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Articles 1 - 30 of 133
Full-Text Articles in Education
Evaluating A Speech Training Software Program Called Nativeaccent Based On Empirical Studies, Farideh Nekoobahr, Jacqueline Hawkins, Kristi L. Santi, Janeen R. S. Antonelli, Johanna Leigh Thorpe
Evaluating A Speech Training Software Program Called Nativeaccent Based On Empirical Studies, Farideh Nekoobahr, Jacqueline Hawkins, Kristi L. Santi, Janeen R. S. Antonelli, Johanna Leigh Thorpe
Journal of English Learner Education
This article evaluates a Computer-Assisted Language Learning program called NativeAccent and demonstrates that the software is designed based on systematic instructional strategies and empirically-proven theories. The instructional strategies include an initial assessment, training sessions, a final reassessment, repeated measurement, graphic presentation and systematic and rigorous interpretive guidelines, and individualized dosage. The empirically-supported theories are rooted in the four research-based theories of Universal Design for Learning, Learning Science, Intelligent Tutoring System, and Automatic Speech Recognition. In matching the components of the four theories mentioned above to the design of NativeAccent and evaluating the software, the purpose is to help administrators, educators, …
A Book Review On Learner Identity And Beliefs In Efl Writing, Hilal Peker Phd, Metin Torlak M.A.
A Book Review On Learner Identity And Beliefs In Efl Writing, Hilal Peker Phd, Metin Torlak M.A.
Journal of English Learner Education
This review focuses on the book Learner Identity and Learner Beliefs in EFL Writing by Olga Majchrzak. The book is one of the edited books in the series of Second Language Learning and Teaching by Miroslav Pawlak from Springer International Publishing. The review addresses the issues that the book explores such as learner identity in foreign language writing, EFL student beliefs, and students’ attitudes about EFL writing as explored by the author. The book could be used by students and researchers focusing on writing and also by writing instructors who would like to have class discussions on how students’ identities …
The Power Of A Name: Nontraditional Names, Teacher Efficacy, And Expected Learning Outcomes, Lasonya L. Moore, Martha S Lue Stewart Dr., Dena D. Slanda, Anais Placencia, Meznari M. Moore
The Power Of A Name: Nontraditional Names, Teacher Efficacy, And Expected Learning Outcomes, Lasonya L. Moore, Martha S Lue Stewart Dr., Dena D. Slanda, Anais Placencia, Meznari M. Moore
Journal of English Learner Education
Names serve as important identifiers and carry with them hopes for a generation as well as pride in one’s culture. A name is often an extension of one’s culture or language and represents their identity. With the increasing student diversity across our nation, many students in our K-12 public schools may have uncommon or nontraditional names. Public school teachers, who are predominantly White, may find these names unfamiliar, difficult to pronounce or difficult to spell. Despite a name’s unfamiliarity, classroom teachers must have the knowledge and disposition to create a space that signals to a student that their name is …
Integrating Critical Multiliteracies Pedagogy In Esl/Efl Teaching, Sujin Kim, Kathleen A. Ramos, Hyunsun Chung, Sungshim Choi
Integrating Critical Multiliteracies Pedagogy In Esl/Efl Teaching, Sujin Kim, Kathleen A. Ramos, Hyunsun Chung, Sungshim Choi
Journal of English Learner Education
This article argues for enacting a synthesis of English language teaching (ELT) and critical pedagogy into what we call critical multiliteracies pedagogy (CMP) in the context of ESL/EFL teaching. CMP challenges and expands language and literacy instruction beyond a skills-based pedagogy to be inclusive of diverse modes, voices, and identities to address critical issues across local, global, and transnational contexts in ESL/EFL classrooms. Particularly, we share how an international professional development program has promoted CMP for 20 Korean English teachers working with adolescent multilingual learners in South Korea. Findings show how participating teachers critically reframed their vision of ELT, enacting …
From Esl To Eal: Moving From A Deficit Framework To An Asset Framework, Karen Bordonaro
From Esl To Eal: Moving From A Deficit Framework To An Asset Framework, Karen Bordonaro
Journal of English Learner Education
This article describes a self-directed autoethnographic research study of how the author moved from a deficit to an asset perspective in working with non-native speakers of English. Reframing this perspective took place by investigating how the author’s lived experiences as an ESL instructor intersected with the learning theories of language learner autonomy, plurilingualism, and internationalization at home to create positive flashpoints. These flashpoints included offering choices, marking learner success, and embedding cultural information into domestic settings. By engaging in these reflections, a widened perspective of moving from English as a second language to English as an additional language was reached. …
Collaborating With K-12 Partners: Improving Preservice Teachers’ Self-Efficacy In Teaching Rural English Learners Science Through A Guided Experiential Learning Opportunity, Dana Manning, Erin Pearce
Collaborating With K-12 Partners: Improving Preservice Teachers’ Self-Efficacy In Teaching Rural English Learners Science Through A Guided Experiential Learning Opportunity, Dana Manning, Erin Pearce
Journal of English Learner Education
With changing demographics in the United States, educator preparations programs (EPPs) must consider incorporating more experiential learning opportunities for preservice teachers to grow in their self-efficacy when working in diverse classrooms. At a rural university in the southern United States, researchers designed an instructional unit that transcended three educator preparation courses to provide an opportunity for students to design and deliver a 5E science lesson to English learners from a rural school district. The results from this study indicate that preservice teachers’ self-efficacy in teaching English learners increased as evidenced by the Teacher Sense of Self- Efficacy Scale, adapted for …
Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger
Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger
Journal of English Learner Education
This au courant, research-based article offers specific program ideas for teachers during this unprecedented time when supporting our ELLs is especially needed.
