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2015

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Articles 1 - 29 of 29

Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Enhancing Language Development For English Learners, Frank L. Silva Dec 2015

Enhancing Language Development For English Learners, Frank L. Silva

Electronic Theses, Projects, and Dissertations

Previously accepted and current research has been reviewed regarding the development of English proficiency for English Language Learners. The particular areas of concern deemed crucial for language development are the domains of reading, writing, listening and speaking. The critical components for effective English Language Development instruction as well as the strategies considered the most effective and efficient were also investigated. The review resulted in the creation of an English Language Development unit that includes the essential components and various strategies that are considered effective in developing English proficiency for English Language Learners.


Qualitative Phenomenological Study Exploring Instructional Practices That Contribute To Academic Success For Public Elementary School English Language Learners, Mechelle Champion Nov 2015

Qualitative Phenomenological Study Exploring Instructional Practices That Contribute To Academic Success For Public Elementary School English Language Learners, Mechelle Champion

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to explore effective instructional strategies of mainstream classroom teachers working with English Language Learners (ELLs). Many teachers feel unprepared to adequately educate English Language Learners. School systems have attempted to rectify this situation by providing teachers with professional development that provides instructional strategies which may or may not be effective. This study answered the questions: What teaching strategies do teachers and administrators perceive to have the most positive impact on learning for ELLs?; How does the culture of the classroom and school impact ELLs’ academic success?; and What are building level administrators ...


A Mixed-Methods (Quantitative-Qualitative) Study To Identify The Perceived Level Of, Zeky Zardo Oct 2015

A Mixed-Methods (Quantitative-Qualitative) Study To Identify The Perceived Level Of, Zeky Zardo

Dissertations

Different approaches to developing leaders have been established through various forms of self-assessment, action learning, and education and training activities (Smither et al., 2005). The existing body of research on the impact and success of college and university leadership development programs focuses heavily on undergraduate leadership programs and not graduate-level programs such as the Master of Business Administration (MBA) or the doctorate. The purpose of this mixed-methods (quantitative–qualitative) study was to identify the perceived level of transformational leadership skill development by students enrolled in a doctoral program in organizational leadership. In addition, it was the purpose of this study ...


The Role Of Self-Awareness In Developing Global Competence: A Qualitative Multi-Case Study, Stacy D. Shipman Oct 2015

The Role Of Self-Awareness In Developing Global Competence: A Qualitative Multi-Case Study, Stacy D. Shipman

Graduate Theses, Dissertations, and Capstones

The current era of globalization and unprecedented global migration is creating the need for schools to educate students for global competence (GC). Multiple researchers (Boix Mansilla & Jackson, 2011; Hunter, 2004; Hunter et al., 2006; Morales & Ogden, 2013) suggest that self-awareness is the core dimension of GC, but about which very little is known. This paper considers the demonstrations of self-awareness in the development of GC. Using Kim's (2008) Intercultural Personhood Theory and the specific components of personal and social communication processes, self-awareness was investigated in East African immigrants. Findings suggest that the construct of self-awareness dimensionalizes differently for those from East ...


Transformation From Within: Grounded Practice Of Teachers Amidst Cultural Change, Jesse Jovel, Brandi O. Lucas Sep 2015

Transformation From Within: Grounded Practice Of Teachers Amidst Cultural Change, Jesse Jovel, Brandi O. Lucas

Journal of Catholic Education

Francis High School (pseudonym) was opened in Los Angeles during the 1960s in response the Civil Rights issues facing the African American community at the time. In 2001, after years of declining enrollment, Francis High School became a Jesuit owned and operated school and began operating under the Cristo Rey financial model. Despite its historical presence in the community and its rich athletic and academic legacies, the demand for a dynamic approach to education was imminent. Fortunately, a transformation ensued as the school’s mission, goals, and policies changed in order to become more aligned with their new Jesuit, Cristo ...


