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Full-Text Articles in Education
From Experiences To Beliefs: An Exploratory Case Study On Science Teachers’ Attitudes Towards Emergent Bilinguals, Yamil Ernesto Ruiz
From Experiences To Beliefs: An Exploratory Case Study On Science Teachers’ Attitudes Towards Emergent Bilinguals, Yamil Ernesto Ruiz
All Dissertations
Emergent bilingual (EB) students in the US are those who are in the process of developing academic English proficiency. EBs are some of the fastest growing populations of students in American public schools. There exists a great deal of research geared towards developing both curricular resources and instructional strategies to best support EBs in the science classroom, however many of these professional development studies lament the lack of growth in terms of achievement in science learning outcomes of EBs. It is possible that due to a lack of transformation in their beliefs that the teachers in these studies do not …
Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D.
Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D.
Journal of English Learner Education
An increase in the English learner (EL) population is evident in public schools throughout the United States. Academic achievement gaps between ELs and non-EL peers persist from early childhood through the post-secondary level (Florida Department of Education, 2019c). The gap in the literature is the lack of studies analyzing the language acquisition of ELs enrolled in dual language programs to narrow the achievement gap of ELs. Transformative Learning Theory and the Dynamic Systems Theory are the foundation of the theoretical framework. Key research questions seek data on the relationship between standardized assessments measuring language acquisition and academic performance of third-grade …
Toward A Culturally Inclusive Canon Of Multimodal Picture Books: Developing Multiliteracies Practices And Assessments For Ontario’S Classrooms, Arwa Jammali
Major Papers
Multimodal picture books are a critical component of children’s literacy development, and in a multicultural province such as Ontario, it is vital that literacy development include cultural literacy. The demographics of the province’s classrooms are increasingly diverse; however, minoritized cultures are underrepresented among teachers, and there are sparse training mandates related to cultural inclusion. Thus, Ontario’s culturally diverse student body is encountering a number of barriers related to gender, ethnicity, perceived race, sexual identity, ability, class, and other social markers. To provide teachers with the tools needed to support their students, the current study utilizes a theoretical framework derived from …
Global Learning Outcomes Of A Domestic Foreign Language Immersion Program, Kathleen Ann Godfrey
Global Learning Outcomes Of A Domestic Foreign Language Immersion Program, Kathleen Ann Godfrey
Dissertations and Theses
There is a critical need for college students to receive an education that fosters global learning in preparation for life in an increasingly interdependent and interconnected world. Universities recognize this need and endeavor to provide a range of programs that target global knowledge and skills, and meet the needs of traditional and non-traditional students. Domestic foreign language immersion programs can contribute to student global learning and development by providing students with an opportunity to participate in a rich global learning experience in the U.S. While some researchers have investigated impacts of domestic foreign language immersion on language proficiency, few studies …
Becoming A Good Teacher: Struggles From The Swampland, Mary Beth Schaefer
Becoming A Good Teacher: Struggles From The Swampland, Mary Beth Schaefer
Curriculum & Instruction Faculty Publications
One seventh-grade English language arts teacher engaged in teacher research in order to become a more understanding, responsive, and confident instructor. Systematic inquiry into her own practice revealed a conflict between what students perceived as their literacy needs and desires (discrete reading skills) with what she perceived to be important and valuable (deeper literary understandings through reflective response to literature). The teacher sought to address the conflict by listening closely to students' talk, orchestrating activities to blend reading skills with responses to literature, and negotiating class conversations to produce knowledge.