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Articles 1 - 30 of 38
Full-Text Articles in Education
The Puzzle Of Debutant Ingo Participation In Guatemala’S National Reading Program Leamos Juntos: A Comparative And Multi-Sited Case Study, Jacob A. Carter
The Puzzle Of Debutant Ingo Participation In Guatemala’S National Reading Program Leamos Juntos: A Comparative And Multi-Sited Case Study, Jacob A. Carter
Doctoral Dissertations
The dynamics of nongovernmental organizations (NGO) working in Guatemala can be understood as processual, evolving with and being shaped by social and cultural events in Guatemala and around the world. Central to understanding these dynamics is NGOs’ historical relationship to the State, which has ranged from collaborative to homicidal. However, as the number and activity of NGOs increase globally and in Guatemala, specifically within the education sector, some scholars characterize them less by their opposition to the State and more by their provision of education and myriad affiliations with the State. The purpose of this dissertation is to situate …
Scaffolding Narrative Writing In A Fourth-Grade Classroom Through Accela’S Expanded Teaching And Learning Cycle: A Case Study, Juan P. Jimenez
Scaffolding Narrative Writing In A Fourth-Grade Classroom Through Accela’S Expanded Teaching And Learning Cycle: A Case Study, Juan P. Jimenez
Doctoral Dissertations
The socio-political context of education reform of the last two decades in the United States (e.g., No Child Left Behind Act, Race to the Top, anti-bilingual education laws in several states, The Common Core State Standards, and the Every Student Succeeds Act) has limited the capacity of urban public schools to address the academic literacy needs of the increasingly growing population of emerging bilinguals in this country; which as of fall of 2019 represented 10.4 % (5.1 million students) (NCES, 2022). This problem has been exacerbated when large numbers of emerging bilinguals have been placed in mainstream classrooms with inadequately …
How Well Does The New York State Higher Education Opportunity Program Work For Black Men? A Mixed Methods Study, Michael A. Dejesus Iii
How Well Does The New York State Higher Education Opportunity Program Work For Black Men? A Mixed Methods Study, Michael A. Dejesus Iii
Doctoral Dissertations
Previous research trended towards a deficit-oriented approach to understanding and explaining Black male underachievement. The past education research has focused on discussing the underachievement of Black males in Higher education. Finding solutions often were prescriptive in “fixing” behaviors in Black males to improve academic achievement. Additionally, there has been a trend towards race-neutrality in education policies, programs, and admissions criteria. And there is a lack of research on whether race-neutrality further exacerbates Black male underachievement by ignoring key race and gender targeted supports services that could improve Black male academic outcomes in higher education. While Black men have historically struggled …
Examining Parents Who Are English Language Learners With Reading Difficulties: Their Experiences Of Their Diverse Children's Literacy Learning, Ellen Ho
Doctoral Dissertations
Insufficient parental support can cause English language learners (ELLs) with reading difficulties (RD) to drop out from school. Students with RD might result from genetic influences. Their parents who also have RD may be less involved in children's education. Understanding diverse parents' experiences can help promote their motivation of parent involvement. According to the previous studies, parent involvement is a major indicator of their children's academic achievements. Therefore, knowing the needs of ELL parents with RD can lead to identifying ways to support such parents, and eventually alleviate the national crisis of dropout rates for ELLs with/ without RD. However, …
Language Ideologies And Bilingual Education Policies In A Dual Language Classroom, Eirini Pitidou
Language Ideologies And Bilingual Education Policies In A Dual Language Classroom, Eirini Pitidou
Doctoral Dissertations
Dual language programs have been considered by many scholars as the epitome of bilingual education models as they promise bilingual competence, academic success and cultural awareness for both majority and minority language students attending the program. Research has shown that they also tend to promote equity and establish social justice among all students, and students have reported improved self-esteem and bilingual pride among other benefits. The three guiding principles or pillars of dual language education are bilingualism, biliteracy and biculturalism. Recently, critical consciousness has been proposed as the 4th pillar as an establishment of the promotion of social justice …
The Voices And Lived Academic Experiences Of International Doctoral Student Mothers, Mishka Murad
The Voices And Lived Academic Experiences Of International Doctoral Student Mothers, Mishka Murad
