Education Commons^™

Desgarrandonos De Nuestra Lengua: Ripping Us From Our Language, Lillian Ramos, Julia Ramirez

The Qualitative Report

Using a testimonio methodology, this study provides insight on how language ideologies, family, and education in the Texas Borderlands impacted two Latina teachers’ view and understanding of their identity. Through our personal experiences as PK-16 students, classroom teachers, and doctoral students, we were able to understand the colonization of our language and the subsequent endangerment of our bilingualism, which upon reflecting, had an impact on how we see ourselves as individuals, bilinguals, teachers, and Latinas. Our experiences with our bilingualism affected the way in which we perceive ourselves and our community. The reflection and analysis of our experiences allowed us …

Teaching And Learning During Covid-19 Pandemic: A Qualitative Study On Elementary School Teachers In Indonesia, Kartika Yulianti, Amirul Mukminin

The Qualitative Report

In this study, we explored how teachers in elementary schools in urban and rural areas in Indonesia experienced teaching and learning during school closure or learning from home (LFH) period and examined the barriers that hindered the teaching and learning process in both contexts. We collected data through demographic profiles and semi-structured in-depth interviews with 18 teachers. We organized our analysis around their perspectives on teaching and learning during COVID-19 pandemic that they encountered emerged. Overall, an analysis of the text revealed that major themes related to the critical issues of (1) teaching and learning activities during school closure, (2) …

Teaching Young Dual Language Learners: A Critical Review Of The Strengths And Limitations Presented In Alanís And Colleagues’ 2021 Book, The Essentials: Supporting Dual Language Learners In Diverse Environments In Preschool & Kindergarten, Jessica Summers

Journal of English Learner Education

The increase in dual language learners (DLLs) in the United States is shifting the way many districts, schools, and individual educators approach teaching and learning in order to better meet the needs of emergent bilinguals. Iliana Alanís, María G. Arreguín, and Irasema Salinas-González’s wrote The essentials: Supporting dual language learners in diverse environments in preschool and kindergarten (2021) to help early childhood educators, administrators, and instructional coaches understand guiding principles of bilingual education and implement evidence-based practices for working with young DLLs. This book review highlights five strengths and provides three critiques.

Bilingual Refugee-Background Student Resilience, Meta-Linguistic Awareness, And Pride In Bilingual Skills, Tunde Szecsi Dr., Debra Giambo, Rachel Bledsoe Bass, William Buchanan

Journal of English Learner Education

This qualitative phenomenological study sought to explore the experiences of emergent bilingual refugee-background [1] students in Florida and their self-perceptions as bilingual learners. Data were collected through in-depth, semi-structured interviews with seven participants learning English both in-person and virtually in high school or adult education programs during the pandemic. The researchers completed content analysis individually and, in subsequent collaboration, identified patterns, and themes. Findings indicated that students took pride in their bilingual skills, demonstrated metalinguistic awareness, and were resilient and proactive learners with strong determination to succeed in the new country. The following recommendations for teachers are offered: (1) building …

Strategies For Equitable Ell Family And Community Engagement, Stephanie K. Knight, Tracy Vasquez, Marjaneh Gilpatrick

Journal of English Learner Education

Families have been involved in their ELL students' education now more than ever. Families are truly now ALL IN. How can we make this dynamic engagement we are seeking to be easier and more seamless for our families? It’s no secret that students whose families reinforce and extend learning at home are more successful in school; moreover, when there exists a mutually supportive network of educators, families, and students, a climate is created to promote learning and success. In this article, the authors have highlighted the significance of family and community engagement in the academic achievement of students.

Teachers Of Culturally And Linguistically Diverse Students And Effective Professional Development: A Critical Review Of Research, Irish Farley

Journal of English Learner Education

Effective Professional Development (PD) is essential for teachers of Culturally and Linguistically Diverse (CLD) students. Despite the continuing increase of diversity of students, teachers are underinformed with best practices for teaching and support. Many good teachers may not know how to best support CLD students. In 2018, the National Center for Education Statistics reported that only 44% of surveyed teachers who had at least one CLD student in their classroom received professional development specifically for working with these students. This review of the literature covers two distinct but related topics: why teachers of CLD students need more PD and what …

Early Childhood Family Education: Language And Pre-Academic Skills For Latinx Dual Language Learners, Katherine B. Green, Robert A. Griffin, Chelsea T. Morris, Mary Alice Varga

Journal of English Learner Education

This study describes the effectiveness of an early childhood family education (ECFE) program built on a two-generation and strengths-based model to support dual language learners (DLLs) and their families. The researchers investigated the extent to which participation in the ECFE program influenced adult caregivers (n = 15) and the preschool-aged Latinx DLLs (n = 32) who participated, specifically regarding change related to the children’s language and literacy skills and pre-academic skills, families’ perceptions of their home literacy environments, caregivers’ perceptions of their own literacy skills, and caregivers’ actions regarding early literacy at home. Findings were robust and revealed …

