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Articles 1 - 5 of 5
Full-Text Articles in Education
Science For The English Language Learner: Strategies To Enhance Comprehension, Allen Rauch, Vicky Giouroukakis Ph.D.
Science For The English Language Learner: Strategies To Enhance Comprehension, Allen Rauch, Vicky Giouroukakis Ph.D.
Faculty Works: EDU (1995-2023)
According to the New York State Science Learning Standards, all students, including ELLs, need to “understand and apply scientific concepts, principles, and theories...” (NYS Learning Standards for Math, Science, Technology, 1996, p.1). [They] are expected to acquire skills such as discussing, analyzing, reading, and writing in ways similar to those of a practicing scientist” (Medina-Jerez, Clark, Medina, & Ramirez-Marin, 2007, Science for ELL, para. 2). Most students in science, however, have difficulty comprehending science content (Schoenbach et. al., 1999) and are challenged by the specialized terminology in science. Furthermore, students believe that science is a body of knowledge rather than …
Why Boundaries Matter: A Study Of Five Separate And Unequal Long Island School Districts, Allison Roda Ph.D., Amy Stuart Wells, Miya Warner, Bianca Baldridge, Jacquelyn Duran, Richard Lofton, Terrenda White, Courtney Grzesikowski
Why Boundaries Matter: A Study Of Five Separate And Unequal Long Island School Districts, Allison Roda Ph.D., Amy Stuart Wells, Miya Warner, Bianca Baldridge, Jacquelyn Duran, Richard Lofton, Terrenda White, Courtney Grzesikowski
Faculty Works: EDU (1995-2023)
If ever there were any doubt that Long Island, New York, is home to some of the most fragmented, segregated and unequal school districts in the United States, the January 2009 Long Island Index Report, provides ample evidence that this is indeed the case. The quantifiable inequities across the 125 school districts on Long Island in terms of funding, demographics, and student outcomes highlighted in that report portray how important district boundary lines are, even within relatively small geographic spaces. Building on the Index’s presentation of quantitative data, this report offers a more in‐depth examination of district‐level disparities and what …
Learning-Styles-Based Differentiated Instruction, Andrea Honigsfeld Ed.D., Sharon R. Parris
Learning-Styles-Based Differentiated Instruction, Andrea Honigsfeld Ed.D., Sharon R. Parris
Faculty Works: EDU (1995-2023)
The authors place the Dunn and Dunn Learning Styles Model in the larger context of differentiated instruction. They provide a brief theoretcial and practical overview of the model and conclude with stating several crucial factors contributing to its viability
Ten Ways To Incorporate Technology Into A Tesol Teacher Preparation Program, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Maureen Walsh Ed.D.
Ten Ways To Incorporate Technology Into A Tesol Teacher Preparation Program, Audrey Cohan Ed.D, Andrea Honigsfeld Ed.D., Vicky Giouroukakis Ph.D., Maureen Walsh Ed.D.
Faculty Works: EDU (1995-2023)
A comprehensive approach for integrating technology into a TESOL teacher preparation program is described. Ten specific ways to assure constructivist technology use in teacher education are highlighted. These techniques have been synthesized into a compact model with three pillars: (a) electronic assessment system (e-portfolios for individual assessment and program evaluation), (b) teacher candidates’ technology-based course assignments and performances, and (c) Web-based instruction and communication. The authors claim that within this three-pronged model flexibility of implementation is key to success for preservice and in-service teachers.
Grassroots Approach To Co-Teaching For English Language Learners, Maria Dove Ed.D.
Grassroots Approach To Co-Teaching For English Language Learners, Maria Dove Ed.D.
Faculty Works: EDU (1995-2023)
Eileen Haydock was certainly tenacious. She had strong opinions about nearly anything you can imagine and had no problem expressing herself. Yet, one could not help but be drawn to her strong passion for teaching and unswerving devotion to her young students. As a trained reading specialist and experienced classroom teacher, Eileen knew much about developing her first graders’ early literacy skills. She also had wonderful instincts when it came to teaching English language learners (ELLs). If you were to step inside Eileen’s class, you would observe a room filled with carefully categorized, hand-made posters, which helped her young students …