Doctoral Dissertations
Given that there is no research that focuses exclusively on the experiences of international doctoral student mothers, this study chose to explore the challenges and supports that ten of these women experienced at one U.S. university. Using in-depth qualitative interviews with open ended questions, it explored the triumphs and trials of these students in their academic journeys in regard to their performances in the classroom, and their relationships with faculty and peers. It also brainstormed the ways in which faculty, advisors and peers, might consider changing their practices and behaviors in classrooms and on campus, to allow these participants to …
Critical Language Awareness In The Multilingual Writing Classroom: A Self-Study Of Teacher Feedback Practices, Emma R. Britton
Critical Language Awareness In The Multilingual Writing Classroom: A Self-Study Of Teacher Feedback Practices, Emma R. Britton
Doctoral Dissertations
Despite the increasing amount of ethnolinguistic diversity in US schools and universities, traditional approaches to university writing instruction continue to advance the teaching of standard written American English (SWAE) from uncritical ideological standpoints (Bommarito & Cooney, 2016). To disrupt the naturalization of monolingual and standard language ideologies, existing scholarship shows the potential of critical language awareness (CLA), as a pedagogical approach which aims to develop students’ awareness of the relationships between languages, language varieties, language ideologies, power, and social inequities, alongside the teaching of SWAE (Fairclough, 1992). Because the production of student texts is central to a CLA pedagogy (Gilyard, …
Critical Multicultural Engagement With Children's Texts: Perspectives, Power, And Positioning, Jasmine A. Robinson
Critical Multicultural Engagement With Children's Texts: Perspectives, Power, And Positioning, Jasmine A. Robinson
Doctoral Dissertations
While critical approaches are an accepted teaching philosophy (Aukerman, 2012; Behrman, 2006; Luke et al., 2010), there requires further inquiry of theoretical and pedagogical practices for critical multicultural teaching of culturally diverse literature in the elementary context. The problem is not just about what we read with students, but how we critically and multiculturally read and use children's literature for promoting an understanding of social constructs. The essential question that guides this dissertation is: What does critical multicultural engagement with children's texts offer students as they read and respond to texts? This critical ethnography argues that pedagogy centered on critical …
Defining Inclusion: Surveying Educator Perceptions And Practices In Chile, Christina A. Bosch
Defining Inclusion: Surveying Educator Perceptions And Practices In Chile, Christina A. Bosch
Doctoral Dissertations
Despite earlier attempts to arrive at unified theories or conceptualizations, the international literature on inclusive education has increasingly documented the proliferation of operationalizations of inclusion in and even within single instances of policy, research, and practice, and called for further scholarly attention to such subjectivity. Specifically, there is a dearth of international research linking definitions to perceptions to practices within special and/or inclusive education, and findings on the efficacy of interventions to promote inclusive education practices in Spanish-speaking contexts or literature are similarly sparse. This study investigates how Latinx educators in K-12 schools conceptualize and practice inclusion with respect to …
Critical Cultural Perspectives On Teaching Arabic As A Foreign Language (Tafl): A Critical Ethnographic Investigation Of A Us College-Level Course, Shaimaa Moustafa
Critical Cultural Perspectives On Teaching Arabic As A Foreign Language (Tafl): A Critical Ethnographic Investigation Of A Us College-Level Course, Shaimaa Moustafa
Doctoral Dissertations
A gap in the critical cultural research paradigm in foreign language teaching (FLT) and teaching Arabic as a foreign language (TAFL) at the college level in the U.S. context subsists. FLT and TAFL have been characterized by the prevalence of the communicative and proficiency-based pedagogies and their concomitant research frameworks. This prevalence is tied to the growing neoliberal and terror rhetoric in recent years (Kramsch, 2005; Bernstein et al., 2015). In the face of the latter, a need for critical cultural frameworks of teaching and research became plausible to deconstruct the different clichés and biases in the context of Arabic …
Experiences Of Uzbek Immigrant Parents With Public Schools In New York City: Parental Engagement, Mekhribon Abdullaeva
Experiences Of Uzbek Immigrant Parents With Public Schools In New York City: Parental Engagement, Mekhribon Abdullaeva
Doctoral Dissertations
