. while learning to write in the essay genre. The study also identified how the participants chose to use previous and new sociocultural resources as mediated by the essay genre in the U.S. The following research foci shaped this study: (1) What types of sociocultural resources do adult English learners use while learning to write in the essay genre prior to and after their arrival in the U.S.? (2) …
Cultivating A Sense Of Critical Consciousness In Teacher Candidates Within A Community-Based Adult Esl Program,
2019
University of San Diego
Cultivating A Sense Of Critical Consciousness In Teacher Candidates Within A Community-Based Adult Esl Program, Sarina Chugani Molina
School of Leadership and Education Sciences: Faculty Scholarship
As more teacher education programs commit to developing critically conscious educators, it has become increasingly important to provide teacher candidates with opportunities to engage in critical actions within authentic contexts. To this end, the TESOL program in partnership with community stakeholders instituted a language program, where candidates were provided opportunities to explore the role of advocacy in their work through engaging in iterative dialogic reflections with their students. This chapter illustrates how the candidates came to embrace their role as agentive forces that strived to contribute to the empowerment of their learners to advocate for themselves within their own communities.
Engaging Struggling Readers: The Significance Of The Aesthetic Response For Comprehension,
2019
Bank Street College of Education
Engaging Struggling Readers: The Significance Of The Aesthetic Response For Comprehension, Amy Won
Graduate Student Independent Studies
This research explores the relationship between aesthetic (emotional) responses to literature and reading comprehension. Bridging theory and practice, it presents a pedagogical approach that integrates comprehension strategies to support and deepen students' emotional engagement with texts.
A Validation Program For The Self-Beliefs, Writing-Beliefs, And Attitude Survey: A Measure Of Adolescents' Motivation Toward Writing,
2019
Boise State University
A Validation Program For The Self-Beliefs, Writing-Beliefs, And Attitude Survey: A Measure Of Adolescents' Motivation Toward Writing, Katherine Landau Wright, Tracey S. Hodges, Erin M. Mctigue
Literacy, Language and Culture Faculty Publications and Presentations
Recent findings reveal clear evidence that students’ low performance on writing tasks is often related to problems with motivation. Writing curriculum and interventions produce varying effects on adolescents’ writing outcomes, and such variations may be mediated by motivation. However, without a valid tool for measuring students’ motivation towards writing, these effects cannot be quantified. In this study we present the results of our multi-study validation program for the Self-Beliefs, Writing-Beliefs, and Attitude Survey (SWAS). This measure is designed for monitoring students' motivation towards writing, as well as identifying variables that mediate student achievement. We first addressed substantive validation through a …
Flipping The Jane Austen Classroom,
2019
Chapman University
Flipping The Jane Austen Classroom, Lynda A. Hall
English Faculty Articles and Research
The contemporary Austen classroom might appreciate cultural and racial diversity, examine popular culture’s distortions of the original texts, and consider multimodal ways of reading. This paper reflects on a course that “flipped” the research process in order to “find” Austen and her works in the popular culture and to evaluate our understanding in the twenty-first century. Students discovered the commodification and distortion of “Jane Austen” and conducted research for creative projects to learn more about the social, cultural, and historical contexts of the written texts.
What Do Middle Grades Preservice Teachers Believe About Writing And Writing Instruction?,
2019
University of Alabama
What Do Middle Grades Preservice Teachers Believe About Writing And Writing Instruction?, Tracey S. Hodges, Katherine Landau Wright, Erin Mctigue
Literacy, Language and Culture Faculty Publications and Presentations
After third grade, students’ motivation and enjoyment of writing begins to wane, and this trend continues through most of their education. Middle grade students especially need high-quality writing instruction; however, many teachers report feeling inadequately prepared to teach writing. To combat these issues, teacher preparation programs should understand how their preservice teachers feel about writing and teaching writing. The present study surveyed 150 middle grade preservice teachers to determine their self-efficacy beliefs about writing and writing instruction. Results indicate that preservice teachers valued writing, but did not feel confident with many specific aspects of writing instruction.
The Effect Of The I-Ready Reading Program On Student Scores On The Northwest Evaluation Association (Nwea®) Measures Of Academic Progress (Map) Reading Assessment,
2019
Cleveland State University
The Effect Of The I-Ready Reading Program On Student Scores On The Northwest Evaluation Association (Nwea®) Measures Of Academic Progress (Map) Reading Assessment, Ricardo A. Torres
ETD Archive
The purpose of this study was to examine the effect on student scores on the Northwest Evaluation Association (NWEA®) Measures of Academic Progress (MAP) Reading Assessment when students are engaged with on-line adaptive diagnostics and instruction via the Curriculum Associates (CA) i-Ready Reading on-line platform. Outcomes were explored based on usage of the i-Ready program, ethnicity (Hispanic, or Non-Hispanic), and sex (male, or female) of the participant. Participants were students in a K-8 environment in an urban setting in the Mid-West United States. There were two groups of students: one group who used the i-Ready Reading program by CA, and …
Building Dialogue From The Ground Up: Framing Classroom Discussions,
2019
Brigham Young University
Building Dialogue From The Ground Up: Framing Classroom Discussions, Dawan Coombs
The Utah English Journal
Recently a builder friend and I wandered through a house under construction in a nearby neighborhood. As I looked at the cement pad, I confess that I could not envision how what I saw in front of me could become an inhabitable structure. Seeing just wooden beams and supports separating one room from the next, I had a hard time making sense of what was going to be. Shrugging my shoulders, I sighed and asked, "Call me when you've put up the walls?"
