Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- City University of New York (CUNY) (22)
- Australian Council for Educational Research (ACER) (7)
- University of Nebraska - Lincoln (7)
- Northwestern College, Iowa (6)
- Boise State University (5)
-
- Western Kentucky University (5)
- East Tennessee State University (4)
- Chapman University (3)
- Florida International University (3)
- Liberty University (3)
- Minnesota State University, Mankato (3)
- Old Dominion University (3)
- Sacred Heart University (3)
- Texas A&M University-San Antonio (3)
- Andrews University (2)
- San Jose State University (2)
- University of North Dakota (2)
- University of Northern Iowa (2)
- Western University (2)
- Cedarville University (1)
- Central Washington University (1)
- Dordt University (1)
- Lesley University (1)
- Longwood University (1)
- Loyola University Chicago (1)
- Santa Clara University (1)
- The University of Southern Mississippi (1)
- University at Albany, State University of New York (1)
- University of Mary Washington (1)
- University of Massachusetts Amherst (1)
- Keyword
-
- Literacy (11)
- Technology (6)
- Education (5)
- Reading (5)
- Composition (4)
-
- Language (4)
- Primary school students (4)
- Reading achievement (4)
- Action research (3)
- Critical literacy (3)
- Demography (3)
- Educational policy (3)
- English (3)
- FIQWS (3)
- Fluency (3)
- Geographic location (3)
- International comparisons (3)
- Learning environment (3)
- Reading tests (3)
- Socioeconomic status (3)
- Sociolinguistics (3)
- Student engagement (3)
- Teacher characteristics (3)
- Trend analysis (3)
- Vocabulary (3)
- Writing (3)
- Year 4 (3)
- Adult linguistic diverse learner (2)
- Advocacy (2)
- Children's literature (2)
- Publication
-
- Publications and Research (15)
- Open Educational Resources (7)
- Master's Theses & Capstone Projects (6)
- Faculty Publications (5)
- ETSU Faculty Works (4)
-
- English Faculty Publications (4)
- Literacy, Language, and Culture Faculty Publications and Presentations (4)
- Elementary and Literacy Education Department Publications (3)
- FIU Electronic Theses and Dissertations (3)
- Progress in International Reading Literacy Study (PIRLS) (3)
- Reading Faculty Publications (3)
- College of Education and Human Sciences: Dissertations, Theses, and Student Research (2)
- Department of Teaching, Learning, and Teacher Education: Faculty Publications (2)
- Graduate Research Papers (2)
- Library Presentations, Posters, and Audiovisual Materials (2)
- Mahurin Honors College Capstone Experience/Thesis Projects (2)
- Masters Theses & Specialist Projects (2)
- Senior Honors Theses (2)
- Teaching & Learning Faculty Publications (2)
- All Faculty Scholarship for the College of Education and Professional Studies (1)
- Arts & Sciences Articles (1)
- Assessment and Reporting (1)
- CCE Event Videos (1)
- Center for the Human Rights of Children (1)
- College of Education Working Papers and Reports Series (1)
- Critical and Creative Thinking Capstones Collection (1)
- Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research (1)
- Dissertations (1)
- Doctoral Dissertations and Projects (1)
- Early Childhood Education (1)
- File Type
Articles 91 - 104 of 104
Full-Text Articles in Education
Freshman Composition Final Portfolio Assignment, Laura B. Rizzo, Missy Watson
Freshman Composition Final Portfolio Assignment, Laura B. Rizzo, Missy Watson
Open Educational Resources
This syllabus is for a Freshmen Inquiry Writing Seminar, which is a two-section, collaboratively taught course wherein one of the two courses engages students in critical thinking, reading, and writing about the issue of language and literacy, while the other introduces students to conventions of academic writing and mentors them in social and rhetorical writing processes. Thus, this course draws on the topic of language and literacy as a vehicle for critically analyzing students' own languages and literacies and developing especially their academic and information literacies.
