Curriculum and Instruction Commons^™

Authentic Low-Stakes Practice To Make Meaning Lasting For Ells: Creating Vocabulary Chants And Songs To Enhance The Word Generation Curriculum, Lori Cohen

Masters Theses/Capstone Projects

This curriculum creation is designed to supplement the Word Generation (WordGen) vocabulary program for middle school students. It adds songs and chants of the weekly focus words for use as a mnemonic device to remember and synthesize word meaning. The WordGen curriculum is heavily based on reading and writing and English Language Learners (ELLs) are at a disadvantage when tasked with learning and understanding academic vocabulary due to the short length of time for mastery (Cummins, 1999; Collier, 1987; Thompson, 2017). This curriculum is inspired by the desire to appeal to ELLs who would respond favorably to music or kinesthetic …

English Is Not Dead! Long Live English: Teaching The Evolution Of English And Inclusive Communication Via Online, Face To Face Or Hybrid Instruction, Teresa Marie Kelly, Stephanie Thompson, Sheryl Bone

Georgia International Conference on Information Literacy

When popular media and many individuals discuss changes in English, some erroneously contend that the language has always been the same and changes amount to little more than “politically correct woke liberalism” desired by only certain people. The English language continually evolves as a natural process that nothing can force nor prevent. Field-specific language also changes with increased understanding and knowledge. The variety of English taught to most students also shifts as Writing Across the Curriculum (WAC)/Writing Across Disciplines (WAD) initiatives increasingly focus on Global English rather than the standard of any one country or group. Even informal interactions with …

Participatory Action Research Inside An English Second Language Classroom: Towards A Critical Syllabus, Amal Alnefaie

College of Education & Professional Studies (Darden) Posters

It is common to be bilingual all around the world, because of the spread of bilingualism around the world. There are many researchers who are interested in conducting studies on foreign language classrooms and second language classrooms. They are trying to find answers or solutions to second language students' struggles.

For example, Chomsky studies and his exploration in bilingual science. Wei (2000) said, bilingualism is rising around the world and there are one in three people who are bilingual or multilingual. In this paper, I will teach second language students how to conduct a participatory action research using the interview …

Beginning English Literacy Instruction For Adult Refugees And Immigrants: An Attempt To Decolonize The Approach(Es), Xania Bytof

MA TESOL Collection

Although many organizations offer free “beginning” English classes for adult refugees and immigrants in the U.S., most of these classes depend on written worksheets and other print materials – therefore requiring students to be familiar with the English alphabet in order to follow along. The lack of accessible beginning literacy classes for adult refugees and immigrants puts students with limited or interrupted formal education and those whose language(s) don’t use the roman alphabet at a stark disadvantage. Additionally, most literacy coursework is designed from a Western perspective whose historical, political and social foundational structures hold English literacy and Western funds …

Leveraging The Dynamics Of The Mixed Level Classroom: A Materials Collection, Emily Hampston

MA TESOL Collection

A number of studies have noted the rise in student demographic diversity and the heightened significance of the mixed-level classroom; however, a consensus on the appropriate methods and materials to address these developments remains to be reached. Educators are anticipated to address the needs of students with a variety of abilities, backgrounds, and interests in a singular class. Less proficient students face overstimulation whilst more proficient students face understimulation. How can the challenges of the mixed-level classroom be recast into strengths? The mixed-level classroom environment calls for student investment, real language, and familiar processes. Methods such as peer tutoring, cooperative …

Supporting Informational Text Comprehension: One Educator’S Scaffolding During Instruction In Kindergarten, Nicole M. Martin

Reading Horizons: A Journal of Literacy and Language Arts

Educators’ support when using informational text in kindergarten is foundational to children’s comprehension and future learning. Prior research has not offered clear insight into their help when children experience difficulties during informational text comprehension instruction. The current study examined one kindergarten educator’s support. Mrs. Swanson’s teaching was observed two to three times per week for 15 weeks, and lesson artifacts were collected. Discourse analytic coding procedures, constant comparison, and thematic analysis revealed that the educator consistently provided verbal scaffolding but inconsistently supported the individual children who were experiencing comprehension difficulty. An expanded focus on educators’ scaffolding at children’s points of …