This study examined a Brooklyn, New York Community of Uzbek parents’ engagement with their children’s education, focusing in particular on parental involvement with the school system. It addressed the important, yet difficult-to-measure factors that influence why and how parents engage. It determined that parents are agents who attempt to advance their child’s progress through strategies shaped by a perspective consisting of their goals, resources, parenting style, and expectations. A Q-sort methodology generated parents’ perspectives through their rankings of certain value judgement. Due to variations in parental education, income levels, and other elements, the study generated three parent perspectives that were …
Multi-Ethnic Stakeholders And Their Perspective Of Culture-Based Intervention Programs In Belize: Case Study Of Program For The Garifuna People, Juan Nunez
Doctoral Dissertations
The purpose of this qualitative case study was to explore how the development of Garifuna cultural identity by the Garifuna Language and Arts and Crafts in Schools Program at St. Peter Claver School in Punta Gorda, Belize. Culture-based education is described as contextualized relating “what students learn to their culture, communities, lives, and land.” This is a case study designed to understand the purpose of the program, identify its participants, review its curriculum, observe instructional strategies, and interview its stakeholders over a three-month period. Data was collected through documentation, direct observation, interviews, and audio recording. A descriptive framework was used …
An Examined Life Of A Language Teacher Of Chinese: An Autoethnographic Investigation Into Agency, Ying Zhang
An Examined Life Of A Language Teacher Of Chinese: An Autoethnographic Investigation Into Agency, Ying Zhang
Doctoral Dissertations
There is a paucity of research about and done by L2 Chinese educators regarding the theoretical construct of agency. It is also noted that the qualitative inquiry is marginalized in L2 Chinese research field, let alone the narrative study of the agency of experienced by L2 Chinese-teachers. In this dissertation research, I aim at filling in the gap by conducting a longitudinal autoethnography which captures over a decade (1997-2017) of my personal and professional development with an agency perspective. The highly personalized autoethnographic accounts open up my personal and professional life as an experienced, college-level, transnational, early 40’s female native …
Language Learners As Agentive Meaning-Makers: Exploring Learners' Investment And Meaning-Making, Shinji Kawamitsu
Language Learners As Agentive Meaning-Makers: Exploring Learners' Investment And Meaning-Making, Shinji Kawamitsu
Doctoral Dissertations
The motivation for this research is the subordinated position of writing in Japanese language education. As many studies indicate, writing in Japanese language education is often perceived as a space for teachers to monitor learners’ acquisition of grammar structures and kanji (Hirose, 2015; Kumagai & Fukai, 2009; Ramzan & Thomson, 2013). Such discourse of writing conceives Japanese writers, especially elementary writers, as individuals who have little agency in making meaning. The purpose of my dissertation study is to explore alternative discourses of writing that position elementary Japanese language learners as agentive meaning-makers. For this inquiry, first, I explore literatures that …
Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining The Efficacy Of A Five-Year District-Wide Intervention Effort, Marisa Ferraro
Doctoral Dissertations
This dissertation examines the impact of a district-wide professional development initiative to foster equitable pedagogies and practices for emergent bilingual students. The initiative spanned five years, 2012-2017, across one of the largest school districts in the Northeast. This quasi-experimental, mixed methods case study was conducted across twelve schools to investigate the efficacy of a sheltered instruction professional development program in three areas: 1) teacher learning and knowledge about sheltered instructional practices (n=1457) and application of the newly learned practices (n=70), 2) student learner outcomes, as measured by a standardized assessment, through three cohorts of third through eighth graders (n=457) and …
When Healing And High-Stakes Meet: Restorative Justice In An Era Of Racial Neoliberalism, Dani O'Brien
When Healing And High-Stakes Meet: Restorative Justice In An Era Of Racial Neoliberalism, Dani O'Brien
Doctoral Dissertations
Based on a 3-year ethnography, this dissertation documents the story of Presente, an explicitly critical youth-led restorative justice group attempting to dismantle the school-prison nexus and create a more youth-centered culture at their high-reform high school. This dissertation addresses the questions: How does serving as a restorative justice peer leader impact students? What challenges and opportunities arise as the school tries to transition to more restorative practices? And how do the values central to restorative justice come up against, challenge, and get challenged by neoliberal education reform?