Book Review: Ink Knows No Borders: Poems Of The Immigrant And Refugee Experience,
2019
Springville Jr. High, Springville UT
Book Review: Ink Knows No Borders: Poems Of The Immigrant And Refugee Experience, Kaelin Stanley
The Utah English Journal
At a time when terms such as immigrant and refugee are seen daily in the news and media, the collection of poems found in Ink Knows No Borders is not only refreshing but strikingly relevant to society today. The 64 talented poets whose experiences are beautifully shared in the book provide a unique insider view of the heartache, growing pains, and unconquerable spirit of first- and second-generation immigrants and refugees.
Book Review: What If It's Us,
2019
Olympus High School, Holladay UT
Book Review: What If It's Us, Zach Searle
The Utah English Journal
Ben and Arthur, the co-protagonists of Albertalli and Silvera's first collaborative novel, are brought together by the universe--depending on who you ask. Arthur is in New York City for a summer internship with his mother's law firm, and he firmly believes the universe has a plan for him when he runs into Ben at the post office. Ben is only at the post office to mail off his ex-boyfriend's break-up box, and he is convinced that the universe is out to get him. However, after their chance encounter, Ben and Arthur aren't so sure about what the universe wants. If …
The Utah English Journal, Volume 47, 2019: Full Issue,
2019
Brigham Young University
The Utah English Journal, Volume 47, 2019: Full Issue
The Utah English Journal
No abstract provided.
Weaving A Workshop Into Your Writing Instruction,
2019
Brigham Young University
Weaving A Workshop Into Your Writing Instruction, Jacob Rees
The Utah English Journal
Why workshops? When we put students together in groups to discuss their writing, we dramatically expand their audience and increase the opportunities for students to write without increasing our grading load. More importantly, we shift the responsibility back to the students to identify what makes writing work. As it is in our own writing process, the ability to assess always precedes our ability to revise. Always.
Identification Of Hispanic English Language Learners In Special Education,
2019
Monmouth University
Identification Of Hispanic English Language Learners In Special Education, Gail I. Becker, Aaron R. Deris
Special Education Department Publications
Overrepresentation of English language learners (ELLs) in special education is a current problem. Urban school professionals indicated that inappropriate placement is linked to a multiplicity of factors. Scarce data exist regarding the relationship between school professional efficacy beliefs, the availability of bilingual programs and personnel for ELLs, and successful academic outcomes. School employees are still confused about the proper placement of English language learners (ELLs). What is enough time to acquire a second language and learn with success? Without other substantial program choices, children are referred to special education. Furthermore, many students in need of special education may be overlooked …
Willingness To Communicate And International Students' Use Of L2,
2019
University of Central Florida
Willingness To Communicate And International Students' Use Of L2, Michelle Verbitskaya
Honors Undergraduate Theses
Willingness to Communicate (WTC) in the second language (L2) is the "readiness to enter into discourse" which is considered to be the direct precursor of students' communication in L2 (MacIntyre et al., 1998). Oral language is thought to precede written language which creates an assumption that ongoing refining of oral skills may impact writing fluency. In respect to WTC model, there have been several versions that describe the construct (MacIntyre et al., 1998; Wen & Clement, 2003; Matsuoka, 2006). This study references self-efficacy, a cognitive variable in Matsuoka's (2006) proposed model, when analyzing writing as a phenomenon in relation to …
Is There A Correlation Between Oral Reading Rate And Social Conversational Speaking Rate?,
2019
University of Northern Iowa
Is There A Correlation Between Oral Reading Rate And Social Conversational Speaking Rate?, Sarah C. Mason
Graduate Research Papers
The purpose of this research was to determine if there was a correlation between oral reading rates and social conversational speaking rates. This research was conducted using a sample size of 25 students, ages 8-12, in one elementary building in Southern Iowa. Student data were collected from a previous district’s fall assessment in the area of oral reading rate. Students were given specific prompts when providing their social conversational speaking. When comparing oral reading rate with their social conversational speaking rate, it was found that there was a correlation when measured in words per minute suggesting that students’ reading rates …
The Information-Fluent English Language Learner: Cultural And Pedagogical Considerations,
2019
Virginia Commonwealth University
The Information-Fluent English Language Learner: Cultural And Pedagogical Considerations, Megan Hodge
VCU Libraries Faculty and Staff Publications
No abstract provided.
Identity And Second Language Acquisition: Adult Puerto Rican Migrants Living In The United States,
2019
University of Central Florida
Identity And Second Language Acquisition: Adult Puerto Rican Migrants Living In The United States, Marcio Rubens Soares Gomes
Electronic Theses and Dissertations
Drawing on the poststructuralist construct of identity and on Norton's (1995) concept of investment, as well as on Bourdieu's (1977) notion of capital, this qualitative research study relies on data gathered through interviews conducted with two adult female participants from Puerto Rico, who migrated to Central Florida approximately ten years ago. It aims at answering the following questions: (i) what identity-related factors facilitate or hinder the acquisition of the target language by Puerto Rican migrants? (ii) what social forces or barriers impact learning ESL in the context of Puerto Rican migration to the United States? The findings indicate that investment …
Teacher Perspectives Of Their Implementation Of Guided Reading Instruction,
2019
Lincoln Memorial University
Teacher Perspectives Of Their Implementation Of Guided Reading Instruction, Kristi Presley
Ed.D. Dissertations
The purpose of this study was to investigate the use of guided reading in the classroom and the perception teachers had related to their own self-efficacy in their implementation of guided reading instruction. Using an interpretative qualitative methodology, this researcher interviewed twelve teachers in Tennessee concerning their implementation of guided reading instruction in their classrooms. This researcher designed and utilized a Guided Reading Fidelity Checklist for the purpose of analyzing the collected data. This researcher identified misalignments regarding the fidelity of the implementation of guided reading instruction. The findings of this study demonstrate a need for teachers to have further …