Planning For Instruction Using A Language-Based Approach To Content Instruction For Multilingual Learners, Luciana C. De Oliveira, Destini Braxton, Jia Gui

Journal of English Learner Education

This article briefly describes a language-based approach to content instruction (LACI), an approach to content instruction for multilingual learners in general education classrooms that incorporates six Cs of support for scaffolding. The authors provide examples of classroom instruction by a fifth-grade teacher who used several elements of LACI in her instruction. A planning guide to assist implementation of these elements is proposed and concrete examples of how to plan for classroom instruction for multilingual learners are included.

Voices From The Sunshine State: Program And Policy Advocates, Ryan W. Pontier, Rosa Castro Feinberg, Arlene Costello

Journal of English Learner Education

As educators, we are engrossed in a world that pushes us to critically examine what is. Particularly in language education, we explore the various theories and practices involved in learning new language(s)—or expanding our linguistic repertoire, depending on your paradigmatic stance. No matter our position—whether it refers to our jobs or to an ideological stance—we are advocates. We are thus challenged to understand our diverse roles as advocates, which, as Foley and Valenzuela (2004) demonstrate, come in many forms.

We expand Staehr Fenner’s (2014) definition of advocacy—working for students’ equitable and excellent education by taking appropriate actions on their …

Factors Of Motivation In Education: Perspectives Of College Students And Their Professors, Caitlin Reash, Karen H. Larwin

Journal of Organizational & Educational Leadership

This study examines motivational factors based on college students’ and faculties’ perceptions to determine which factors are most impactful. The researchers utilized Jones’ MUSIC® Model of Motivation College Student and Professor inventories. Both are designed to determine the factors that impact student motivation (Jones, 2020). The Caring factor was the highest endorsed factor by both college students and faculty in all data collections. A paired sample t-test revealed that the Usefulness factor was rated statistically different by faculty and students. These data can be used to inform programmatic decisions and course design in the university’s education department.

A Structured Literacy Approach To Support Striving Readers In Secondary Grades: Meaningful Transactions Through Morphological Awareness And Fluency Building, Samantha Bart-Addison, Robert A. Griffin

Georgia Journal of Literacy

A high school English teacher and a university literacy professor provide secondary teachers with structured literacy strategies to support striving readers in the middle and high school grades. The authors present strategies that can be utilized with diverse texts across learning contexts. As a structured literacy approach, morphological awareness and prosodic fluency are emphasized to foster deeper, more meaningful transactions between students and texts. An example of a full structured literacy lesson is also provided that includes multiple strategies and is based on a gradual release model with guided and independent reading cycles. Applicable strategies for delivery of these skills …

Using A Ternion Of Michigan’S Resources To Support A Symbiotic Family/School Partnership, Darreth R. Rice

Michigan Reading Journal

The author used three recent policy related resources (Literacy Essential #10, MiFamily Framework, and Read at Home and parent workshops through Read By Grade Three) in Michigan to connect scholarly literature to classroom practice. In this article, the author provides suggestions for using these resources to foster a solid partnership between teachers and families.

Building Bridges: Culturally Relevant Teaching With Literature Circles And Multicultural Literature, Amber Lawson

Michigan Reading Journal

In this article, the author suggests that teachers can create culturally relevant learning experiences by creating a diverse classroom library, using culturally diverse literature for their read-alouds, and adding literature circles as a routine for literacy instruction. Literature circles around diverse books offer students opportunities to discuss texts and expand their meaning-making and comprehension skills. The article provides readers with a guide, resources, and education research in doing so effectively to support culturally diverse learners’ literacy development through meaningful and authentic approaches.

Missing Pieces And Voices: Steps For Teachers To Engage In Science Of Reading Policy And Practice, Kathleen S. Howe, Teddy D. Roop

Michigan Reading Journal

The current wave of dyslexia legislation backed by the science of reading is the latest literacy policy added to a decades-long list. Teachers, whose voices were largely excluded, are key stakeholders in any literacy policy initiative and are well-suited to inform policymakers about the complexities of teaching readers who struggle, including those diagnosed with dyslexia. This article previews the implications of legislation that narrowly focuses on “science” and disregards unique individual reader profiles. This article encourages teachers to get involved with policy that impacts their practices and provides suggestions to ensure their voices are included in this and future initiatives.

