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English Writing Centers In China: Opportunities, Challenges, And Paths Forward, Bradley Hughes, Jingtian Zhang
English Writing Centers In China: Opportunities, Challenges, And Paths Forward, Bradley Hughes, Jingtian Zhang
The Writing Center Journal
English writing centers at Chinese universities present a fascinating paradox. On one hand, the number of universities with writing centers and the professional interest in writing centers in China have grown steadily over the past two decades. But on the other, the number of centers is still modest and only a few centers have had a significant influence on the culture of writing on their campuses, which is surprising given the vast number of universities in China and the documented need for strengthening and expanding writing instruction in English. This international research study explores the current state of English writing …
We Should Promote Genai Writing Tools For Linguistic Equity, Nathan Lindberg
We Should Promote Genai Writing Tools For Linguistic Equity, Nathan Lindberg
The Writing Center Journal
In this essay, I suggest that we should embrace generative artificial intelligence (GenAI) writing tools, particularly chatbots (e.g., ChatGPT, Copilot, Claude), because they can enable linguistic equity by leveling the academic playing field for English as an additional language students. As writing experts, we can find ways to use this technology to enhance learning, and, since we know both student and faculty positions, we can help develop policies so such tools can be used effectively and ethically. Alternatively, we can ignore them and risk becoming irrelevant.
Culturally And Linguistically Diverse Young Learners With Special Needs: Implementation Of The Resilience Based Interaction Model, Laura Knotts
Theses and Dissertations from DePaul University
No abstract provided.
College Sojourners' Reentry Experiences After Studying Abroad, Samantha Rose Maiolo
College Sojourners' Reentry Experiences After Studying Abroad, Samantha Rose Maiolo
Honors Scholar Theses
When people think of studying abroad, they often think the experience ends when a study abroad participant returns home, but the reentry experience back home can be just as significant as the experience in the host country. In this study, I explored the following questions: (1) What emotional, social, and academic transitions do students experience when returning home from studying abroad? and (2) In what ways do the experiences students have abroad change their perspective of their life in the home culture? We interviewed 10 and surveyed 3 recent study abroad returnees from a large state university in New England. …
Accessibility Care Beyond The University Disability Office, Mae L. Zurita
Accessibility Care Beyond The University Disability Office, Mae L. Zurita
Masters Projects
When higher education institutions rely on a single office to provide primarily in-class accommodations for students with diagnosed disabilities, practitioners beyond this office receive little guidance on supporting the broader disabled community in daily practices. By critiquing the dominant models, theories, interventions, and solutions that create an ambiguous responsibility for how practitioners are to include and accommodate disabled people the project can outline alternative methods. A culture of ableism and rampant inaccessibility is innate to how North American higher education operates as an institutional practice. The Americans with Disabilities Act of 1990 is treated like a successful initiative that guarantees …
Promoting College And Career Ready Readers And Writers: A Guide For English, Science, And Social Studies Teachers To Support Instruction Of Sat Reading And Writing Skills, David Fitzpatrick
Promoting College And Career Ready Readers And Writers: A Guide For English, Science, And Social Studies Teachers To Support Instruction Of Sat Reading And Writing Skills, David Fitzpatrick
Masters Projects
In Michigan and across the United States, student scores on the Evidence Based Reading and Writing section of the SAT have been steadily declining. This project responds to this decline by developing a set of resources for skills-based literacy instruction that English language arts, social studies, and science teachers can use to revise their approaches to teaching literacy skills. Highly effective curriculum design and literacy instruction strategies were reviewed to design guides, templates, and models for practicing high school teachers at all grade levels to adapt in order to improve literacy instruction in their classrooms. By scaffolding literacy skills across …
Queer Rights Learning Through Transnational, Digital Communities Of Practice, Hayley D’Souza, Brindaalakshmi Kumbakonam, Bren Kutch, Aparna Arora, Vani Bhardwaj
Queer Rights Learning Through Transnational, Digital Communities Of Practice, Hayley D’Souza, Brindaalakshmi Kumbakonam, Bren Kutch, Aparna Arora, Vani Bhardwaj