Navigating Mainstream Environments: The Impact Of Modality Selection For Children With Cochlear Implants, Kristine Plasse
Navigating Mainstream Environments: The Impact Of Modality Selection For Children With Cochlear Implants, Kristine Plasse
Doctoral Dissertations
Communication is a fundamental component in education. For children who are deaf, cochlear implantation provides access to spoken communication; however, that access is different from that which typically hearing students experience. Because cochlear implants (CIs) have made it possible for many deaf individuals to communicate through spoken language, controversy exists in the education field as to which modes of communication should be considered for children who are deaf and have CIs in mainstream classrooms. This dissertation discusses a qualitative multi-case study that was conducted using ethnographic methods in order to examine the communication practices of two students with cochlear implants …
A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin
A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin
Doctoral Dissertations
This study explores how an elementary mathematics teacher supported English language leaners’ (ELLs’) academic language and concept development in the context of current high- stakes school reform. The conceptual frameworks informing this study include Halliday’s theory of systemic functional linguistics (e.g., Halliday & Matthiessen, 2014) and Vygotsky’s sociocultural theory of concept development (Vygotsky, 1986). Specifically, this study analyzes the interplay between academic and everyday language and how this interplay can facilitate the development of what Vygotsky referred to as “real” or complete concepts as students shift from “spontaneous” to more “scientific” understanding of phenomenon (Vygotsky, 1986, p.173). This year-long qualitative …
The Experience Of Chinese Students Enrolled In Graduate Music Education Degree Programs In The United States, Kailimi Li
The Experience Of Chinese Students Enrolled In Graduate Music Education Degree Programs In The United States, Kailimi Li
Doctoral Dissertations
The purpose of this study was to examine the experience of Chinese graduate students enrolled in music education master’s and doctoral degree programs in the United States. Specifically, it explored participants’ perceptions of (a) their educational experiences (past and present), (b) the challenges they faced, (c) their strategies for success, (d) the benefits they experienced as international graduate students in the United State, (e) the effect of this experience on their thinking, self-perception, and behavior, and (f) how they planned to move forward or move on following this experience. Participants were six native Chinese graduate students enrolled at the time …
Exploring Experiences, Perspectives, And Identity (Re) Formation Processes Of African High School Students In U.S. Public Schools, Brenda M. Muzeta
Exploring Experiences, Perspectives, And Identity (Re) Formation Processes Of African High School Students In U.S. Public Schools, Brenda M. Muzeta
Doctoral Dissertations
This dissertation examines the experiences of African high school students in U.S. public schools. Specifically, the study explores how African students negotiate their identities in a new education environment. Drawing on Asante’s (1980) Afrocentric theoretical framework, Erikson’s (1968) theory of identity and Tajfel and Turner’s (1979) social identity theories, this interview-based qualitative study seeks to describe and interpret how African high school students make sense of their new schooling experiences. One of my major goals of the study is to honor, recognize and bring to life the voices of African high school students. Their experiences are often minimized, their voices …
Evaluating A Translingual Administration Of The Early Grades Math Assessment (Egma) In The Democratic Republic Of The Congo, Fernanda Gandara
Evaluating A Translingual Administration Of The Early Grades Math Assessment (Egma) In The Democratic Republic Of The Congo, Fernanda Gandara
Doctoral Dissertations
Translanguaging is a view around languages that normalizes diglossia without separation: the linguistic resources of the bilinguals are considered one integrated system. Translanguaging is also a language practice of bilinguals, who select features from their entire linguistic repertoire to make sense of the world around them. Translanguaging is widely used by students and teachers in the bilingual classroom, as it allows students to build upon their entire set of resources, enhance learning outcomes, perform identities, and develop their languages even further. However, translanguaging is rarely used in assessments of bilinguals. Assessments of bilinguals, especially large-scale tests, are typically monolingual in …