Throughout the course, students are encouraged to reflect on their writing practice. As a …
Creating An Interactive Virtual Community Of Linguistically And Culturally Responsive Content Teaching For English Learners In A Tesol Program, Sujin Kim, Kim Song, Sarah Coppersmith
Creating An Interactive Virtual Community Of Linguistically And Culturally Responsive Content Teaching For English Learners In A Tesol Program, Sujin Kim, Kim Song, Sarah Coppersmith
Educator Preparation & Leadership Faculty Works
This qualitative case study was framed by an experiential learning approachorganized around video resources and linguistically and culturally responsivecontent teaching. The study explored an overarching research question: How didteacher-learners in a grant project interact with a multimedia learning platformthat combined teaching video and VoiceThread presentation, called VT project,designed to enhance their linguistically and culturally responsive content teaching(LCRCT) for English learners (ELs)? Data included participants’ VT projects,online and face-to-face class discussions, survey results, and final reflective papersin two TESOL courses as part of a National Professional Development grantprogram in a Midwestern University. Analyses demonstrated that the technologyassistedcourse design generally promoted a …
Using Multiple Instructional Mediums To Foster Critical Literacy Skills With The Adult Lingusitic Diverse Learner, Kaemanje Thomas
Using Multiple Instructional Mediums To Foster Critical Literacy Skills With The Adult Lingusitic Diverse Learner, Kaemanje Thomas
Publications and Research
Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher dropout rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States, prepare assessments tests in reading and mathematics for most, if not all, newly admitted …
Parent Perspectives On Inclusive Bookclubs, Amy Bucciferro
Parent Perspectives On Inclusive Bookclubs, Amy Bucciferro
Graduate Research Papers
An inclusive book club was created to examine the effectiveness of incorporating literacy enhancing techniques and art to aid comprehension. This study focused on the parent perspective of their child participating in the book club and how it affected their child’s life at home. Two parents were interviewed after their child participated in a 3-month book club. The significance of this study is to show educators and families the benefits of having their children participate in inclusive environments. The study also explored how inclusive book clubs can benefit students with different comprehension levels and how families viewed the outcome of …
Possibility And Play: Ludonarratology As Liberating Praxis, Morgan Read-Davidson
Possibility And Play: Ludonarratology As Liberating Praxis, Morgan Read-Davidson
English Faculty Articles and Research
Studying and composing ergodic media like interactive fiction can be one way of liberating students from the constraints of linear textual composition, encouraging them to explore and experiment with multimodality and remediation. A pedagogy that incorporates narratology and ludology teaches awareness of the remediation of narrative into digital, ludic media, and creates opportunities for the transfer of nonlinear, interactive writing practices back into more conventional writing. This paper describes an example of this pedagogical approach in a Writing for Video Games course, and the preliminary steps toward understanding how such praxis might transfer to writing in new contexts.
Coloniality, And Subalterns In The Colombian English Language Teaching Policy: De-Silencing Teachers As Policy Actors, Rosa A. Medina Riveros, Theresa Y. Austin
Coloniality, And Subalterns In The Colombian English Language Teaching Policy: De-Silencing Teachers As Policy Actors, Rosa A. Medina Riveros, Theresa Y. Austin
College of Education Working Papers and Reports Series
The Colombian government has designed language policies to increase the level of English- Spanish bilingualism in the last decades. In 2014, the Colombian government launched 'Colombia: Very Well', the National Plan of English (NPE) that was created in consultancy with a private firm This study explores the English Language policy in Colombia through postcolonial sociology analyzing coloniality, imperialisms and subalternities and the connections across transnational agencies (macro- level), national actors (meso-level), and classroom teachers' enactments of the policy (micro level). It calls for de-silencing teachers and recognizing them as knowledgeable policy actors.