Expanding Vocabulary With Children's Books, Sara J. Churchill, Kathleen Everts Danielson

Michigan Reading Journal

This article will briefly examine why it is important to explicitly teach vocabulary and review some of the best practices in vocabulary instruction, including three prominent strategies for teaching vocabulary: read alouds, developing word consciousness, and interactive activities. Following that is an annotated bibliography of children’s picture books that highlights selections that are useful for teaching vocabulary. Summaries of the texts and instructional suggestions are provided.

Building Community Using Experiential Education With Elementary Preservice Teachers In A Social Studies Methodology Course, Stephanie Speicher

Journal of Global Education and Research

There is urgency for teacher educators to instruct preservice teachers in the tenants of social justice education. This urgency is based upon the American demographic landscape and the responsibility of educators to teach for social justice. Preservice teachers report feeling inadequately prepared to educate for social justice when entering the classroom setting (citations from below). Feelings of incompetence in social justice teaching expressed among preservice teachers coupled with minimal examination in the literature of the effects of teacher education practices that aid in the readiness to teach for social justice provided the foundation for this study. This study examined experiential …

Connecting A Community Through A Family Literacy Project And Virtual Writing Collaboration: University Students Facilitate Access To Literature During The Pandemic, Anne Katz Ph.D., Alexandria Sledge-Tollerson B.A. In Early Childhood Education

Georgia Journal of Literacy

The importance of accessing and sharing children’s literature took on new meaning as educators pivoted to remote and online learning models over the course of the past school year. In light of the pandemic, College of Education pre-service educators enrolled in a Fall 2020 Language and Literacy Development course (which is usually scheduled to meet face-to-face twice a week) was re-structured as hybrid, where a group of students were scheduled to meet partially face-to-face and partially online on a weekly basis. I planned to adapt my family literacy project collaboration with a local community center, an academic service learning assignment …

Culturally Relevant Teaching For The 21st Century: The Success And Challenges Of Pre-Service Teachers When Using Technology In Critical Ways, Virginie Jackson, Stacy Delacruz, Dominique Harry

Georgia Journal of Literacy

This case study examined pre-service teachers' use of technology as they implemented culturally relevant literacy lessons while tutoring elementary students in their field placement sites. As we enter a new decade, we want our students to be future-ready with technology skills. Here, we present an examination of how pre-service teachers integrated culturally relevant teaching with technology along with a discussion of the tools and devices their students used. Findings provided evidence that as pre-service teachers experienced authentic and engaging learning experiences within a supportive space, they emerged equipped to teach in culturally responsive ways that supported student learning and deeper …

Achievement Growth In K-8 Catholic Schools Using Nwea Data, Julie W. Dallavis, Megan Kuhfeld, Beth Tarasawa, Stephen Ponisciak

Journal of Catholic Education

Using a national sample of kindergarten to eighth grade students from Catholic and public schools who took MAP Growth assessments, we examine achievement growth over time between sectors. Our findings suggest that while Catholic school students score higher in math and reading than public school students on average, they also enter each school year at a higher level. Public school students close this gap to some degree during the school year. Additionally, these patterns varied by age and subject. Catholic school students in the earlier grades show less growth in both reading and math during the academic year compared to …

Building Family Partnerships In A Catholic School By Connecting After-School And Home With Mathematics, Bilge Cerezci

Journal of Catholic Education

Parents need guidance, support, and motivation to learn how to support their young children’s mathematical development in ways that are more foundational and effective. In Addition After School Math Program serves twenty-four students in grades 3, 4, and 5 and their parents in an urban neighborhood at a Catholic elementary school. In In-Addition After School Math Program, we see families as partners and build our after-school program around supporting mathematics thinking and discoveries by engaging the whole family.

As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators For Inclusive Schools? An Analysis Of Research On University And Diocesan Teacher Training, Rebekka J. Jez, Julie C. Cantillon, Lauren H. Ramers, Melissa M. Burgess

Journal of Catholic Education

Educators can improve academic and socio-emotional wellbeing of their students if they are equipped with strategies and skills to support learners and families from a variety of diverse backgrounds and experiences, such as culturally and linguistically diverse students, students with differing abilities, and those who may experience trauma and/or socio-economic challenges. To learn more about this topic a Catholic university and local diocese examined the literature on the impact of Catholic teachers in under-resourced schools, practices for training Catholic educators with skills to meet the needs of all learners, and the structures needed to ensure that diocesan and university supervisors …

The Covid-19 Impact On Induction Support, Christina L. Wilcoxen

Journal of Curriculum, Teaching, Learning and Leadership in Education

For beginning teachers, Fall 2020 provided an unforgettable first year. The previous spring had brought abrupt and unexpected changes to teaching. Schools closed without notice, student teaching experiences stopped midway through, and teachers were thrown into situations they had never been trained to address. This led to difficult decisions and new obstacles as the world fought to manage COVID-19 and the associated fallout. Teacher candidates graduated with incomplete student teaching experiences and gaps in understanding. Induction programs support beginning teachers as they transition into their own classroom and provide guidance in meeting performance standards. As a result, seven local school …

