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Full-Text Articles in Education
Teacher, Researcher, And Accountability Discourses: Creating Space For Democratic Science Teaching Practices In Middle Schools, Cory A. Buxton, Shakhnoza Kayumova, Martha Allexsaht-Snider
Teacher, Researcher, And Accountability Discourses: Creating Space For Democratic Science Teaching Practices In Middle Schools, Cory A. Buxton, Shakhnoza Kayumova, Martha Allexsaht-Snider
Democracy and Education
This study explores the role of competing discourses that shape current practices in U.S. schools and how professional development efforts can support teachers and researchers in finding ways to reinsert more democratic processes into their collaborative work. We examine the case of one research and professional development project with the goal of supporting middle school science and ESOL teachers in fostering more meaningful science learning for all their students but especially their English language learners. Using Gee’s notion of big-D discourses and Fairclough’s notion of interdiscursivity, we trace how the Discourse of accountability, the Discourse of science teaching, and the …
Using Oral Reading To Self To Improve Oral Fluency Of English Language Learners, Suwanna Klomjit
Using Oral Reading To Self To Improve Oral Fluency Of English Language Learners, Suwanna Klomjit
Graduate Theses and Dissertations
The purposes of this study were to study the effect of oral reading-to-self on adult English Language Learners' oral fluency and their perception toward oral reading-to-self. This experimental study used a pretest-posttest design. The participants (N = 63) were recruited and randomly assigned to a control group (n = 30) and an experimental group (n = 33). The speaking test: Klomjit Lincoln Measure of Spoken English (KLMSE), developed by the researcher, was administered as both pre and posttest. The treatment was an assignment to read out loud-to-self. The Evaluation of Using Oral Reading to Improve Oral Fluency, a quantitative scale …
Examining English Language Development Among English Language Learners With Specific Learning Disability, Karla Vanessa Estrada
Examining English Language Development Among English Language Learners With Specific Learning Disability, Karla Vanessa Estrada
LMU/LLS Theses and Dissertations
As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a …
The Lived Experiences Of Native Louisiana French Speakers Entering English-Only Elementary Schools In Lower Bayou Lafourche, Jolynda H. Strandberg
The Lived Experiences Of Native Louisiana French Speakers Entering English-Only Elementary Schools In Lower Bayou Lafourche, Jolynda H. Strandberg
Doctoral Dissertations and Projects
The purpose of this hermeneutic phenomenological study was to investigate the lived experiences of native Louisiana French speakers entering English-only elementary schools in lower Bayou Lafourche, Louisiana. Native Louisiana French speakers entering English-only elementary school was defined as those whose home language was Louisiana French prior to entering elementary school. While language attrition for non-English speakers and Louisiana French culture had been explored, the in depth, lived experiences of native Louisiana French speakers entering English elementary schools were unexplored (Blyth, 1997; Ryon, 2002; Sexton, 2000). Understanding how entering English-only schools affects student perceptions and identity was important in determining school …
The Talented And Gifted (Tag) Latino Program: Providing Holistic Support To Boston Students In Grades 6-12 Through Programming Focused On The Development Of Academic Skills, Leadership Skills And Community Building, Ilyitch Nahiely Tábora, Institute For Learning & Teaching, University Of Massachusetts Boston
The Talented And Gifted (Tag) Latino Program: Providing Holistic Support To Boston Students In Grades 6-12 Through Programming Focused On The Development Of Academic Skills, Leadership Skills And Community Building, Ilyitch Nahiely Tábora, Institute For Learning & Teaching, University Of Massachusetts Boston
Office of Community Partnerships Posters
The Talented And Gifted (TAG) Latino Program has served the academic, personal and social needs of Boston Public Schools middle and high schools Latino students and English Language Learners since 1985. TAG offers holistic, year-round support to approximately 600 students annually. Boston Public School (BPS) Latino students and English Language Learners (ELL) excel academically, socially and personally, so as to improve their ability to succeed in high school and at the postsecondary level.
Cross Case Analysis Of Three Middle School Mathematics Teachers, Sandra Quiroz
Cross Case Analysis Of Three Middle School Mathematics Teachers, Sandra Quiroz
Theses and Dissertations - UTB/UTPA
This cross-case analysis was designed to investigate the instructional practices middle school mathematics teachers use in classes with English language learners (ELLs); how the different practices result in differential student achievement; the types of professional development middle school mathematics teachers attend; and what effect the mathematics teachers’ academic background have on the academic achievement of ELLs. The study was facilitated by the use of data from lesson plans, observations, interviews, academic background, and professional development sessions for three seventh-grade mathematics teachers and their students’ proficiency on the seventh-grade mathematics state achievement. Investigation of the lesson plans, observations and classroom culture …
The Effects Of Labeling Hispanic English Language Learners As Learning Disabled, Sandra Irma Rodriguez
The Effects Of Labeling Hispanic English Language Learners As Learning Disabled, Sandra Irma Rodriguez
Theses and Dissertations - UTB/UTPA
English language learners (ELLs) are often placed in special education due to lack of knowledge on the part of educators of the language acquisition process and because of the pressures educators face to meet state and federal accountability standards. Once in special education, many students’ experiences lead to negative outcomes for those students including stigmatization, inadequate academic preparation, and few opportunities for a successful professional career potential. The purpose of this cross case study was to investigate the effects of labeling English language learners as learning disabled (LD). Three ELLs with normal intelligence who were labeled as LD and placed …
Measuring Success For English Language Learners From A Multi-Dimensional Perspective, Randy Haley
Measuring Success For English Language Learners From A Multi-Dimensional Perspective, Randy Haley
All Graduate Theses, Dissertations, and Other Capstone Projects
This research study used a sequential mixed methods design to examine the perceptions and assumptions of educators working with ELL students in Southwest Minnesota. The study employed a conceptual lens based in critical education research with the intention that the results can be used to transform ELL education and promote equality for ELL students. The study is grounded in a multi-dimensional perspective for measuring success which incorporates four main constructs: parental involvement, quality instruction, school climate and student's sense of belonging. The participants in the study included building administrators and ELL teachers working in K-12 public schools in Southwest Minnesota. …