A Platform For Voice And Identity: School Library Standards In Support Of Ya Urban Literature's Transformative Impacts On Youth, Sabrina Carnesi
A Platform For Voice And Identity: School Library Standards In Support Of Ya Urban Literature's Transformative Impacts On Youth, Sabrina Carnesi
STEMPS Faculty Publications
In this qualitative study of collaboration between an eighth grade English teacher and school librarian, 14 urban youth from a suburban city in the mid-Atlantic region of the United States were interviewed on the impact they experienced from a yearlong study with young adult literature reflective of their lived experiences. Steeped in the language of social justice and inclusive of the American Association of School Librarians’ Standards for the 21st Century Learner (2009) and International Federation of LibraryAssociations’ School Library Guidelines (2015), an analysis of findings bring attention to the impact highly effective partnerships have on implementing literature discussion circles …
Beginning Readers’ Interest In Animal Books: An Analysis Of Data Collected From The Children’S Choices Project, Petros Panaou, Eun Hye Son, Maggie Chase, Stan Steiner
Beginning Readers’ Interest In Animal Books: An Analysis Of Data Collected From The Children’S Choices Project, Petros Panaou, Eun Hye Son, Maggie Chase, Stan Steiner
Literacy, Language, and Culture Faculty Publications and Presentations
This article describes a reading interest study, which analyzed 330 titles selected over a ten-year period by beginning readers (Grades K-2) across the United States (U.S). [sic] for ILA's Children's Choices project. Its aim was to determine if young children's reading interests have changed since earlier studies were conducted in the US. Specifically, a team of four researchers analyzed Children's Choices books selected by 5,000 beginning readers (K-2) every year, from 2005 to 2014. This article illuminates the study's methodology, its findings, and implications for understanding the reading interests of contemporary young children. By examining and comparing the books that …
“What Makes Me Who I Am?”: Using Artifacts As Cosmopolitan Invitations, Tiffany A. Dejaynes
“What Makes Me Who I Am?”: Using Artifacts As Cosmopolitan Invitations, Tiffany A. Dejaynes
Publications and Research
As a classroom researcher, Tiffany DeJaynes revisited the curriculum of an English elective she helped design and found students using artifacts to investigate personal identity and create community
A Tale Of Two Prompts: New Perspectives On Writing-To-Learn Assignments, Anna Ruggles Gere, Anna V. Knutson, Naitnaphit Limlamai, Ryan Mccarty, Emily Wilson
A Tale Of Two Prompts: New Perspectives On Writing-To-Learn Assignments, Anna Ruggles Gere, Anna V. Knutson, Naitnaphit Limlamai, Ryan Mccarty, Emily Wilson
ETSU Faculty Works
No abstract provided.
Reading Curriculums And Interventions, Andrew P. Johnson
Reading Curriculums And Interventions, Andrew P. Johnson
Elementary and Literacy Education Department Publications
This paper describes some ideas for designing and implementing research-based reading interventions for struggling readers (mild, moderate, and severe).
"Can A Poem Stop A Jail From Being Built?" On Fugitive Counter-Ethics As Prison Pedagogy, Meghan Mcdowell, Alison Reed
"Can A Poem Stop A Jail From Being Built?" On Fugitive Counter-Ethics As Prison Pedagogy, Meghan Mcdowell, Alison Reed
Sociology & Criminal Justice Faculty Publications
(First paragraph) In 2016, we began facilitating a reading group at the Norfolk City Jail. Once a week during the semester, we met with six to eight men who qualified for "program privileges" and thus were given the option by jail staff to participate in the reading group. Each week we gathered to discuss the day's reading in what passed for a classroom inside the jail: a noisy corridor that connected two cellblocks. Against one wall there were four white picnic tables, bolted down to the floor, stacked one after the other. Though those accommodations were better suited for cafeteria-style …
Reseña De Escritura Académica: De La Teoría A La Práctica, David Sánchez-Jiménez
Reseña De Escritura Académica: De La Teoría A La Práctica, David Sánchez-Jiménez
Publications and Research
No abstract provided.
La Aculturación En La Comprensión Lectora De Los Estudiantes Universitarios: La Valoración En El Uso Polifónico De Las Citas, David Sánchez-Jiménez