International Journal of Human Rights Education
Traditional human rights education (HRE), and education writ-large, often depends on and reinforces binary hierarchies. The Society of Gender Professionals (SGP) reflects on how its trans-national, digital communities of practice (“Gender Circles”) are actively “queering” traditional HRE. This article shares reflections and learnings from 14 one-on-one interviews with Gender Circle participants, most notably from the Breaking Gender/Sex Binaries Circles. By facilitating spaces that co-create knowledge, build community, and center lived experiences of people with diverse sexual orientations, gender identities and expressions, and sex characteristics (SOGIESC,) SGP disrupts and queers binaries and hierarchies in education and other constructs, such as with …
Sociocultural Contexts Of Hiv Transmission For Newcomer Black Gay, Bisexual Men (Gbm) Who Have Sex With Men: Implications For Sexual Health Education And Human Rights In Ontario, Canada, Lance T. Mccready, Nadia Junaid
Sociocultural Contexts Of Hiv Transmission For Newcomer Black Gay, Bisexual Men (Gbm) Who Have Sex With Men: Implications For Sexual Health Education And Human Rights In Ontario, Canada, Lance T. Mccready, Nadia Junaid
International Journal of Human Rights Education
This article examines the sociocultural and structural conditions that shape HIV vulnerability among newcomer Black gay, bisexual, and other men who have sex with men (GBM) in Ontario, Canada. Based on qualitative data from focus groups with 22 newcomer Black GBM, the study explores how intersecting experiences of anti-Black racism, homophobia, trauma, and precarity during migration and resettlement impact access to sexual health education and care. Participants shared accounts of violence in their countries of origin, challenges navigating Canada’s housing and healthcare systems, and the ongoing mental health impacts of displacement and marginalization. Using a community-based participatory research framework, and …
The Impact Of Rubric-Based Feedback On Efl Writing Proficiency: Exploring Revision Skills, Learning Transfer, And Cognitive Overload, Ahmed Abdelraheem Elyan
The Impact Of Rubric-Based Feedback On Efl Writing Proficiency: Exploring Revision Skills, Learning Transfer, And Cognitive Overload, Ahmed Abdelraheem Elyan
Thesis/ Dissertation Defenses
This study explores how rubric-based feedback influences the writing development of English as a Foreign Language (EFL) learners, with a particular focus on their revision practices, learning transfer, and the challenges they face with cognitive overload. The research was carried out in a high school context in the United Arab Emirates (UAE), aiming to understand the real impact of structured feedback on students’ writing performance.
Twenty Arabic-speaking students participated in the study, completing four essay writing tasks over eight weeks. These included a pre-test, two feedback-supported drafts, and a post-test. Their essays were assessed using an analytic rubric designed to …
Confederate Inspired Mascots As Cultural Representatives In Public Secondary Schools Of The American South: A Case Study, Jessica Seat
Confederate Inspired Mascots As Cultural Representatives In Public Secondary Schools Of The American South: A Case Study, Jessica Seat
Student Theses and Dissertations
The topic of this dissertation was Confederate inspired mascots and their relationship with school cultures. The purpose of this qualitative intrinsic case study was to explore how former students of secondary schools in former Confederate states perceived the use of Confederate mascots in public secondary schools, specifically 9th-12th grades, and how the mascot shaped the culture of the school overall. The primary theoretical framework used for this study was Social Identity Theory. The secondary theoretical framework used for this study was the symbolic frame of the four-frame organizational model. This qualitative intrinsic case study included document study and voluntary participant …
Culturally Responsive Teaching: A Qualitative Study Of Educator Perceptions Regarding Its Role And Significance In An Educational Setting, Clyde Eugene Hughley
Culturally Responsive Teaching: A Qualitative Study Of Educator Perceptions Regarding Its Role And Significance In An Educational Setting, Clyde Eugene Hughley
Student Theses and Dissertations
A culturally-based pedagogy is an often cited and often neglected need in American schools. This neglect has contributed to academic failure and social distress in many of or minority youth, which affects communities throughout America. The problem addressed in this study was how to address the academic needs those students who are of a different social, cultural and ethnic consideration than that the “majority” of American school students. The researcher interviewed 11 secondary educators. Two research questions were explored: The first research question explored the perceptions and experiences of secondary educators regarding advantages and effective strategies for incorporating Culturally Responsive …