Supporting High Quality Teacher Preparation: Results From A Mentoring Program For Special Education Faculty - Two Years Later, Harriet J. Bessette, Katie Bennett

The Advocate

Two years ago, we presented a newly formalized process for systematically inculcating new faculty into our department, which up to that point had relied solely on the generosity of the department chair, seasoned faculty, and other new faculty for advice, support, and the sharing of ideas, resources, and knowledge about the specifics of the university, college, department, and academe in general. The mission of our mentoring program was envisaged as providing visible and consistent support for new and early career faculty development. The program that was established was conceived as a reciprocal learning relationship characterized by trust, respect, and commitment …

A Letter From The Ate-K President, Gary Andersen

The Advocate

A letter from the ATE-K President, Dr. Gary Andersen.

Editorial Information For The Advocate

The Advocate

Editorial Information for The Advocate

Covid And Curriculum: Elementary Teachers Report On The Challenges Of Teaching And Learning Mathematics Remotely, Kristin Giorgio-Doherty, Mona Baniahmadi, Jill Newton, Amy M. Olson, Kristen Ferguson, Kaitlyn Sammons, Marcy M. Wood, Corey Drake

Journal of Multicultural Affairs

This article reports on findings from a survey administered to 524 elementary teachers across 46 states that asked about their experiences with mathematics teaching, learning, and curriculum use before and during the COVID-19 pandemic. The purpose of this article is to report on the challenges teachers experienced with mathematics teaching, learning, and curriculum use during the pandemic and to explore educational inequities faced by students of families with lower income backgrounds. In particular, we discuss differences across high- and low-income schools regarding teachers’ perceived preparedness for online teaching, teachers’ use and decisions about mathematics curriculum, and their students’ remote resources …

Bullying Prevention And Mediation: The Role Of Values Education, Janine Brown, Boris Handal, Liz Mckenna, Sandra Lynch

eJournal of Catholic Education in Australasia

The growing incidence of bullying in schools calls for alternative prevention and mediation approaches in which values are integrated into current practices. This study explores educators’ and parents’ beliefs about the explicit application of a values-based approach to bullying intervention and mediation in Catholic schools. Individual and focus group interview among teachers, principals and parents were held in three Catholic primary schools in the Sydney Metropolitan area. The study also served to identify current anti-bullying practices employed as well as to examine specific values perceived to be relevant by parents and educator in preventing and solving bullying conflicts. Respondents showed …

Insights From Two Decades Of P-12 Engineering Education Research, Cary I. Sneider, Mihir K. Ravel

Journal of Pre-College Engineering Education Research (J-PEER)

The 21st century has seen a growing movement in the United States towards the adoption of engineering and technology as a complement to science education. Motivated by this shift, this article offers insights into engineering education for grades P-12, based on a landscape review of 263 empirical research studies spanning the two decades from January 2000 to June 2021. These insights are organized around three core themes: (1) students’ understandings, skills, and attitudes about engineering and technology; (2) effective methods of P-12 engineering education; and (3) benefits of P-12 engineering education. The insights are captured in the form of evidence-based …

Critical Reflection, Dialogue, And Supervision: Culturally Relevant Teaching And Adult Learners In A Transition To Teaching Program, Erik Shaver, Alycia Elfreich

Journal of Educational Supervision

This project examines the supervisory roles and clinical experiences in a School of Education program that offers multiple pathways to licensure, including the Transition to Teaching (T2T) alternative route to certification program. Through our reflective supervisory and instructional experiences within this program, we explore the unique challenges in supervising non-traditional adult learners entering into teaching after experience in various professional disciplines. We use a Critical Whiteness Studies lens to create a composite narrative of these experiences as an approach to 1) better understand adult learner dispositions; 2) contribute to research pertaining to the field of educational supervision and clinical experiences …

Difficulties Encountered By Parents Of Students In The Elementary Stage During Distance Learning, Dhafer Saeed Alshahrani

International Journal for Research in Education

This study aimed to identify the difficulties that parents of students in the elementary stage faced during their distance learning and to identify statistical differences according to the study variables. The researcher used the descriptive method and prepared a questionnaire that included 22 items consisting of three subscales. The participants comprised a total of 456 parents of elementary school students in the Eastern Region, Riyadh, and Asir. The results showed the difficulties were at a high level, and the difficulties were in the following order: the organizational difficulties related to the learning environment, the difficulties related to the educational process, …