“Does Jesus Want Us To Be Poor?” Student Perspectives Of The Religious Program At A Cristo Rey Network School, Ursula S. Aldana Sep 2015

“Does Jesus Want Us To Be Poor?” Student Perspectives Of The Religious Program At A Cristo Rey Network School, Ursula S. Aldana

Journal of Catholic Education

The structure of Catholic schools improves achievement by providing multiple opportunities for face-to-face interaction, the development of meaningful relationships between students, teachers, and other members of the school community, and a shared set of beliefs among all school members (Bryk, Lee, & Holland, 1993). Despite a substantiating body of research for this assertion, few empirical studies exist on how the religious program might impact the intrapersonal and interpersonal development of students. The Cristo Rey Network (CRN) of schools was developed in response to the material realities of students and families living in Chicago (Kearney, 2006). The leaders of the network, motivated ...


What Can Jesus Teach Us About Student Engagement?, Glenn James, Elda Martinez, Sherry Herbers Sep 2015

What Can Jesus Teach Us About Student Engagement?, Glenn James, Elda Martinez, Sherry Herbers

Journal of Catholic Education

This article examines Jesus’s teaching methods as described in the four Gospels, highlighting the ways in which He led listeners to participate actively in their learning. We identify similarities between many of Jesus’s techniques and current practices in the field of student engagement, with a focus on applications for instructors in higher education. Several of His approaches, most notably storytelling and the use of analogies, point to recommendations for improving teaching practice by increasing student engagement in the learning process.

Qu'est-ce que Jésus peut nous apprendre sur l'engagement des élèves?

Cet article examine la manière dont ...


Difficult Knowledge And The English Classroom: A Catholic Framework Using Cormac Mccarthy's The Road, Scott Jarvie, Kevin Burke Sep 2015

Difficult Knowledge And The English Classroom: A Catholic Framework Using Cormac Mccarthy's The Road, Scott Jarvie, Kevin Burke

Journal of Catholic Education

In this article, the authors explore the generative possibilities of risk-taking in the Catholic school English classroom. They associate pedagogical risk with what Deborah Britzman (1998) has called “difficult knowledge”—content that causes students to consider social trauma. Incorporating difficult knowledge meaningfully requires English teachers to take significant pedagogical risks, especially in the Catholic school classroom. Drawing on critical theology and Cormac McCarthy’s novel The Road (2006) as a difficult text, the authors employ a case study looking at how the traumatic difficulty of the novel could be fruitfully taught at a Catholic school. How might students reckon with ...


A Historical Overview Of The Challenges For African Americans K12 Through College Education In America, Arthur C. Evans Iii Sep 2015

A Historical Overview Of The Challenges For African Americans K12 Through College Education In America, Arthur C. Evans Iii

South Florida Education Research Conference

The early American education system developed around the segregation of White and African American students. These differences in learning environment have led to inferior education for African Americans and can be linked to challenges still facing minorities in the current American education system.


Community Colleges And First-Generation Students: Academic Discourse In The Writing Classroom, Jan Osborn Sep 2015

Community Colleges And First-Generation Students: Academic Discourse In The Writing Classroom, Jan Osborn

English Faculty Books and Book Chapters

Community Colleges and First-Generation Students examines how first-generation students from diverse ethnic and linguistic backgrounds are initiated into what is known as academic discourse, particularly at the community college. Osborn systematically looks at specific classroom discourses through detailed evidence provided by the diversities represented by the students, and how the students negotiated their identities in terms of the ideological directionality in play.

The download link above only contains chapter 2 of Dr. Osborn's book, "Identities: A Context of Multiplicity".


Collaboration, Pedagogy, And Media: Short-Term Summer Program Emphasizes Project Based And Social-Emotional Learning., William R. Bowden Sep 2015

Collaboration, Pedagogy, And Media: Short-Term Summer Program Emphasizes Project Based And Social-Emotional Learning., William R. Bowden

Journal of Media Literacy Education

This article purports the idea that summer programs that experiment with media literacy and social-emotional learning could potentially affect students’ academic performance. Based on a six-week program, working with rising eighth grade students in a low-income school district, this program allowed students to work on media projects while trying to develop stronger capacities of self-awareness, positive decision-making, and stronger relationship development. The article intends to offer practitioners in media studies and pedagogy, insight of how to implement social and emotional learning into media classrooms.