Focused, Josie Flowers
Focused, Josie Flowers
Diverse Families Bookshelf Lesson Plans and Activities
No abstract provided.
Differences Make Us Unique! : My Shape Is Sam, Djuna Kotun
Differences Make Us Unique! : My Shape Is Sam, Djuna Kotun
Diverse Families Bookshelf Lesson Plans and Activities
No abstract provided.
Updates On Furc 2021 And Undergraduate Research Posters At The Capitol, Alicia Batailles, Latika L. Young, M. David Advent
Updates On Furc 2021 And Undergraduate Research Posters At The Capitol, Alicia Batailles, Latika L. Young, M. David Advent
Florida Statewide Symposium: Best Practices in Undergraduate Research
Come hear about the most recent updates for the 2021 Florida Undergraduate Research Conference (FURC) and the annual Undergraduate Research Posters at the Capitol event (P@C). FURC 2021, hosted from February 26-27, 2021 by the Florida Undergraduate Research Association and Florida State University, is one of the nation's largest multi-disciplinary research conferences and it open to all undergraduate researchers in the state of Florida to present their research in a poster format. In addition to relevant conference presentation experience, FURC boasts some of the best networking opportunities with fellow researchers and graduate programs across the country, as well as workshops …
Research Experience For Undergraduates During Covid-19, Mustafa Akbas
Research Experience For Undergraduates During Covid-19, Mustafa Akbas
Florida Statewide Symposium: Best Practices in Undergraduate Research
This presentation provides the student team interaction and mentorship experience at Embry-Riddle Aeronautical University’s “National Science Foundation (NSF) Research Experiences for Undergraduates (REU) Site: Cybersecurity Research of Unmanned Aerial Vehicles” from the summer semester of 2020. The Site had been planned for a face-of-face research experience under several mentors for an eight-week period. However, due to Covid-19, the teams had to meet, discuss, present and work online, which was both a challenge and an opportunity. Both students and mentors had lessons from this online experience that they will remember and use in the upcoming years. In this presentation, we present …
Pandemic Pivoting: Unf’S 2020 Soars Virtual Conference, Karen Cousins, Andrew Rush, Courtenay Mcleland
Pandemic Pivoting: Unf’S 2020 Soars Virtual Conference, Karen Cousins, Andrew Rush, Courtenay Mcleland
Florida Statewide Symposium: Best Practices in Undergraduate Research
The Showcase of Osprey Advancements in Research and Scholarship (SOARS) is the University of North Florida’s highly-anticipated research poster event, organized by the Office of Undergraduate Research and held each April during Research Week – that is, until the pandemic changed our plans last spring. The members of this panel will share why we decided not to cancel the event; how we transitioned from an in-person conference to a virtual conference; how we created the website, uploaded the content, and integrated a judging component; how we later archived the 2020 projects for posterity; how we reaped some unexpected benefits, not …
Design And Implementation Of An Asynchronous Undergraduate Rcr Course, Jennifer Moses, Michelle Leonard
Design And Implementation Of An Asynchronous Undergraduate Rcr Course, Jennifer Moses, Michelle Leonard
Florida Statewide Symposium: Best Practices in Undergraduate Research
It is not only desirable for all undergraduate researchers to have training in the Responsible Conduct of Research (RCR), but it is also important for their professional development to have a firm understanding of RCR. The Center for Undergraduate Research at the University of Florida has partnered with Marston Science Libraries and the Research Integrity Officer to design a course specific for undergraduate students conducting research. This course consists of 8 modules in addition to a retrospective post assessment, totaling 8 hours of student commitment. Once the course is completed, students have the opportunity to print a certificate of completion …
2010 Faculty And Administrator Open Educational Resources Survey Report, Ida J. Cook, Florida Distance Learning Consortium
2010 Faculty And Administrator Open Educational Resources Survey Report, Ida J. Cook, Florida Distance Learning Consortium
UCF OER Studies and Reports
This survey was part of a final report of the Open Access Textbook Task Force (OATTF). The report contains a rational for open access textbooks, and a plan to promote and increase the use of open access textbooks in Florida. The objectives of this survey study (Appendix B of final report) has been to collect information from university, state and community college faculty and administrators and from student government leaders regarding their knowledge, awareness and opinions about open access textbooks, supplementary materials and other digital education products. The Open Access Textbook Task Force established two separate online surveys in order …
Accessibility And Online Instruction, Rachel E. Trnka
Accessibility And Online Instruction, Rachel E. Trnka
Faculty Scholarship and Creative Works
Slides from an online presentation to UCF library faculty and staff given July 30, 2020 as part of a 4-part Summer "Library Instruction Training Series: Tips and Tools for Teaching Online."