The Status Of Phonics Instruction: Learning From The Teachers, Sherry Sanden, Deborah A. Macphee, Luminita Hartle, Stephen Poggendorf, Caleb Zuiderveen

Reading Horizons: A Journal of Literacy and Language Arts

Increasingly alarmed by instructional mandates more founded on journalistic rhetoric and popular opinion than on research findings or practitioner expertise, researchers gathered survey data from teachers to better understand the status of K–2 phonics instruction. Data demonstrate that the overwhelming majority of these K–2 teachers teach phonics, rely on a published curriculum, and teach phonics in systematic and explicit ways. These findings contradict media assertions that reading classrooms are largely devoid of phonics instruction and that teachers fail to include phonics as an important element of their reading instruction. Implications include calls for researchers to explore what teachers can share …

“Pockets Of Hope”: Changing Representations Of Diversity In Newbery Medal–Winning Titles, Kathleen A. Paciga, Melanie D. Koss

Reading Horizons: A Journal of Literacy and Language Arts

Newbery Medal–winning books provide cultural models for children’s developing cultural understandings of themselves and others. This article presents results of a critical content analysis that used sociocultural and historical lenses to examine representations of race/ethnicity, gender, and ability of main characters across the Newbery-winning corpus and how these representations have changed over the history of the award, 1922–2019. Findings present a lack of consistent diverse representation across all fields, with increased diverse representation in the most recent decades. The discussion contextualizes findings against historical events. Understanding the representations of diversity in these texts and the historical contexts within which such …

Editorial Review Board

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.

Responding To Literature Through Student–Author Interviews: Eighth-Grade Students Challenge Chris Crowe’S Mississippi Trial, 1955, Danielle L. Defauw, Chris Crowe, Christine Burnett

Reading Horizons: A Journal of Literacy and Language Arts

This study explores virtual, student–author interviews eighth-grade students led with Chris Crowe in response to his young adult novel Mississippi Trial, 1955. The opportunity to interview the author motivated students to read the novel. Through their text-world development, students connected with the fictional and nonfictional characters, Hiram Hillburn and Emmett Till, respectively. Through their critical reader-responses, students sought truth about Emmett Till’s case as they questioned Crowe about the choices he made as an author and researcher, which supported students’ understanding of character development and historical significance of Emmett Till’s case. Crowe’s answers to the students’ critical questions were …

An Evaluation Of Educator Preparedness In Content Area And Disciplinary Literacies In The High School Classroom, Lauren E. Bernat

Dissertations

A secondary education debate that currently exists between the content area and disciplinary literacy is how content area and disciplinary literacy strategies and educator preparedness to teach those components to fit together to further student achievement. The purpose of my study was to evaluate if educators are prepared to teach content area and disciplinary literacy in high school content area classrooms. The context of this evaluation was to seek information from teachers and administrators about how literacy is integrated within high school classrooms in various communities across the United States. My study demonstrated both quantitative and qualitative data that reflect …

Fomentar La Equidad En El Aprendizaje De Verano Para Los Estudiantes De Un Distrito Escolar Rural De Título I: El Libre Acceso A Los Recursos Educativos, Kathrina M. O'Connell

The Interactive Journal of Global Leadership and Learning

Esta investigación estudia la pérdida del aprendizaje de verano y el efecto de los recursos de verano en el desarrollo de la alfabetización de los estudiantes. El presente estudio explicativo secuencial de métodos mixtos fue diseñado utilizando la teoría del grifo para proporcionar recursos equitativos y apoyo educativo a los estudiantes de quinto al octavo grado en un distrito escolar rural, socioeconómicamente desfavorecido. En un esfuerzo por reducir la pérdida de aprendizaje durante las vacaciones de verano, se coordinaron el transporte, desayunos, almuerzos, libros y un programa de enriquecimiento enfocado en la alfabetización para todos los participantes. El enfoque pragmático …

Call For Manuscripts

Virginia English Journal

No abstract provided.