The Predictive Relationship Between Cultural Identity, Value Orientation, Acculturation And The Cross-Cultural Student's Academic Motivation In The International School Setting, Dennis Steve Smith Aug 2015

The Predictive Relationship Between Cultural Identity, Value Orientation, Acculturation And The Cross-Cultural Student's Academic Motivation In The International School Setting, Dennis Steve Smith

Doctoral Dissertations and Projects

This predictive correlational study examined the relationships between academic motivation and cultural identity, value orientation, and acculturation for a cross-cultural student population in an international school setting. This study was conducted at an international school in Thailand and all high school students (grade 10-12) enrolled during the 2014-2015 school year comprised the sample population. Participants completed an online survey comprised of the Portraits Value Questionnaire (PVQ), Socio-Cultural Adaptive Scale (SCAS), and a subscale of the Patterns of Adaptive Learning Styles (PALS 2000) instruments as well as a short demographic questionnaire. The results of the survey were analyzed using hierarchical multiple ...


Teaching English In Saudi Arabia Through The Use Of Multimedia, Linah A. Sofi May 2015

Teaching English In Saudi Arabia Through The Use Of Multimedia, Linah A. Sofi

Master's Projects and Capstones

The purpose of this project is to design model lesson plans which will require the use of available modern technology and movies, songs and graphic novels, etc, to enhance students’ communicative competence and motivate critical thinking. In fact, The project will be constructed to implement the use of technology in the Saudi Arabian traditional classrooms. It will serve as a model for teachers to build their own lesson plans accordingly, using a communicative language teaching approach. Finally, it is hoped that with this handbook, Saudi Arabian English language learners will develop critical thinking skills and enhance higher communicative competence in ...


Teaching Reading Comprehension Skills To Saudi Female Students At The University Levels: A Handbook For Teachers, Dina Sofi May 2015

Teaching Reading Comprehension Skills To Saudi Female Students At The University Levels: A Handbook For Teachers, Dina Sofi

Master's Projects and Capstones

By using innovative language teaching techniques and methodologies based on Communicative Language Teaching Approach and Multiple Intelligences Theory , the author of this project aimed to develop a handbook for EFL female teachers in Saudi Arabia. The handbook serves as a guide for teaching reading comprehension to Saudi female students at the university levels. The handbook illustrates different teaching methods that activate different learning modalities. It also include sample units with reading passages and activities that model teaching reading, integrate different language skills and enhance the students’ communicative skills.


Effects Of Explicit Reading Comprehension Strategy Instruction For English Learners With Specific Learning Disabilities, Sara Lynn Jozwik May 2015

Effects Of Explicit Reading Comprehension Strategy Instruction For English Learners With Specific Learning Disabilities, Sara Lynn Jozwik

Theses and Dissertations

In this intervention study, I engaged principles of culturally responsive research to examine the effectiveness of explicit reading comprehension strategy instruction for English Learners (ELs) with specific learning disabilities (SLD). This study replicated and extended previous research (Jitendra, Hoppes, & Xin, 2000) by modifying instruction found to be effective for native English speakers (i.e., explicit reading comprehension strategy instruction with a self-monitoring procedure). Modifications included: (a) integrating culturally relevant text, (b) providing native language support, and (c) melding strategies from the fields of teaching English as a second language and special education. Through a co-teaching model, I provided instruction to four participants during a 135-min literacy block in a fifth-grade general education classroom for 13 weeks. A multiple probe across participants design (Gast & Ledford, 2010) evaluated effects of instruction on two dependent variables: (a) participants' sophistication with applying comprehension thinking strategies while reading, as measured by comprehension thinking strategy rubrics (Keene, 2006) and (b) participants' comprehension, as measured through percentage accuracy with responding to verbally-posed, researcher-developed literal and inferential comprehension questions. I assessed maintenance of effects for up to 8 weeks after participants exited the intervention. I assessed generalization to on-grade-level text and to a standardized achievement test (Woodcock Johnson Tests of Academic Achievement III-R; Woodcock, McGrew, & Mather, 2001). Additionally, I examined participants' self-efficacy as readers at pre- and postintervention by collecting information from the Motivation to Read Profile survey and interview (Gambrell, Palmer, Coddling, & Mazzoni, 1996). Finally, I measured participants' perceptions of the social acceptability of intervention procedures and outcomes through a researcher-developed, 9-item, Likert-scale survey. Results of this study show a functional relation for ...


