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Full-Text Articles in Education
Policy And Practice Brief 5: English Learners And High School Graduation: Beyond The Four Year Pathway, Virginia Massaro, Merc English Learner Research & Evaluation Team, Virginia Commonwealth University
Policy And Practice Brief 5: English Learners And High School Graduation: Beyond The Four Year Pathway, Virginia Massaro, Merc English Learner Research & Evaluation Team, Virginia Commonwealth University
MERC Publications
An ever-present concern among high schools is student graduation. The pressure is on to graduate students within the typical four-year time frame it takes to complete requirements. While most students graduate in four years, they are not required to do so. This policy and practice brief provides research and resources related to this topic.
Policy And Practice Brief 4: The Obligation Of Schools To Provide Information To Multilingual Families In A Language They Can Understand, Carolyn N. Waters
Policy And Practice Brief 4: The Obligation Of Schools To Provide Information To Multilingual Families In A Language They Can Understand, Carolyn N. Waters
MERC Publications
Research shows that strong relationships between families and schools are key to student success. By providing information and communication in languages and formats that multilingual parents and guardians can access and understand, schools can strengthen relationships with these families. This policy and practice brief provides research and resources on this topic.
Policy And Practice Brief 3: Dual Language Programs Are Growing Across Virginia, Virginia Massaro
Policy And Practice Brief 3: Dual Language Programs Are Growing Across Virginia, Virginia Massaro
MERC Publications
The number of dual language (DL) programs has increased in response to a growing number of English learners (ELs) in the Commonwealth of Virginia. The Virginia Dual Language Educators Network (VADLEN) is committed to supporting the growth of DL programs in the state. This policy and practice brief provides research and resources on this topic.
Policy And Practice Brief 2: English Learners Are A Priority During Covid-19, Melissa J. Cuba
Policy And Practice Brief 2: English Learners Are A Priority During Covid-19, Melissa J. Cuba
MERC Publications
English learners (ELs) are disproportionately impacted by the health and economic repercussions of the COVID-19 pandemic. These students often traverse virtual learning with fewer resources, limited access, additional responsibilities, and increased needs. In addition to this, they represent a significant percentage of the student population in school divisions across the Commonwealth. This policy and practice brief provides additional research and resources on this topic.
Dual Language Programming: A Model To Enhance School Climate And Academic Achievement In Diverse Schools, Melissa J. Cuba, Kate Daly Rolander
Dual Language Programming: A Model To Enhance School Climate And Academic Achievement In Diverse Schools, Melissa J. Cuba, Kate Daly Rolander
MERC Publications
This policy brief summarizes research and data on English learners (ELs) in Virginia and current dual language (DL) education policies and practices. It includes discussions of (1) the growth of ELs in Virginia and across the Richmond area; (2) both federal and state education policies on language use and DL programming; (3) critical factors related to outcomes and the instruction of ELs and native English speakers in an integrated setting; (4) case studies of school divisions in Virginia that have spearheaded DL programs in their region; and (5) responses to frequently asked questions around the implementation and new 2018 Virginia …
Policy And Practice Brief 1: Virginia Is Not An English-Only Instruction State, Melissa J. Cuba
Policy And Practice Brief 1: Virginia Is Not An English-Only Instruction State, Melissa J. Cuba
MERC Publications
Virginia is not an English-only state for PreK-12 instruction. Although English is the official language of Virginia (as stated in the Code of Virginia), no state or federal policies require English as the only language for PreK-12 public education. Having English designated as the official language of Virginia does not prohibit the use of other languages in instruction. This policy brief provides further details and resources related to this topic.
Understanding Ells At Different English Proficiency Levels In Dual Language Programs, Kathryn Lindholm-Leary
Understanding Ells At Different English Proficiency Levels In Dual Language Programs, Kathryn Lindholm-Leary
Faculty Publications
The purpose of this research is to examine the language proficiency and reading achievement of a diverse group of 1045 grade 4-8 ELL students enrolled in a dual language program. These students differed in background factors (parent education, SES), dual language program model (90:10, 50:50), and English language proficiency level (Begin/Early Intermediate, Intermediate, Advanced, reclassified Fluent English Proficient). Results show that there are significant effects due to language proficiency group, parent education, SES, and program model on student outcomes - English language proficiency, Spanish reading, and English reading achievement at program entry, grade 3 and current grade. Results are discussed …
Background And Achievement Of English Language Learners With Different Levels Of English Proficiency In Dual Language Programs, Kathryn Lindholm-Leary
Background And Achievement Of English Language Learners With Different Levels Of English Proficiency In Dual Language Programs, Kathryn Lindholm-Leary
Faculty Publications
The purpose of this research is to examine the language proficiency and reading achievement of a diverse group of 899 grade 4-8 ELL students enrolled in a dual language program. These students differed in background factors (parent education, SES), dual language program model (90:10, 50:50), and English language proficiency level (Begin/Early Intermediate, Intermediate, Advanced, reclassified Fluent English Proficient). Results show that there are significant effects due to language proficiency group, parent education, SES, and program model on student outcomes - English language proficiency, Spanish reading, and English reading achievement at program entry, grade 3 and current grade. Results are discussed …
Recognizing Culture In Experiential Education: An Analysis And Framework For Practitioners, Valerie J. Kurka
Recognizing Culture In Experiential Education: An Analysis And Framework For Practitioners, Valerie J. Kurka
Master's Capstone Projects
Experiential education is an intentional educational process that relies on experiential learning theory. This paper categorizes common features of experiential education and analyzes them with a cultural framework. Common features of experiential education include individual development, student-centered teaching, individual challenge and learning, challenge-by-choice, “emotional safety”, and reflection/processing activities. The features of experiential education that I have analyzed have basic cultural assumptions of high individuality, low power distance, low uncertainty avoidance, high achievement, emphasis on internal control, and possible interaction with ascriptive dispositions and masculine characteristics. These assumptions may have implications for practitioners practicing cross-culturally. In an increasingly global world and …