Case 4: Padbury School Community Links Project,
2011
Australian Council for Educational Research (ACER)
Case 4: Padbury School Community Links Project, Australian Council For Educational Research (Acer)
Tender Bridge
Padbury Primary School have found several funds and potential partners through Tender Bridge to assist them in developing a key school-community initiative: Padbury School Community Links Project. In this Tender Bridge Case, Aaron Young (Principal of Padbury Primary School) explains where the idea for the Padbury School Community Links Project came from, and how they are going about growing their great educational project to improve outcomes for the children at Padbury.
Otis: A Coyote In New York City An Original Children's Story,
2011
Bank Street College of Education
Otis: A Coyote In New York City An Original Children's Story, Lexi Gross
Graduate Student Independent Studies
This thesis represents a year-long project that has taken on many forms, been influenced by many factors, and has now been crafted into an original children's story about a coyote in New York City. The work is based on a true story and explores the tension between city life and the natural world.
Representations Of Self In Reflection Essays Of Philippine University Students,
2011
Ateneo de Manila University
Representations Of Self In Reflection Essays Of Philippine University Students, Isabel Pefianco Martin
English Faculty Publications
In the Philippines, there are few, if any, studies of student compositions that investigate the use of language as an effective, efficient, and creative means of expressing the self. This study is an attempt to contribute to knowledge about student writing in the Philippines. In particular, the study aims to describe the various ways freshman students from a private university in Manila represent themselves in their reflection essays, a writing task required in the core humanities courses of the university. Two sets of compositions, one written in the English language and another in the Filipino language, are analyzed for ways …
Points Of Departure: Developing The Knowledge Base Of Esl And Fsl Teachers For K-12 Programs In Canada,
2011
University of Western Ontario
Points Of Departure: Developing The Knowledge Base Of Esl And Fsl Teachers For K-12 Programs In Canada, Farahnaz Faez
Education Publications
In this paper, I examine the contextual factors that impact the development of knowledge base of teachers of English as a second language (ESL) and French as a second language (FSL) for teaching in Kindergarten through Grade 12 programs in Ontario. Using a sociocultural orientation to second language teacher education and prominent knowledge base frameworks from the field, I discuss how a variety of local contextual factors impact the development of teacher candidates’ (TC) knowledge base in pre-service teacher education programs in Canada. Individual factors include: the linguistic and cultural backgrounds of candidates’ in ESL and FSL programs, the TCs’ …
Why Are We Doing This? Teaching Literacy Outside Of The English Classroom,
2011
Brigham Young University
Why Are We Doing This? Teaching Literacy Outside Of The English Classroom, Emily Robinson
The Utah English Journal
In assigning class work that involves the written word, I often find myself being presented with the ever-pressing question of middle school students: “Why do we have to do this? This isn’t English class!” And so I must ask myself the same question. Why bother with something that isn’t explicitly stated in the core curriculum for my subject area? As a student at Brigham Young University, more than one professor taught me that every teacher is a literacy teacher. I am now a social studies teacher who loves literacy.
On A Roll: Enticing English Language Learners To Absorb Vocabulary,
2011
Brigham Young University
On A Roll: Enticing English Language Learners To Absorb Vocabulary, Eileen Hennessy
The Utah English Journal
It’s true what they say: Teaching is full of surprises. It’s never boring and no day is ever like the previous or the next. Many times in my career I have been astounded by the knowledge that those little second grade brains bring to my Room 25. And, every once in a while, I am astounded for the opposite reason. That was case on this particular day when I was introducing a lesson on multiplemeaning words to my English language learners. Naturally, I wanted them to determine on their own what multiple-meaning words were.
If The Ninja Explores The Cave, Go To Page 8,
2011
Brigham Young University
If The Ninja Explores The Cave, Go To Page 8, Rebecca Stasney
The Utah English Journal
In the lowest level of developmental writing at my community college, students really do learn skills from the ground up. Our objectives include covering basic grammatical concepts such as parts of speech, plurals, and subject-verb agreement. We also discuss different elements of writing such as main idea, supporting details, and transition words. Many college students feel resentful for being placed in a class that teaches them skills that are so elementary, and as a result, they are often resistant to class activities and assignments. In my experience, the choose-your-own adventure writing project is a great way to incorporate these learning …
Grammar With Santiagos,
2011
Brigham Young University
Children Teaching Children: A Study Of A Multilingual Head Start Setting,
2011
Bank Street College of Education
Children Teaching Children: A Study Of A Multilingual Head Start Setting, Sandra Martinez-Siranaula
Graduate Student Independent Studies
This study presents transcriptions of a multilingual Head Start setting (filmed for The Office of Head Start in spring 2010) - including sections on research in second-language acquisition as well as curriculum examples and recommendations, bibliography and online resources.