Then And Now: An Analysis Of Broad-Based Merit Aid Initial Eligibility Policies After Twenty Years, William K. Ingle, Jason R. Ratliff May 2015

Then And Now: An Analysis Of Broad-Based Merit Aid Initial Eligibility Policies After Twenty Years, William K. Ingle, Jason R. Ratliff

Kentucky Journal of Higher Education Policy and Practice

Using Hall’s framework of policy changes, we sought to document and classify changes in initial eligibility and award provisions of broad-based merit aid scholarship programs at inception and present day. Our analysis revealed five first-order changes, two second-order changes, and only one third order change. Although the policy settings, instruments, and goals remained static in five states, the scholarship dollars in four of them have not kept up with increases in overall cost of attendance.


One Foot In, One Foot Out: A Qualitative Study Of Frequently Truant Latino High School Graduates Who Nearly Dropped Out, Chandra Diaz-Debose May 2015

One Foot In, One Foot Out: A Qualitative Study Of Frequently Truant Latino High School Graduates Who Nearly Dropped Out, Chandra Diaz-Debose

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

Given the continued growth of the Latino population in the United States and the long history of schools not serving Latino students, it would be hazardous for the education community to not address their needs. Under the premise that it can reveal, both obstacles and sources of resilience/perseverance, this research study will examine the schooling experiences of Latino graduates who nearly left high school or did leave but then returned to complete their diploma requirements. The data were collected during the summer of 2014. The purpose of this study was to better understand and acknowledge, from the graduates’ perspectives ...


Testimonios On The Role Of Mentorship Of Mexican Immigrants’ Higher Academic Attainment: Vengo Con Ganas, Solo Échame Una Mano!, Jessica Grisel Mendoza Servin May 2015

Testimonios On The Role Of Mentorship Of Mexican Immigrants’ Higher Academic Attainment: Vengo Con Ganas, Solo Échame Una Mano!, Jessica Grisel Mendoza Servin

Electronic Theses, Projects, and Dissertations

The purpose of this study is to highlight the importance of having academic mentors of similar heritage to facilitate higher academic attainment of first generation Mexican immigrants. The researcher assures to demonstrate how constructs such as mentorship, self-efficacy, self-regulated learning, social and cultural capital, and similar heritage due to cultural values can positively influence and contribute to the success of English Language learners in academia.

Through the mentorship relationship, students, particularly minority groups, can tap into social and cultural capital that would otherwise be limited due to their immigration to a foreign country. Immigration typically limits individuals’ ability to communicate ...


Reckless Abandonment? Explaining Congressional Hispanic Caucus Support For The 2001 No Child Left Behind Act, Elizabeth C. Reynolds Apr 2015

Reckless Abandonment? Explaining Congressional Hispanic Caucus Support For The 2001 No Child Left Behind Act, Elizabeth C. Reynolds

Politics Honors Papers

When No Child Left Behind (NCLB) was signed into law in early 2002, many hoped the legislation would help reduce achievement gaps among traditionally underperforming populations. For Hispanic students specifically, however, NCLB has contributed to educational inequality, school segregation, and high drop-out rates in major ways. Given these outcomes and trends, it is surprising that members of the Congressional Hispanic Caucus (CHC) and other Hispanic American interest groups overwhelmingly supported NCLB despite potentially being able to anticipate how the law would hurt Hispanic students. The political environment of 2001 left members of the CHC with few options other than to ...


