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Articles 121 - 150 of 832
Full-Text Articles in Educational Methods
Digital Stories Of Resilience: A Case Study Of Urban Community College English Learners, Patricia George Hunter
Digital Stories Of Resilience: A Case Study Of Urban Community College English Learners, Patricia George Hunter
Journal of English Learner Education
This study utilizes a qualitative case study approach to learn how project-based, digital storytelling (DST) voices the resilience of post-secondary English language learners (ELLs) attending a minority-serving, open-access, community college in New York City. Along with many studies that have examined the usefulness of DST in oral production, this research investigates whether project-based digital storytelling enhances students’ understanding of academic content related to resilience and conventional composition. Narrative inquiry (NI) research technique is the basis of the digital story project in an English as a Second Language (ESL) course. In this case, the study relies on observations and artifacts to …
Now I See: Video Supports For English Language Learners, Joanna C. Zimmerle, Hanrui He, Tara Hill
Now I See: Video Supports For English Language Learners, Joanna C. Zimmerle, Hanrui He, Tara Hill
Journal of English Learner Education
General education teachers are often unprepared by teacher preparation programs and limited professional development opportunities to support English Language Learners (ELLs), despite the increasing number of ELLs entering US schools and the trend towards placing them in mainstream classrooms. Video resources offer one viable approach to supporting the language learning of ELLs, drawing upon theoretical frameworks such as dual-coding, constructivist theory, and sociocultural perspectives. This paper describes the use of video resources to assist general education teachers in effectively leveraging videos to support the language learning of ELLs in mainstream classrooms.
Literacy Instruction For English Language Learners In Indiana Elementary Schools Before And During The Covid-19 Pandemic, Haiyan Li, Wayne E. Wright, Trish Morita-Mullaney
Literacy Instruction For English Language Learners In Indiana Elementary Schools Before And During The Covid-19 Pandemic, Haiyan Li, Wayne E. Wright, Trish Morita-Mullaney
Journal of English Learner Education
This mixed-methods study investigates the impact of COVID-19 on elementary school literacy instruction for multilingual learners officially classified as English Language Learners (ELLs) across 35 teachers in four Indiana school districts. Classroom lesson videos and observation rubrics for 19 teachers were collected from the beginning of 2020-2021 school year (during the pandemic) and compared with those collected pre-pandemic from 16 teachers at the beginning of school years of 2018-2019 (n=7) and 2019-2020 (n=9). Findings demonstrate schools made efforts during the pandemic to offer quality literacy instruction within socially distanced classrooms, online synchronous instruction, and hybrid learning environments. However, teachers spent …
Connecting Through Screens: A Case Study On Student Engagement In Online Esol Classes In The Post Pandemic Era, Meral Kacar
Connecting Through Screens: A Case Study On Student Engagement In Online Esol Classes In The Post Pandemic Era, Meral Kacar
Master's Theses
The sudden shift to emergency online education during the global pandemic affected various academic fields, including English language teaching. While many schools faced challenges, some successfully implemented online educational programs. Despite the large impact of the global pandemic on education, there is limited research that examines the effectiveness of online ESOL programs with a focus on the key factors that contribute to student engagement. This thesis explores the factors contributing to effective online ESOL instruction, focusing on fostering engagement and improving teaching practices in the post-pandemic era. The study for this thesis employs an instrumental case study methodology, focusing on …
Language Tutors And Building Connections With Peer Students, Malia Balas
Language Tutors And Building Connections With Peer Students, Malia Balas
Capstone Projects and Master's Theses