El Deafo, Rebecca Mead
El Deafo, Rebecca Mead
Diverse Families Bookshelf Lesson Plans and Activities
No abstract provided.
A Clear Spring, Megan Pershing
A Clear Spring, Megan Pershing
Diverse Families Bookshelf Lesson Plans and Activities
No abstract provided.
Legend Of Korra: Turf Wars Part Two, Justin Espe
Legend Of Korra: Turf Wars Part Two, Justin Espe
Diverse Families Bookshelf Lesson Plans and Activities
No abstract provided.
A Mother For Choco, Kiana Diggs
A Mother For Choco, Kiana Diggs
Diverse Families Bookshelf Lesson Plans and Activities
No abstract provided.
A Day In The Life Of Marlon Bundo, Marysia Chludzinski
A Day In The Life Of Marlon Bundo, Marysia Chludzinski
Diverse Families Bookshelf Lesson Plans and Activities
No abstract provided.
All My Stripes: A Story For Children With Autism, Petra Bray
All My Stripes: A Story For Children With Autism, Petra Bray
Diverse Families Bookshelf Lesson Plans and Activities
No abstract provided.
Examining The Relationship Between Point Of View And Author’S Purpose, Hailey Bruce
Examining The Relationship Between Point Of View And Author’S Purpose, Hailey Bruce
Diverse Families Bookshelf Lesson Plans and Activities
No abstract provided.
Can I Touch Your Hair?, Kasey Rakauskas
Can I Touch Your Hair?, Kasey Rakauskas
Diverse Families Bookshelf Lesson Plans and Activities
No abstract provided.
Me And My Fear, Grace Praytor
Me And My Fear, Grace Praytor
Diverse Families Bookshelf Lesson Plans and Activities
No abstract provided.
I'M New Here, David Glickstein
I'M New Here, David Glickstein
Diverse Families Bookshelf Lesson Plans and Activities
No abstract provided.
The Face At The Window, Kristina Lenberg
The Face At The Window, Kristina Lenberg
Diverse Families Bookshelf Lesson Plans and Activities
No abstract provided.
Me, Frida And The Secret Of The Peacock Ring, Shannon Dooley
Me, Frida And The Secret Of The Peacock Ring, Shannon Dooley
Diverse Families Bookshelf Lesson Plans and Activities
No abstract provided.
Analysis Of Linguistic Inclusion In Tesol Courses For Teacher Candidates, Dylan Thibaut, Irina Mclaughlin
Analysis Of Linguistic Inclusion In Tesol Courses For Teacher Candidates, Dylan Thibaut, Irina Mclaughlin
Journal of English Learner Education
According to TESOL standard 1, teacher candidates are required to have knowledge about language including: having knowledge in foreign language grammar and how English develops in ELLs (standard 1a), comprehension of language acquisition and how L1 influences learning (standard 1b), and understanding of the language process where an interlanguage develops as ELLs become comfortable using English (standard 1c) (TESOL International Association, 2018). To identify whether teacher candidates in TESOL courses are prepared to meet TESOL standards 1a, 1b, and 1c, a study was conducted to test one hundred teacher candidates’ knowledge of basic linguistic features of English and the five …
Taiwanese Efl Teachers’ Perceptions And Designs Of Contextualized Vocabulary And Grammar Instruction, Chin-Wen Chien
Taiwanese Efl Teachers’ Perceptions And Designs Of Contextualized Vocabulary And Grammar Instruction, Chin-Wen Chien
Journal of English Learner Education
This case study used documents, observations, and questionnaires to explore nineteen participants’ perception and designs of contextualized vocabulary and grammar instruction. This study has the following major findings. First, although the analysis of the questionnaires revealed that participants had better perceptions in learning and teaching vocabulary in context, they struggled in designing authentic contexts during the co-planning process. Participants’ status, teaching experience, and hours of English instruction affected their perceptions. Secondly, there was a lack of coherence of tasks and clear directions on completing the tasks based on the authentic language contexts. A model on contextualized vocabulary and grammar instruction …
Supporting Social And Emotional Learning In The Efl/Esl Classroom: How The New Science Of Child Development Can Inform Second Language Acquisition Theory And Practice, Matthew Nall
Journal of English Learner Education
Research in the field of Second Language Acquisition (SLA) generally falls within two categories: the cognitive/psycholinguistic camp, and the sociocultural camp (Fazel, 2014). These distinct approaches to empirical research in SLA have diverse epistemologies, methods, and implications for the second language classroom. Scholars within the sociocultural camp have made significant contributions to the field concerning social and emotional learning in the second language classroom. Concerning this, the current paper reviews recent developments in the field of developmental psychology and examines ways in which the new science of child development can inform SLA theory and practice in regard to social and …