Twice Challenged: Differentiating Between English Language Acquisition And Learning Disabilities, Lisa Roen Apr 2015

Twice Challenged: Differentiating Between English Language Acquisition And Learning Disabilities, Lisa Roen

Education Doctoral Dissertations in Leadership

An action research study of practices used to nominate English Learners (ELs) for special education services was conducted to examine the disproportionate representation of ELs in special education. The experiences of district administrators and teaching staff were examined to identify existing practices used to nominate and identify ELs for English language services. Findings revealed ELs were referred to special education due in part to linguistic and cultural differences. Teachers developed deficit-oriented frameworks, nominating ELs students for special education at higher rates. Child study teams concentrated on qualifying students for special education. Once identified for special education, ELs received services using ...


Art, Life Story And Cultural Memory: Profiles Of The Artists Of The Lewis And Clark Bicentennial, Elise S. Roberts Apr 2015

Art, Life Story And Cultural Memory: Profiles Of The Artists Of The Lewis And Clark Bicentennial, Elise S. Roberts

Education Doctoral Dissertations in Leadership

A case study of four public artists uncovered how the artists’ lived experiences and awareness of cultural memory influenced their creation of commemorative artwork for the Lewis and Clark bicentennial. The study involves how the professional and cultural experiences of two White artists and two Native American artists living or working in the Missouri River Valley in North Dakota, South Dakota and Montana influenced their art. Professional factors influencing the artists included education, involvement with the Lewis and Clark bicentennial, work space, and connections to arts communities. Cultural factors influencing artists were family relationships and ethnic, political, gender, and religious ...


The Friendship Journey: Developing Global Understanding In The Middle Grades, Kevin D. Besnoy, Ellen Maddin, Emily Steele, Sara Eisenhardt Mar 2015

The Friendship Journey: Developing Global Understanding In The Middle Grades, Kevin D. Besnoy, Ellen Maddin, Emily Steele, Sara Eisenhardt

Journal of Catholic Education

The goals of developing a global perspective are consistent with the faith-based values of Catholicism. The primary goal is to prepare students academically, morally, and socially to participate in a globalized world that constantly faces new problems. A key component of this is the understanding that other people, who may appear on the surface to be very different from themselves, have differences which have value and similarities which unite us. The purpose of this article is to present one Catholic school’s attempts to prepare its students to meet the challenges of citizenry in an international community and to describe ...


Critical Theory And Catholic Social Teaching: A Research Framework For Catholic Schools, Jill Bradley-Levine, Kari A. Carr Mar 2015

Critical Theory And Catholic Social Teaching: A Research Framework For Catholic Schools, Jill Bradley-Levine, Kari A. Carr

Journal of Catholic Education

In this article, the authors share findings from an ethnographic study drawn from an evaluation of an after-school program directed by a Catholic diocese to meet the educational needs of children attending urban Catholic schools. The authors used critical research methods within the context of Catholic social teaching (CST) as a theoretical framework for the data presented in this article. Two themes emerged during this data collection and analysis. The first theme, student interactions, describes the helpful ways that students engaged with each other during the after-school program, and also the manner in which students exhibited a need for greater ...


The Global Health "Interactive Curricula Experience (Ice) Platform & App": Technology That Enables Inter-Professional Innovation, Martha Langley Ankeny M.Ed., Janice M. Bogen, James Plumb Md, Mph, Lucille B. Pilling Edd, Mph, Rn, Ellen J. Plumb Md, Louis N. Hunter Pt, Dpt, Nicholas Leon Pharmd, Amy Earle Bfa Mar 2015

The Global Health "Interactive Curricula Experience (Ice) Platform & App": Technology That Enables Inter-Professional Innovation, Martha Langley Ankeny M.Ed., Janice M. Bogen, James Plumb Md, Mph, Lucille B. Pilling Edd, Mph, Rn, Ellen J. Plumb Md, Louis N. Hunter Pt, Dpt, Nicholas Leon Pharmd, Amy Earle Bfa