To fulfill general education requirements, many college students must study a language other than English for academic and professional development. However, at California State University–Monterey Bay, language tutors stated that students often feel overwhelmed and struggle to stay motivated while studying their target language. Based on Vygotsky's Sociocultural Theory, a workshop was conducted to explore common challenges students face and how tutors can address these issues. Findings show the importance of recognizing and managing emotional states and establishing SMART goals during tutoring sessions. An individualized approach based on the Zone of Proximal Development proved essential for fostering peer-student motivation and …
A Qualitative Study Of Iranian Efl Teachers’ Perceptions Of A Digital Diversified Education, Seyed Mohammad Reza Marvasti Zadeh, Azizollah Dabaghi Varnosfadrani Advarnosfadrani, Mohammad Amiryousefi
A Qualitative Study Of Iranian Efl Teachers’ Perceptions Of A Digital Diversified Education, Seyed Mohammad Reza Marvasti Zadeh, Azizollah Dabaghi Varnosfadrani Advarnosfadrani, Mohammad Amiryousefi
The Qualitative Report
Because Iran is a country of learners of diverse languages, socio-economic classes, genders, and ages, digital diversified education seems appropriate to address needs in English language education. However, there is a notable gap in research on teachers’ perceptions about this type of education. To fill this gap, this study aimed to investigate the perspectives of Iranian teachers of English as a foreign language (EFL) regarding a diverse digital education. Data were collected via an open-ended survey with 30 EFL teachers, both male and female, who were selected through convenience sampling. Analysis revealed several key themes, including the utilization of diverse …
Picturing The Teaching Of The Holocaust: A Narrative Case Study Of Four English Language Arts Teachers Who Teach The Holocaust, Shelley L. Esman
Picturing The Teaching Of The Holocaust: A Narrative Case Study Of Four English Language Arts Teachers Who Teach The Holocaust, Shelley L. Esman
Dissertations
This qualitative narrative case study was designed to examine the pedagogical choices of four English Language Arts teachers who teach the Holocaust. This study shares the “picture” of the four English language arts teachers from Michigan, Indiana, and Florida. Data collected through interviews and curricular documents were analyzed in connection to each of the teacher’s identities and rationales for teaching the Holocaust. This study highlights each teacher’s process of becoming a Holocaust teacher and describes how each teaches the content of the Holocaust in grades fifth to tenth. It uncovers the common dispositions of these four teachers. It shares the …
Leveraging Ai Tools In University Writing Instruction: Enhancing Student Success While Upholding Academic Integrity, Daisuke Akiba, Rebecca Garte
Leveraging Ai Tools In University Writing Instruction: Enhancing Student Success While Upholding Academic Integrity, Daisuke Akiba, Rebecca Garte
Publications and Research
The emergence of AI-powered Large Language Models (LLMs), such as ChatGPT and Google Gemini, presents both opportunities and challenges for higher education, particularly regarding academic integrity in writing instruction. This exploratory study examines a novel pedagogical approach that integrates LLMs as required feedback tools in a university-level psychology writing assignment. The exclusive online approach emphasizes improvement through revision, requiring students to obtain AI-generated feedback on ungraded initial drafts based on an instructor-provided rubric, with final assessment focused on the quality of subsequent revisions. Analysis of survey data from 39 undergraduate students, incorporating both quantitative measures and qualitative responses, revealed several …
Oral Language In A Literacy-Based Intervention, Rachel Chappell
Oral Language In A Literacy-Based Intervention, Rachel Chappell
Dissertations
The problem of practice I studied in this investigation was how to effectively and intentionally merge oral language support with a comprehensive literacy-based intervention (Reading Recovery®) for a student population exhibiting oral language concerns. This mixed-methods study focused on dual and monolingual students with limited language development, which resulted from various root causes. Through my investigation, I sought to evaluate the impact of additional language-related strategies within the literacy-based intervention with the primary purpose of learning advancement and student reading proficiency improvement. I found that explicit instruction in language-related errors and complex book language in comprehensive literacy-related interventions demonstrates a …
