Education Commons^™

An Exploration Of Teacher Preparation Practices With Foundational Knowledge Of Literacy, Marla K. Robertson, Laurie A. Sharp, Roberta D. Raymond, Rebekah E. Piper

Teacher Education and Leadership Faculty Publications

The Standards for the Preparation of Literacy Professionals 2017 published by the International Literacy Association provide the basis for high-quality literacy teacher preparation. This study used qualitative survey responses to explore the literacy practices that teacher educators use to promote understandings among preservice teachers for each grade-level band (i.e., Pre-K/Primary, Elementary/Intermediate, Middle/High School). The researchers used conceptualizations of teacher knowledge as a theoretical lens to better understand reported preparation practices. Data analysis revealed three themes: Teacher Educator Pedagogy, Course Content, Student and Program Expectations. Researchers posit that teacher educators do not evenly focus on all components of literacy and contend …

Transnational Civic Education And Emergent Bilinguals In A Dual Language Setting, Marialuisa Di Stefano, Steve P. Camicia

Teacher Education and Leadership Faculty Publications

Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and …

In Their Own Words: Chinese Students In American Universities, Nolan Weil, Jianzhong Luo

Languages, Philosophy, and Communication Studies Faculty Publications

Purposes

• To explore Chinese students’ perceptions of their ESL experiences in the Intensive English Language Institute at Utah State University as compared with their prior learning EFL experiences in China
• To get a glimpse of Chinese students’ perceived quality of life at a major state university in the Intermountain West

Using Transfer Of Stimulus Control Technology To Promote Generalization And Spontaneity Of Language, Trina D. Spencer, Thomas S. Higbee

Special Education and Rehabilitation Counseling Faculty Publications

Children with autism often use newly acquired language in restricted contexts and with limited variability. Instructional tactics that embed generalization technology have shown promise for increasing spontaneity, response variation, and the generalized use of language across settings, people, and materials. This case example explores the integration of textual scripts and explicit engineering of transfer of stimulus control procedures to facilitate functional conversation skills of a young girl with autism. The generalized use of prepositions, coordinating conjunctions, and subordinating conjunctions was assessed within the context of natural conversation with teachers, parents, and peers. The intentional programming of training contexts has the …

Language And Literacies In The Borderlands: Children Acting Upon Theworld Through Testimonios., Cinthya M. Saavedra

Teacher Education and Leadership Faculty Publications

No abstract provided.

A Comparison Of Intervention Approaches For Improving Literate Language Use By Children With Language Impairments, Kristina Morrey, Lichelle Slater, Kelsi Bailey

Browse All Undergraduate research

Westby (1985) has characterized language development in terms of an “oral-literature” continuum. Oral language resides at one end of this continuum while “literate language” resides at the other. Broadly defined, oral language acquisition has been characterized as the process by which children “learn to talk.” Literate language has been described as “talking to learn.” Literate language is used to monitor, reflect, reason, plan and predict and is more “scholarly” than oral language. Children who use literate tend to perform well in school (Wallach & Butler, 1994) and have diverse vocabularies that can be used to describe and elaborate on concepts …