Shaping Mathematics Identity: An Exploratory Study On Specifications Grading In Calculus I At A Hispanic-Serving Institution, Luis M. Fernandez, Kaitlyn Stephens Serbin, Cristina Villalobos, Shaghayegh Azadi Setayesh, Guillermo Garza
Shaping Mathematics Identity: An Exploratory Study On Specifications Grading In Calculus I At A Hispanic-Serving Institution, Luis M. Fernandez, Kaitlyn Stephens Serbin, Cristina Villalobos, Shaghayegh Azadi Setayesh, Guillermo Garza
School of Mathematical & Statistical Sciences Faculty Publications
Calculus I courses play a pivotal role in shaping students' STEM pathways, making it essential to adopt pedagogies that foster both achievement and mathematics identity development, particularly among underserved groups such as Hispanic students. This study explores the impact of Specifications Grading, an alternative assessment method where students meet specific course learning objectives through multiple attempts, on students’ mathematics identity development. Through a comparative case study of two Calculus I students at a Hispanic-Serving Institution, one enrolled in a specification graded course and the other in a traditionally-graded course, we examine shifts in their self-perceptions of competence, interest, recognition in …
Language Program Models For Recently Arrived English Learners, Sarah E. Schulz
Language Program Models For Recently Arrived English Learners, Sarah E. Schulz
Graduate Teacher Education
Many schools in the United States have been responding to the growing number of Recently Arrived English Learners (RAELs) and the academic needs when adjusting to mainstream classrooms. These students can have long periods of interrupted schooling, traumatic immigration experiences, and unique acculturation processes that require specific needs apart from other English Language Learners (Sugarman, 2023). This literature review examined the ways K-12 schools can support RAELs academically and socially-emotionally during the transition to becoming accustomed to the educational models used in the United States of America by analyzing current research on the effectiveness of various English Language Program Models. …
Factors Of Social And Emotional Development Which Positively Impact Language Acquisition In Early Childhood To Support Well-Being And Academic Development, Amanda L. Sauer
Graduate Teacher Education
Students who speak a first language other than English often enter classrooms with educators who may not know how to support second language (L2) development. Even more so, there is little research about L2 development and the social and emotional factors that foster language growth for English language learners (ELL) as it pertains to early childhood. Through quantitative, qualitative, and mixed-method studies, research was synthesized to give early childhood educators the necessary insight into factors that foster positive social and emotional growth for these dual language learners’ (DLL) L2 acquisition. Studies suggested that young students benefited from play-based learning environments …
Find The Rule For Constructing The Row Elements For Each Row And Insert The Missing Elements Instead Of The “?” Signs, Vasiliy Znamenskiy
Find The Rule For Constructing The Row Elements For Each Row And Insert The Missing Elements Instead Of The “?” Signs, Vasiliy Znamenskiy
Open Educational Resources
This document presents a set of sequences with missing elements, each governed by a unique underlying rule. The task involves identifying the rule that dictates the arrangement of elements within each sequence and determining the missing items indicated by question marks ("?"). The sequences vary widely in character, including numerical progressions (such as arithmetic and geometric sequences, squares, and factorials), alphabetical series, symbolic arrangements (days of the week, Greek letters, planetary symbols), and numeric sequences referencing known mathematical constructs (e.g., prime numbers, Fibonacci series, angles). Completing these sequences requires interdisciplinary analytical skills, encompassing mathematical reasoning, linguistic patterns, general knowledge of …
Teacher Training: An Investment In The Future Of Literacy Education, Kellie J. Hooper-Bressler
Teacher Training: An Investment In The Future Of Literacy Education, Kellie J. Hooper-Bressler
Wellspring: A Practitioner-Oriented Journal of Literacy and Language Education
One teacher's reflection on the professional development afforded by Reading Recovery coursework received thirty years ago in comparison to current explicit training in Science of Reading leads to conclusions about teacher training practices. The paper suggests not only is explicit foundational reading instruction essential for all new teachers, but continued investment at the school level improves the capacity of the district to meet the needs of students, including struggling readers, while also retaining future educators.