Critical Language Awareness In An Ell Urban Language Classroom: Transforming A Latina Teacher’S Language Ideology, Yvonne V. Fariño
Critical Language Awareness In An Ell Urban Language Classroom: Transforming A Latina Teacher’S Language Ideology, Yvonne V. Fariño
Doctoral Dissertations
How can language be re-conceptualized as a tool and resource in contested pedagogies? Vygotsky theory of the mind (1978, 1986, 1998) and Engeström Activity Theory (1987, 1992) document how learning and development are situated within sociocultural contexts (Scribner & Cole, 1981; Tharp & Gillmore, 1988). Vygotsky theory of the mind (1978) central tenet is “understanding everyday activities and of cognitive processes” (Mondada & Pekarek Doehler, 2004: 467), or the process of appropriation itself, as it happens in everyday practices without isolating it from social context or human agency. Even though the goal of activity theory claims to be multi- voiced …
Verbal -S Productions In The Structured Writing Samples Of Variable Aae-Speaking Fourth-Grade Students With And Without Language Impairment, Jacklyn High Felton
Verbal -S Productions In The Structured Writing Samples Of Variable Aae-Speaking Fourth-Grade Students With And Without Language Impairment, Jacklyn High Felton
Doctoral Dissertations
Researchers in speech-language pathology and ethnolinguistics have worked to gain knowledge about typical and atypical language patterns of African American children who are identified as African American English (AAE) dialect speakers. Much progress had been made, but limitations in this field of knowledge have persisted, especially for AA children who demonstrate variable use of AAE, presumably through the process of assimilation in the school setting. Therefore, more information is needed to provide diagnostic markers for deviations in typical language development for variable AAE-MAE speakers. Prior empirical research has found that third- and fourth-grade AAE-speaking children with typical language development overtly …
Urban Heritage Speakers As Multilingual Language Learners: Contexts In The 21st Century, Bridgette Moriarity
Urban Heritage Speakers As Multilingual Language Learners: Contexts In The 21st Century, Bridgette Moriarity
Doctoral Dissertations
Multilingual student populations in United States secondary schools are growing. These students enter a classroom with language learning experiences that span more than one language, and with cultural and community-based funds of knowledge- resources possessed by the multilinguals such as familiarity with multiple codes, ability to visualize as a speaker of a subsequent language, and active purposes for language learning - that may facilitate their learning of additional languages. These funds of knowledge may form the base for interaction between school and home cultures that may create points of learning negotiation known as Third Spaces. This study describes how the …
Acculturation Stress, Psychological And Sociocultural Adjustment, And Development Of American Adolescents: A Qualitative Study Of Newton High School Exchange Students In China, Binbin Zhu
Doctoral Dissertations
Theories from the extant acculturation literature functioned to categorize international students’ adaptation experiences and predict their acculturation outcomes. Also, relevant studies focused mainly on students at the tertiary level. For adolescent students seeking self-development toward independence and autonomy, how they negotiated their identity challenges and tensions in a cross-cultural context, and how surrounding others in their socialization impacted on their psychosocial adjustment process and transformative experiences have not been actively explored. This qualitative study approached adolescent students’ acculturation as an integrated development and learning process to explore the effects of developmental and cultural factors on their cross-cultural adaptation, especially examined …
Who Is Like Whom? Reclassification And Performance Patterns For Different Groupings Of English Learners, Molly M. Faulkner-Bond
Who Is Like Whom? Reclassification And Performance Patterns For Different Groupings Of English Learners, Molly M. Faulkner-Bond
Doctoral Dissertations