A Sequence Of Poems On Writing, Teaching, Words And Thought, Louis Gallo

Virginia English Journal

no abstract,it's poetry

Breaking Down Barriers: Practicing Silent Discussions In The Classroom, Kristina E. Bell

Virginia English Journal

While full-class oral discussions may be beneficial for some students, there may also be others in classrooms who may feel uncomfortable with participating in discussions such as these for a myriad of reasons. These reasons often extend beyond the negative assumption of students not caring about classroom content. In my own classroom, one discussion practice that I have had the opportunity to utilize with success is that of a “silent discussion,” a discussion that is both independent and silent, while allowing for written interaction amongst peers. Breaking down barriers for students and allowing for greater opportunities for active engagement through …

Eating The Earth: The Poetic ‘Coming Out’ Journey Of One Middle School Teacher, Clint D. Whitten

Virginia English Journal

No abstract provided.

The Dissipating Energy: When Teaching Priorities Are Repositioned, Lauren May

Virginia English Journal

The issue of teacher attrition has strengthened over the course of the decade, especially with the influence of a global pandemic (Zamarro et al., 2021). Ingersoll et al. (2018) found that 44% of teachers leave the field of education within the first five years of their careers. More recently, Zamarro et al. (2021) described a 6% increase in teachers expressing the desire to leave their teaching careers within the next five years. A wide range of demands have contributed to teacher attrition across the years, and it can be problematic when teaching philosophies are pushed aside as teachers attempt to …

Review Of Teaching In Rural Places: Thriving In Rural Classrooms, Schools, And Communities, Rachelle Kuehl

Virginia English Journal

This is a book review of Teaching in Rural Places: Thriving in Classrooms, Schools, and Communities, a first-of-its-kind textbook geared for preservice teachers interested in teaching successfully in rural schools.

Who’S ‘Ere?: Identifying And Addressing Rural Erasure In Ela Classrooms, Chea L. Parton

Virginia English Journal

This article briefly discusses research on the role of rural out-migrant ELA teachers' place-connected identities on rural erasure through text selection and instructional practice. Based on the research findings, it provides resources such as an equity audit for course syllabi and classroom libraries as well as tools for finding and selecting rural young adult literature to combat rural erasure and support teachers' inclusion of critical rural perspectives in their teaching.

Editorial

Virginia English Journal

No abstract provided.

Is Your School An A.S.S.E.T.?: Focusing On School Mental Health And Equitable Instruction, Emily Meeks Focused Minds Education Group, Taneesha Thomas

National Youth Advocacy & Resilience Conference

This workshop provides Educators classroom resources that can be used within existing curriculum frameworks to enhance the mental health literacy of both students and teachers.

The session suggests strategies to implement strategic, systemic and sustainable changes which promote academic growth, resiliency and wellness.

A Virtual Community Literacy Partnership Between Middle School Students And Future Educators, Anne Katz Ph.D., Gabrielle Brundidge

National Youth Advocacy & Resilience Conference

A place-based literacy project was implemented virtually on a weekly basis with Hubert Middle School literacy leaders. Middle school students completed a project alongside pre-service educators at Georgia Southern University. All students read short stories from “Look Both Ways: A Tale Told in Ten Blocks” by Jason Reynolds, participated in virtual literature circle discussions, and wrote short stories inspired by the mentor text. Virtual writing conferences allowed students to share their stories and conference with each other.

First-Year-Composition Writing Conferences As A Pathway For Becoming Graduate Teaching Assistants, Meng-Hsien (Neal) Liu

Teaching/Writing: The Journal of Writing Teacher Education

Notwithstanding a veritable avalanche of scholarship in the past decades of the writing conference (WC), these studies tend to concentrate exclusively on the WC engagement done by secondary-school writing instructors or by senior faculty members and/or specialized instructors at the tertiary level. Little has been done on how first-year-composition graduate teaching assistants (FYC GTAs) establish their unique identity roles as GTAs. This current research study, through a qualitative case-study design, aims to further the understanding of two FYC GTAs’ identity formation at a large Midwestern university in the U.S. through the interconnectedness between WCs and institutional spaces. Methods included researcher …

“I Kind Of Pushed Back”: Efficiency And Urgency In A No-Excuses Writing Curriculum, Katie Nagrotsky