Investigating Faculty, Students, And Diversity Officers' Attitudes Towards Cultural Diversity: A Causal-Comparative Study, Kerry Simmons
Investigating Faculty, Students, And Diversity Officers' Attitudes Towards Cultural Diversity: A Causal-Comparative Study, Kerry Simmons
Doctoral Dissertations and Projects
The purpose of this quantitative causal-comparative study is to investigate the difference in cultural competence scores among students, faculty, and diversity officers who participated in cultural competence training and those who did not. Research on diversity has seldom examined the effectiveness of cultural competence training on attitudes toward cultural diversity. The study participants (n = 411) were undergraduate students, n = 148, faculty, n = 129, and diversity officers, n = 134) from 4-year private non-profit universities in the Northeastern United States. The present study employed critical race theory to explore the effectiveness of cultural competence training programs and assess …
Academic Performance, Violent Community Crimes, And Socioeconomic Status Of Chicago Public Schools' Students: A Hermeneutic Phenomenology, Bria Anderson
Doctoral Dissertations and Projects
The purpose of this phenomenological study is to describe how community violence and low socioeconomic status influence the academic achievement gap among minority students at Chicago Public Schools. The theory guiding this study is Ogbu's theory as it relates to how forces within the community influence the academic performance of minority students. The research study addresses the following central research question: How do the experiences of marginalized students influence their academic performance? The methodology used includes individual interviews, focus groups, and journal prompts. Based on the analysis of interviews, focus groups, and journal responses from the 12 participants, four major …
A Quantitative Casual-Comparative Study To Determine The Difference In Perception Of Inclusive Education Among Teachers In Preschool, Elementary And Middle School, Boimah G. Sayway
A Quantitative Casual-Comparative Study To Determine The Difference In Perception Of Inclusive Education Among Teachers In Preschool, Elementary And Middle School, Boimah G. Sayway
Doctoral Dissertations and Projects
This quantitative, causal-comparative research examines differences in Teacher Efficacy for Inclusive Practices (TEIP) scores based on perceptions of inclusive education among preschool, elementary, and middle school teachers. The study involved a survey of 450 teachers from three districts in a large Eastern city in the U.S., yielding 159 responses, which surpasses the minimum sample size of 126. Researchers assessed teachers' self-efficacy in inclusive instruction, collaboration, and behavior management using the TEIP scale, analyzing the data with the Statistical Package for the Social Sciences (SPSS) and a One-Way ANOVA. There was a statistically significant difference found between preschool and both elementary …
Teacher Learning Communities: A Qualitative Case Study Of Professional Development In Special Education, Tiffany D. Rowland
Teacher Learning Communities: A Qualitative Case Study Of Professional Development In Special Education, Tiffany D. Rowland
Doctoral Dissertations and Projects
The purpose of this qualitative case study was to discover the collaboration in teacher learning communities (TLCs) to support the growth of students with disabilities for special education teachers at a middle school in South Georgia. The theory guiding this study was Vygotsky’s social constructivism theory as it strongly emphasizes the social nature of learning and the influence of cultural context. Individuals construct knowledge through interactions with others, and the cultural environment within TLCs significantly influences professional development. This study employed a single case study design to explore how 10 special education professionals collaborate within TLCs to promote inclusive learning …
English As A Second Language Nurse Experiences With Collaborative Learning During Pre-Licensure, Baccalaureate Nursing Education: A Phenomenological Study, Candice Tart Phillips
English As A Second Language Nurse Experiences With Collaborative Learning During Pre-Licensure, Baccalaureate Nursing Education: A Phenomenological Study, Candice Tart Phillips
Doctoral Dissertations and Projects
The purpose of this hermeneutic phenomenological study was to understand how ESL nurses experienced collaborative learning with their native English-speaking peers in traditional baccalaureate-accredited nursing programs across the United States. The theories guiding this study were the Social Learning Theory (SLT) of Academic Self-Efficacy (ASE) by Albert Bandura and the Sociocultural Theory of Zone of Proximal Development (ZPD) by Lev Vygotsky. The central investigative research question was: What are the lived experiences of novice ESL nurses who participated in collaborative learning with their native English-speaking peers during baccalaureate nursing education? Sampling methods used included a purposive and a snowball sample …
