Education Commons^™

The Policy Feedback Loop: Exploring English Learner (El) Policy, Policy Implementation, And The Relationship Between Policy, Research, And Practice, Nathan D. Koerber

Doctoral Dissertations

This study will explore the EL policy implementation process and offer evaluative feedback by systematically reviewing the history of US federal educational language policy and its impact on schools and classrooms, as well as the role research, has played in the development of EL policy. Additionally, this study will explore how current language policy implementation impacts programming and practices in both the UK and the US through two separate case studies, as a means of providing evaluative feedback on the policies.

The purpose of this study is to elucidate the complicated history of EL policy and its impact, as well …

Cover, Copy, And Compare: An Effective Strategy For Asl Acquisition For Students With Dyslexia?, Sara Evans

Doctoral Dissertations

A single subject, multiple baseline study was designed to determine the benefits of Skinner’s Cover, Copy, Compare (CCC) intervention for students with dyslexia who are learning American Sign Language. (ASL). The number of educational institutions offering ASL as a foreign language is on the rise; ASL has become the third most taught language in the U.S. (Mitchell, 2006). However, there is a misconception that it is an easier language to learn than orthographic languages. In fact, ASL is a complex language with its own grammatical rules including complex syntax and semantics. Learning a visual language may present a unique challenge …

The Perceived English Writing Needs Of Non-Primary English International Doctoral Students At R1 Universities Across The United States, Brenna M. Butler

Doctoral Dissertations

Despite United States higher education institutions experiencing a 7.4% increase and a 3.1% increase in enrollment of international doctoral students (IDSs) during the 2018-19 and 2019-20 school years, there are aspects of graduate education that are lacking for IDSs, including training specifically on writing (Sidman-Taveau & Karathanos-Aguilar, 2015). Without adequate writing assistance provided to IDSs, there is a potential that they may be less likely to persist and succeed in their doctoral programs (Sowell et al., 2009), which may dampen international graduate students’ contribution to the intellectual life (Smith & Khawaja, 2011) and diversity on campus (Williams & Johnson, 2011). …