Reading Comprehension Strategy Handbook For Third, Fourth, And Fifth Grade Reluctant Readers,
2011
Central Washington University
Reading Comprehension Strategy Handbook For Third, Fourth, And Fifth Grade Reluctant Readers, Cheryl Jordan
All Graduate Projects
The focus of this project is to provide a variety ofreading comprehension strategies for reluctant readers at Adams Elementary and also to demonstrate the need for a supplemental handbook that addresses the "gaps" with the Walk to Read program (spiral curriculum). This research will reveal that teacher guidance facilitates student learning, motivates students, and provides opportunities to dialog with classmates in a context of creating connections. The project includes a discussion related to the rationale supporting this project, along with a review of related literature. The repertoire of reading strategies in this project is designed to encourage the student to …
Taking Note,
2011
Brigham Young University
Taking Note, Sadie Rawlinson
The Utah English Journal
“Modeling” is another way of saying “Be a good example”—only you do it with purpose. One of the earliest forms of modeling in my classroom was when I was desperately trying to get my ninth-graders to read during their Teacher Advisory (TA) class on Fridays when we had DEAR (Drop Everything And Read) time. I tried everything from threats to bribes to apathy.
Full Issue,
2011
Brigham Young University
The Marine, My Students, And Me,
2011
Brigham Young University
The Marine, My Students, And Me, Kim Irvine
The Utah English Journal
My philosophy of education and learning is simple. I believe that all students can learn. I believe that student learning is incumbent upon me, the teacher. I believe that the future of the quality of life for each of my students is directly related to whether or not they learn what I have to teach them. I believe that authentic learning can only occur in an informed, stimulating, and safe environment, and I believe that the creation of that environment is my responsibility.
Sensible Sequencing: Traditional And Popular Texts Sharing Space In The Ela Classroom,
2011
Brigham Young University
Sensible Sequencing: Traditional And Popular Texts Sharing Space In The Ela Classroom, Luke Rodseiler
The Utah English Journal
The place for texts from popular culture— viewed here as “everyday culture” (Hagood, Alvermann, & Heron-Hruby, 2010, p. 9)—in the English language arts (ELA) classroom continues to be defined as literacy and English education scholars extol the benefits of incorporating such texts to support student learning (e.g., Beach & O’Brien, 2008; Dyson, 2003; Morrell, 2004, 2009; Morrell & Duncan-Andrade, 2004, Sánchez, 2010). Despite the potential benefits that the classroom use of texts from popular culture has to offer, such as promoting culturally relevant pedagogy (Gay, 2000), providing greater motivation for students (Morrell, 2004), and tapping into students’ everyday funds of …
Stop The Coughin': Immersing Ell Students Into The Reading Culture,
2011
Brigham Young University
Stop The Coughin': Immersing Ell Students Into The Reading Culture, Mariya Ogden
The Utah English Journal
For me, moving to California from St. Petersburg, Russia, was an exciting thrill beyond belief. Everything looked just like in the American movies I watched growing up: the quiet suburbs, pizza delivery, and the smiling public. The schools were colorful, the playgrounds weren’t broken, and the teachers called you by your first name, not your last. Yet, there were certain cultural aspects that clashed with this new American society that I was in. I made friends on the playground, but always felt outside of the loop. For some reason, my clever Russian jokes sounded idiotic and weird when translated to …
A Bloody Lesson,
2011
Brigham Young University
A Bloody Lesson, Debbie Davis
The Utah English Journal
I stood at the front of the room as my 9th graders began reading the next segment of Great Expectations aloud. With about 30 minutes left in the period, I had divided the character and narrator roles between students. Students sat huddled over the text; the mood in the classroom was calm and focused—an ideal educational environment. Thank you, Dickens, I thought as I enjoyed this brief period of civilized, even sophisticated, behavior from this high-energy group. “Soon forgotten,” read one student as Miss Havisham. “Moaned Miss Havisham,” read the student serving as narrator. “Times soon forgotten!” read the student …
Cinderella Can Be A Guy!,
2011
Brigham Young University
Cinderella Can Be A Guy!, Kathleen Thompson
The Utah English Journal
In the spring, when a seventh grader’s thoughts turn to summer vacation, my classes embark on a thought-provoking journey into our most engaging term as we study the universality of the folk tale. Students have been prepared since the beginning of the year as I preview this last and favorite study of theirs, variations of Cinderella and mine. “Sometimes Cinderella is a guy with magic boots,” I explain as they giggle. “You’ll see.”
United In Literacy: Narrative Accounts Of Encounters With Young Adult Literature,
2011
Brigham Young University
United In Literacy: Narrative Accounts Of Encounters With Young Adult Literature, Mary Rice
The Utah English Journal
The purpose of this paper is to describe the experiences I have had reading, learning, and growing in that apprenticeship with my students and the young adult literature they read. After providing some background on social literacy practices as a basis for the idea that such enriching experiences can occur between teachers and students and that they can be unifying, I will share my stories and the understandings I have developed. Although I have stories of reading young adult literature with many students, I have selected specific narratives featuring boys to preserve the continuity of experience and because the notion …
Black Sheep,
2011
Brigham Young University
Anomaly,
2011
Brigham Young University