The Lived Experiences Of Teachers Who Implement Behavioral Interventions To Support Students With Emotional And Behavioral Disorders In Inclusive Classrooms: A Hermeneutic Phenomenological Study, Kelly O'Quinn
Doctoral Dissertations and Projects
The purpose of this hermeneutic phenomenological study was to understand the behavioral intervention efficacy of supporting students with emotional and behavioral disorders for teachers in an inclusion classroom setting in the state of Georgia. This study utilized Bandura’s self-efficacy theory as it explains how people perceive their abilities to accomplish certain tasks. This study aimed to answer the following question: What are the lived experiences of teachers who implement behavioral interventions for students with emotional and behavioral disorders in inclusion classroom settings? This study used a hermeneutic phenomenology approach to its design to understand the attitudes, perceptions, and experiences of …
Applying The Principles Of The Five Building Blocks Of Reading Strategies To Teaching Rhythmic Concepts To Pre-Kindergarten (Age-Four) Music Students, Keith S. Cottrill
Applying The Principles Of The Five Building Blocks Of Reading Strategies To Teaching Rhythmic Concepts To Pre-Kindergarten (Age-Four) Music Students, Keith S. Cottrill
Doctoral Dissertations and Projects
The purpose of this qualitative experimental case study was to explore the effects of applying the principles of the five building blocks of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) to teaching rhythmic concepts to pre-kindergarten (age four) music students and how they affect the student's ability to develop a rhythmic vocabulary and comprehension. Furthermore, this experiment showcased how teachers can incorporate cross-curricular activities into the music classroom. There is an expanding interest in the broader benefits of music in relationship to reading; however, there is little evidence relating to the effect that the five building blocks of reading …
Exploring Teacher Knowledge In Meeting The Expectations Of Integrated Content Language Development In Mathematics: A Descriptive Case Study, Carrissa Rozelaar-Miller
Exploring Teacher Knowledge In Meeting The Expectations Of Integrated Content Language Development In Mathematics: A Descriptive Case Study, Carrissa Rozelaar-Miller
Doctoral Dissertations and Projects
The purpose of this descriptive case study was to discover how knowledge is applied to meet the expectations of integrated content and language development in mathematics for Title I elementary teachers at an urban school district in the central United States. Halliday’s theory on systemic functional linguistics guided the research as it relates to the function and purpose of language through meaning and social interaction in different genres. The central research question was: How do Title I elementary teachers apply specific integrated content and language development knowledge in mathematics? The participants consisted of 10 teachers with at least three years …
Educator Self-Efficacy In Implementing College Readiness Curriculum For English Language Learners: A Qualitative Hermeneutical Phenomenology, Emily Rose Munevar
Educator Self-Efficacy In Implementing College Readiness Curriculum For English Language Learners: A Qualitative Hermeneutical Phenomenology, Emily Rose Munevar
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to describe the self-efficacious perspectives integrating college readiness among English Language Learners for K-12 educator professionals at schools in the Southcentral United States. The theory guiding this study was Bandura’s theory of self-efficacy, which guides the research by providing the facets of educator self-efficacy that were used to design research and interview questions. Self-efficacy theory breaks down into four parts: mastery experiences, vicarious experiences, social persuasion, and physiological feedback. The central research question of this research was: What are the self-efficacious experiences of K-12 educator professionals integrating college readiness for English language learner …
Exploring The Persistence Experiences Of Ells In Higher Education: A Phenomenological Study, Robert J. Platt
Exploring The Persistence Experiences Of Ells In Higher Education: A Phenomenological Study, Robert J. Platt