Approximately 10 percent of the US K-12 population consists of English learners (ELs), or students who are learning English in addition to academic content in areas like English language arts (ELA) and mathematics. In addition to meeting the same academic content and performance standards set for all students, it is also a goal for ELs to be reclassified – i.e., to master English so that they can shed the EL label and participate in academic settings where English is used without needing special support. Working with a longitudinal cohort of ~28,000 ELs in grades 3 through 8 from one state, …
Mediations Of Multiple Identities In A Private University: International Students’ Experiences In The United States, Beata Z. Dolina
Mediations Of Multiple Identities In A Private University: International Students’ Experiences In The United States, Beata Z. Dolina
Doctoral Dissertations
ABSTRACT MEDIATIONS OF MULTIPLE IDENTITIES IN A PRIVATE UNIVERSITY: INTERNATIONAL STUDENTS’ EXPERIENCES IN THE UNITED STATES SEPTEMBER 2015 BEATA DOLINA, B.A., UNIVERSITY OF WARSAW M.A., HOFSTRA UNIVERSITY, NEW YORK UNIVERSITY Ed. D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Theresa Austin Admitting ever-increasing numbers of international undergraduates, universities are beginning to grapple with the difficulties students experience in adapting to this new, for them, educational context. According to Glass (2012), “Given the growth of international student enrollment, there are compelling reasons to more closely examine the extent to which specific educational experiences may be associated with their learning, development, and …
Translanguaging And Identity In A Kindergarten Classroom: Validating Student's Home Culture And Language In An English-Only Era, Maria Eugenia Lozano Lenis
Translanguaging And Identity In A Kindergarten Classroom: Validating Student's Home Culture And Language In An English-Only Era, Maria Eugenia Lozano Lenis
Doctoral Dissertations
This ethnographic multi-year study examines the effects of federal and state education policies in language-minority school children’s in Western Massachusetts. Specifically, it explores, how, in an increasingly English Only era, a Latina kindergarten teacher resists Massachusetts' restrictive bilingual education law at the same time that she builds on her students’ multi-ethnic identity. Methodologically, this study combines ethnographic and discourse analysis methods and techniques analyzing the curricular effects that the NCLB and the state of Massachusetts language policy have on an underperforming school serving a predominantly Latino/a population. The focus of the study is the literacy practices enacted by a Dominican …
Performing Critical Consciousness In Teaching: Entanglements Of Knowing, Feeling And Relating, Kathleen A. Mcdonough
Performing Critical Consciousness In Teaching: Entanglements Of Knowing, Feeling And Relating, Kathleen A. Mcdonough
Doctoral Dissertations
At a time when education reform is guided by neoliberalism, accountability and standardization have reshaped teaching as highly technocratic and threatened the democratic possibilities of public education. Even so, many teacher education programs have taken up the call to prepare teachers to teach for social justice, whether framed as multicultural education, critical literacy, or critical pedagogy. A construct that ties these pedagogical approaches together is critical consciousness, with the aim of some teacher education efforts to evoke critical consciousness among preservice teachers. This study focuses on exploring how nine educators from elementary grades to higher education experience and enact critical …
Reading Queerly In The High School Classroom: Exploring A Gay And Lesbian Literature Course, Kirsten Helmer
Reading Queerly In The High School Classroom: Exploring A Gay And Lesbian Literature Course, Kirsten Helmer
Doctoral Dissertations
The purpose of this dissertation is to explore how teaching an English literature curriculum centered on the stories, experiences, cultures, histories, and politics of LGBTQI (lesbian, gay, bisexual, transgender, queer, intersex) people constitutes a meaningful site for teaching and learning in a high school classroom. The dissertation offers insights on how the teaching of LGBTQI-themed texts in English language arts classes can be reframed by bridging the goals, practices and conceptual tools of queer theory to critical literacies teaching. The project follows principles of critical qualitative research and employs an ethnographic case study approach with the purpose of transforming educational …