Teaching/Writing: The Journal of Writing Teacher Education

Drawing on the concept of structuring contexts (Berchini, 2016) this article explores a white teacher’s understanding of teaching writing in a no-excuses charter management organization network. Through a deductive analysis, the author traces how the teacher’s beliefs about language were shaped by the CMO’s emphasis on efficiency, influencing how he acted on and adapted centralized curriculum and assessment practices. Documenting the ways that whiteness works within the writing curriculum and assessment practices despite stated broader organizational commitments to culturally relevant teaching, the author shows how the curriculum appropriated texts written by People of Color while the assessment practices prioritized correctness …

Conflict, Politics, And Self-Censorship: Psts And Their Struggles With Writing As Civic-Engagement, Mike P. Cook, Gail Harper Yeilding

Teaching/Writing: The Journal of Writing Teacher Education

This collective case study of five secondary English language arts (ELA) pre-service teachers (PSTs) examined the ways they used writing as avenues for civic engagement. Two questions guided this inquiry: 1) In what ways does a composition course focused on writing as civic engagement impact PSTs’ views of civically-engaged writing? 2) In what ways does a composition course focused on writing as civic engagement impact PSTs as writers of civically-engaged texts? Findings suggest the PSTs experienced a variety of conflict as writers and future teachers of writing. These conflicts often connected to the PSTs’ struggles to view teachers and teaching …

Diseño De Una Prueba De Clasificación De Español No Estandarizada, David Sánchez-Jiménez

Publications and Research

Resumen

El presente estudio propone una nueva prueba de clasificación en línea específicamente creada para los estudiantes de español de New York City College of Technology (NYCCT), una institución caracterizada por la elevada diversidad de su comunidad educativa. En 2017 el Departamento de Humanidades decidió crear su propia prueba de clasificación de lenguas. En el caso del idioma español, esta se creó y se pilotó en 2018 con una muestra de 144 alumnos distribuidos en 3 niveles: inicial, intermedio y avanzado alto. Los resultados de esta práctica mostraron datos relevantes que permitieron identificar factores inesperados en el análisis, como la …

Amplifying Rural Voices: Defining, Reading, And Writing Rural Stories, Chea L. Parton

The Montana English Journal

This pedagogical piece introduces teachers to Literacy In Place - a resource that supports the readingand teaching of rural young adult literature. It also outlines an example unit to highlight how secondary ELA teachers could use Literacy in Place to support students' reading of Nora Shalaway Carpenter's (2020) Rural Voices anthology.

Thinking With Images And Words: Multimodal Possibilities For Reader Response Journals, Stephanie F. Reid, Lela Horst Baumann, Bobbi Rodriguez, Megan Sorg-Pignataro

The Montana English Journal

In this article, the authors discuss crafting multimodal responses to weekly readings in the university setting. The authors offer a brief description of reader response journals before using social semiotic perspectives on multimodality to justify expanding the reader response journal to include modes beyond written language. Three of the teacher candidates enrolled in the course share one of their multimodal responses and provide insight into their process of creating the response. They share the materials and tools used. The authors conclude this article by considering how educators might assess multimodal responses.

To What Extent Are At-Risk Preschoolers Effectively Prepared For Kindergarten?, Eliza Santos Lopez

Dissertations

The purpose of this study was to determine to what extent Kinder Hearts School’s at-risk preschoolers are effectively prepared with readiness skills for kindergarten academic success. Based on schoolwide assessments, program mandates, and policy changes, an evaluation of this specific program in a Midwest school could determine whether the instructional model used was indeed effective. This study consisted of analyzing data from three student categories: children who attended private preschool programming, children who attended the school’s at-risk program, and children who had no schooling. The data collected was used to determine professional development needed, grant funding allocation, and program delivery …

Writing Instruction For Multilingual Learners, Leticia Kiwan

Dissertations

Purpose: The purpose of the study was to explore and describe the benefit of three key elements of instructional writing strategies: structured writing, visual learning, and collaborative tasks to assist Title 1 middle school site administrators and teachers in assessing the impact of the instructional writing strategies for multilingual learners to achieve reclassification to Fluent English Proficient.

Methodology: The qualitative case study included a thorough analysis of one-on-one interviews with seven teachers and seven administrators with more than three years of experience in a middle school from the Sacramento area.

Findings: Examination of the data indicated the following findings: (1) …