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to understand the persistence experiences of undergraduate English Language Learners at a four-year Christian institution in New Jersey. Twelve participants were recruited from various schools within the college. The theory guiding this study was Tinto’s (1975) student integration model specifically examining this idea within the context of academic and social integration. The central research question of this study was, “What are the persistence experiences of English Language Learners at a private four-year institution in New Jersey?” To achieve this, semi-structured interview questions, journaling prompts, and focus groups were used, and data were …
A Transcendental Phenomenological Study Exploring The Social Identity Experiences Of Male Teachers Of Color In The Male Scholarship Program, Tamisha Marcena Sales
A Transcendental Phenomenological Study Exploring The Social Identity Experiences Of Male Teachers Of Color In The Male Scholarship Program, Tamisha Marcena Sales
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to understand the social identity experiences for male teachers of color at the Male Scholarship Program at North Valley University. The theory guiding this study was Tajfel and Turner’s social identity theory, which explained the social cognitive process individuals use to consider joining or exiting a group. Using the social identity theory, this study attempted to answer the central research question: What are the social identity experiences of male teachers of color participating in the Male Scholarship Program? This transcendental phenomenology study used purposeful sampling to recruit participants and collected data through individual …
Nursing Faculty Perspectives On Students With Learning Disabilities: A Transcendental Phenomenological Study, Marlies Aanensen Hébert
Nursing Faculty Perspectives On Students With Learning Disabilities: A Transcendental Phenomenological Study, Marlies Aanensen Hébert
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to record the lived experiences of nursing faculty perspectives of students with learning disabilities in all learning environments. The theories that provide the framework for the study are John Dewey’s theory of education and Malcolm Knowles’ theory of adult learning. Both theories establish a foundation for understanding the challenges faced by adult learners with learning disabilities and how to offer effective support. The research question is: What are the lived experiences of nurse educators working with students with learning disabilities in all learning environments? The study employed a snowball sampling method to …
Preservice Teacher Preparedness To Teach In The Inclusive Classroom Setting: A Hermeneutical Phenomenological Study, Jessica Malter
Preservice Teacher Preparedness To Teach In The Inclusive Classroom Setting: A Hermeneutical Phenomenological Study, Jessica Malter
Doctoral Dissertations and Projects
The purpose of this hermeneutical phenomenological study was to understand how teacher preparation programs provided experiences with inclusive practice coursework for novice (no more than three years of experience) special education and general education teachers working with students with disabilities in the inclusive classroom setting at K-12 schools in Southwestern Missouri. The theory guiding this study was the Self-determination Theory (SDT) by Edward Deci and Richard Ryan, as it focused on the social conditions that could allow for or hinder the flourishing of an individual. The central research question guiding this study was: How have teacher preparation programs provided experiences …
Are We Ready? A Phenomenological Study On Teachers' Perceptions Surrounding Readiness To Teach Diverse Communities And The Responsibility Of Teacher Preparation Programs, Ja'niece Tiara Whitehead
Are We Ready? A Phenomenological Study On Teachers' Perceptions Surrounding Readiness To Teach Diverse Communities And The Responsibility Of Teacher Preparation Programs, Ja'niece Tiara Whitehead
Doctoral Dissertations and Projects
The purpose of this hermeneutic phenomenological study was to discover teachers’ lived experiences in their teacher education programs in regard to levels of preparedness to effectively teach racially, linguistically, and gender-diverse students. The theory guiding this study was Culturally Responsive Teaching (CRT), which refers to teaching students customs, characteristics, experiences, and perspectives as tools to enhance instruction and understanding of the complexities of society as well as the awareness that students dwell in varying circumstances. The central question directing this research study asked, “What are the lived experiences of teachers and their teacher education programs with diverse communities?” Participants of …