Academic Commons and Scott Memorial Library Staff Papers and Presentations

Global Health Initiatives Committee (GHIC)

Serves the Jefferson community as the premier point of engagement for students & faculty interested in medical and public health issues that transcend national boundaries

Creates an institutional focus on preparing students for public service careers in population health and public policy at local, national, and global levels

To enable all TJU faculty to:

- Deliver global health education, in a friendly, interactive format - Does not require an expert to deliver - Can be used in very small or large pieces depending on your needs


“Warming Up” In The Developmental Sequence? Upward Transfer Conditional On Dependency Status, Cody Davidson, Kristin B. Wilson Feb 2015

“Warming Up” In The Developmental Sequence? Upward Transfer Conditional On Dependency Status, Cody Davidson, Kristin B. Wilson

Kentucky Journal of Higher Education Policy and Practice

The purpose of this study was to determine predictor factors of upward transfer for Kentucky community college students enrolled in a developmental algebra course. For independent students, a mother with a college degree, a declared major, a federal work-study position, greater adjusted gross income, and a higher grade point average was positively correlated with upward transfer. For dependent students, a father with a college degree, a declared major, and a higher grade point average was positively correlated with upward transfer.


Breathe To Understand, Maxine Swisa Jan 2015

Breathe To Understand, Maxine Swisa

MA TESOL Collection

BREATHE is an acronym for Breathe, Reflect, Empathize, Accept, Thank, Hearten, Engage. The addition of Understand allows for a holistic approach to living a healthy and balanced life both inside and outside the classroom. This paper took form as a result of my personal, spiritual journey, as well as my teaching practice. I noticed that the majority of my students enjoyed experiential activities that included time and space for self-reflection, relaxation and meditation. I began looking for books, seminars, and workshops that explored these areas. Deepak Chopra, Jonathan Kabat-Zinn, Dan Siegel, Eckhart Tolle, et al. offer insights into the benefits ...


Reading Queerly In The High School Classroom: Exploring A Gay And Lesbian Literature Course, Kirsten Helmer Jan 2015

Reading Queerly In The High School Classroom: Exploring A Gay And Lesbian Literature Course, Kirsten Helmer

Doctoral Dissertations

The purpose of this dissertation is to explore how teaching an English literature curriculum centered on the stories, experiences, cultures, histories, and politics of LGBTQI (lesbian, gay, bisexual, transgender, queer, intersex) people constitutes a meaningful site for teaching and learning in a high school classroom. The dissertation offers insights on how the teaching of LGBTQI-themed texts in English language arts classes can be reframed by bridging the goals, practices and conceptual tools of queer theory to critical literacies teaching. The project follows principles of critical qualitative research and employs an ethnographic case study approach with the purpose of transforming educational ...


Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros Jan 2015

Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros

Faculty Publications: Department of Teaching, Learning and Teacher Education

The classroom is a unique discursive space for the enactment of critical pedagogy. In some ways, all classroom discourse is critical because it is inherently political, and at the heart of critical pedagogy is an implicit understanding that power is negotiated daily by teachers and students. Historically, critical pedagogy is rooted in schools of thought that have emphasized the individual and the self in relation and in contrast to society, sociocultural and ideological forces, and economic factors and social progress. In addressing conceptualizations in Orthodox Marxism (with Karl Marx, Max Weber, and Emile Durkheim) in the mid-19th century and the ...


Community Learning In Alcála De Henares: Symbiotic Learning Blurs The Line Between Teacher And Students, Emily Dushek Jan 2015

Community Learning In Alcála De Henares: Symbiotic Learning Blurs The Line Between Teacher And Students, Emily Dushek

International ResearchScape Journal

This article about experiential learning explores the challenges and rewards of international service-learning within a Spanish community in Alcalá de Henares. The paper describes the author’s experience as a teacher of ESOL (English for Speakers of Other Languages) in Comisiones Obreras (the “Workers’ Commissions”). In order to teach adult learners English, the author developed a form of “symbiotic learning.” This paper is part of the “From Praxis to Press” section of the journal.