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Use Of Vocabulary Strategies To Aid English Language Learners In A General Education Biology Classroom, Virginia Perry

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The demographics of the typical American classroom continue to present as a more diverse student population with the increase of English Language Learners (ELL) entering public schools. General education teachers on a secondary level are challenged with incorporating academic language instruction into content instruction for ELLs. Many of these teachers seek appropriate instructional strategies to teach ELLs academic language skills related to literacy to comprehend the specific content taught at the secondary level. A deeper understanding of language and skill acquisition within a secondary classroom can help guide future efforts in implementing effective literacy strategies to address ELLs’ academic language …

Annotations Of Awareness: A Framework For Externalizing Thinking To Promote Metacognitive Discourse In High School English And Social Studies Classrooms, Todd Howard

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Teachers find it challenging to integrate metacognition into the classroom to promote critical thinking, but such rigorous instruction is one way to improve access to quality education for all students, no matter their access to outside-of-school resources. To help teachers find more comfort and confidence in designing for increased critical thinking and metacognitive discourse and to help close the theory-practice gap in metacognition research, I conducted a mixed-methods case study focusing on assessment-design interventions. Using the Metacognitive Framework for Assessment Design and Annotations of Awareness, both designed in response to my literature review, my 90-day action research included three Plan-Do-Study-Act …

A Mixed Methods Study Of The Literacy Motivation Of Students With Intellectual Disability Labels, Hayley Jordan Hoover

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The purpose of this mixed methods study was to explore the literacy motivation of individuals with intellectual disability labels and to develop an instrument that will support teachers in understanding their students’ literacy motivations. This participatory social justice approach was conducted through the lens of Situated Expectancy Value Theory (SEVT; Eccles & Wigfield, 2020) and Disability Studies in Education (DSE; Connor et al., 2008). The target population of this research was students with an intellectual disability label and their teachers. The research occurred in three phases.

In the first phase of the research, student interviews were conducted to explore what …