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Articles 1 - 21 of 21
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 …
Youth Producing Voice: A Video-Cued Ethnography Of A Media Education Classroom, Isabel C. Castellanos
Youth Producing Voice: A Video-Cued Ethnography Of A Media Education Classroom, Isabel C. Castellanos
Doctoral Dissertations
From mini screens on our cell phones to large flat screens hanging in institutional hallways, visual digital media are part of our everyday lives. This is especially true for youth, who in their leisure time increasingly spend time watching and making video content. Yet there are few opportunities for youth in either their community or school settings to access formal instruction in digital media literacy, including video production. In this dissertation, I examine the possibilities and challenges for doing youth media inside schools. What do youth allow themselves to say when doing media production in school and how do they …
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, …
“Let Me Talk My Shit”: Exploring Raciocultural Trauma Through Embodied Arts, Andrew Brian Torres
“Let Me Talk My Shit”: Exploring Raciocultural Trauma Through Embodied Arts, Andrew Brian Torres
Doctoral Dissertations
This dissertation focuses on a qualitative study drawing on critical ethnography in conjunction with the self-reflective components of autoethnography, the critical race methodology of racial and counter-storytelling (Johnson, 2017; Solorzano & Yosso, 2002), and youth-centering components of Youth Participatory Action Research (YPAR) (Cammarota & Fine, 2010; Duncan-Andrade & Morrell, 2008; Torre et al., 2012). The purpose of this study was to explore the complex relationship between trauma, the lived realities of racially minoritized youth, and the arts. As theory-building research, this study sought to expand trauma theory toward raciocultural perspectives of trauma while expanding performance arts theory into an embodied …
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 …
"Take It With You": Humanizing And Culturally Sustaining Pedagogies As Racial Literacy In Undergraduate Education, Robert Jamaal Downey
"Take It With You": Humanizing And Culturally Sustaining Pedagogies As Racial Literacy In Undergraduate Education, Robert Jamaal Downey
Doctoral Dissertations
Given the current racially charged climate around the world, but more specifically in the US and on college campuses, we as instructors of undergraduates are vastly underserving our future generations by avoiding tough questions in the classroom surrounding race. Without the proper language and space to discuss issues surrounding race, students are left behind without the words to express how they are thinking, feeling, and dreaming. The purpose of this qualitative critical ethnographic study through a Critical Race Theory (CRT) framework is to examine the ability of humanizing and culturally sustaining pedagogies to elicit racial literacy in three White undergraduate …
Exploring Language, Culture And Identity: Perspectives From Non-Native Arabic University Teachers In The Us, Brahim Oulbeid
Exploring Language, Culture And Identity: Perspectives From Non-Native Arabic University Teachers In The Us, Brahim Oulbeid
Doctoral Dissertations
This dissertation explores how six non-native (NN) university Arabic teachers make sense of language, culture, and identity. Specifically, it aims to understand how their experiences as Arabic language learners, preservice teachers, and classroom practitioners shape their classroom work, especially as they relate to their conceptions of teaching culture and the negotiation of their personal and professional identities. Four questions guide this study: how NN Arabic teachers perceive culture, what their culture teaching practices are, what identities they enact, and what their contributions to the teaching of Arabic as foreign language (TAFL) field are. To address these issues, the study draws …
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 …
Traditional Values And Local Community In The Formal Educational System In Senegal: A Year As A High School Teacher In Thies, Maguette Diame
Traditional Values And Local Community In The Formal Educational System In Senegal: A Year As A High School Teacher In Thies, Maguette Diame
Doctoral Dissertations
The dissertation explores the discourses of traditional values, local practices, and community engagement within a selected community in Thies, Senegal and its high school environment. The study investigates the ways in which these cultural elements are present in the daily life of the community as well as how they are or could be integrated in formal teaching. In particular, I studied the concepts of Jom (hard work, pride, dignity), Kersa (decency), Suturë (discretion), Muñ (endurance), Teranga (hospitality), Maslaa (negotiation), Kal (kinship), and Suture (Protection) in particular. My own experience as a language teacher who has lived and studied in the …
Reading Power In Thai Young Adult Realistic Fiction: Understanding Ethnicity, Class, And Gender, Mukkarin Wirojchoochut
Reading Power In Thai Young Adult Realistic Fiction: Understanding Ethnicity, Class, And Gender, Mukkarin Wirojchoochut
Doctoral Dissertations
Books that depict ethnoregional and ethnic groups in Thailand can be used as critical tools to help young Thai adults better understand their compatriots from different cultures. At the same time, these tools allow the youngsters from specific ethnoregional and ethnic groups to see themselves in the books they read. In this study, I examine how the diverse ethnoregional and ethnic groups are represented in 15 Thai realistic fiction books for young adults. I also apply a critical multicultural analysis of children’s literature to understand how the power relations of ethnicity, class, and gender work together within the representations of …
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 …
Learning Linguistics, Teaching For Change: Preparing Secondary Educators To More Equitably Teach Disciplinary Literacies, Kathryn Accurso
Learning Linguistics, Teaching For Change: Preparing Secondary Educators To More Equitably Teach Disciplinary Literacies, Kathryn Accurso
Doctoral Dissertations
This dissertation explores ways to better prepare secondary teachers in the United States for more equitably teaching disciplinary literacies to English language learners (ELLs), a current goal of many teacher educators, literacy researchers, and applied linguists that is echoed in federal and state-level education policy. Specifically, it investigates the affordances and constraints of using a critical social semiotic approach to secondary teacher education for this purpose. The dissertation is structured as a set of three research papers, each of which addresses a different aspect of this topic. The first paper draws on existing literature to explore how a critical social …
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 …
Negotiating Critical Biliteracies: Language And Literacy Learning In A Bilingual Elementary Classroom, Jing-Ji Marsha Liaw
Negotiating Critical Biliteracies: Language And Literacy Learning In A Bilingual Elementary Classroom, Jing-Ji Marsha Liaw
Doctoral Dissertations
For over two decades, US bilingual education has been underdeveloped and underexplored due to the No Child Left Behind policy. Thus, additive bilingual-education programs, which develop students’ primary language while simultaneously adding a second language (L2), are becoming more popular in K-12 schools. Traditionally, L2 theories and education tend to focus on narrow aspects of language learning, e.g., vocabulary, grammar, and skills in listening and communication. Students have rare opportunities to contextualize language or participate more deeply in an L2. This work considers a contextualized approach to bilingual education, an integrative model of critical biliteracies (Cope & Kalantzis, 2015; Luke …
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 …
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 …
Let’S Take An Adventure: Exploring Beginner Writing In Chinese By Non-Heritage Learner, Ping Geng
Let’S Take An Adventure: Exploring Beginner Writing In Chinese By Non-Heritage Learner, Ping Geng
Doctoral Dissertations
Abstract Due to the globalization and economic growth, both the U.S. and Chinese governments increased their investment in Chinese language education across the US, especially in K-12 schools (Shi, 2010). This rapid development demands tremendous support, especially from the research on Chinese language learning and teaching. Unfortunately the research in this area is very limited, particularly on writing in Chinese. For those whose first language is alphabetical, writing in Chinese is tremendously difficult. Learners of Chinese usually do not compose writing until intermediate high level, before which learners usually learn to decode and write Chinese characters (Ke, 1998; Shen, 2005). …
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 …