Examining Primary Teachers' Concerns, Self-Efficacy, Attitudes, Intentions, And Challenges Of Implementing Inclusive Pedagogy In English Literacy Classrooms For Bilingual Dyslexic Students In The Uae, Robin Ogdol, Jose Roan Adorna, Romee Capate, Aisha Alteneiji
Examining Primary Teachers' Concerns, Self-Efficacy, Attitudes, Intentions, And Challenges Of Implementing Inclusive Pedagogy In English Literacy Classrooms For Bilingual Dyslexic Students In The Uae, Robin Ogdol, Jose Roan Adorna, Romee Capate, Aisha Alteneiji
All Works
The United Arab Emirates has embraced inclusive education across all academic levels since 2006. However, the degree of teacher acceptance of inclusive practice varies. This mixed-methods case study investigated 48 primary school teachers’ concerns, self-efficacy, attitudes, and intentions regarding inclusive pedagogy in English literacy for bilingual dyslexic students aged 5-11. It also identified challenges faced by teachers in mainstream classes. Using correlation analysis, results showed negative associations between teachers’ concerns and efficacy, attitudes, and intentions for inclusive practices. On the other hand, positive associations were found between teacher efficacy, attitude, and intentions for inclusive practices. Challenges included reconciling the bilingual …
Using Practitioner Research To Improve An Instructor’S Practice In An Accelerated Developmental Reading And Writing Course, Pamela Herrington-Moriarty
Using Practitioner Research To Improve An Instructor’S Practice In An Accelerated Developmental Reading And Writing Course, Pamela Herrington-Moriarty
Language, Literacy, and Sociocultural Studies ETDs
This dissertation study utilized practitioner research to analyze a developmental reading and writing course focused on an accelerated curriculum, problem-based learning, and a sociocultural perspective on academic literacy, which I taught at a community college. The study collected information-rich data from three students who participated in semi-structured interviews. This study applied the Framework for Success in Postsecondary Writing to analyze the course curriculum and resulted in recommended changes to three assignments based on the Framework for Success in Postsecondary Writing: (1) The Educational Autobiography, (2) the Summary Assignment, and (3) Letter Assignment, and four themes based on the student …
Direct And Indirect Written Corrective Feedback: Lecturers’ Perspectives, Mohammed Luqman Shahab, Karwan Mustafa Saeed Dr.
Direct And Indirect Written Corrective Feedback: Lecturers’ Perspectives, Mohammed Luqman Shahab, Karwan Mustafa Saeed Dr.
The Qualitative Report
This study focuses on addressing the influence that written corrective feedback (WCF) has on English as a Foreign Language (EFL) learners. Therefore, this research endeavored to give more clarity on the challenges ahead of EFL lecturers in providing WCF and explored the types of WCF (direct/indirect), as well as the lecturers’ opinions on the effectiveness of each type. For this reason, a qualitative inquiry was used to analyze EFL lecturers’ experiences with providing direct/indirect WCF. To this end, 7 Kurdish EFL lecturers from a public university in Kurdistan Region in Iraq (KRI) voluntarily participated in a semi-structured interview session to …
The Poetic Experience As Supported By A Teacher/Poet’S Heartfelt Empathy, Joseph S. Pizzo
The Poetic Experience As Supported By A Teacher/Poet’S Heartfelt Empathy, Joseph S. Pizzo
New Jersey English Journal
This poem focuses on the productivity that is possible when a supportive teacher/poet establishes a supportive classroom environment within which their students can write and explore in a classroom where the positive outweighs the negative, thereby encouraging creativity.
Joyful Learning: Station Rotation Activities In A High School English Class, Annie Yon
Joyful Learning: Station Rotation Activities In A High School English Class, Annie Yon
New Jersey English Journal
Alfie Kohn, an American author and lecturer in the areas of education and human behavior, asserts in his essay “Feel-Bad Education” that “joy has been in short supply in some classrooms because students tend to be regarded not as subjects but as objects, not as learners but as workers.” He explains that students are forced to sit through prefabricated lessons in a sterile classroom, whose purpose is not to promote thinking, much less the joy of discovery, but to raise test scores. In other words, richer thinking cannot come from monotonous multiple choice exams or never-ending worksheets but from “an …
Teaching Writing: Fostering Joy In Writing Through “Commentarying”, Ellin Kim
Teaching Writing: Fostering Joy In Writing Through “Commentarying”, Ellin Kim
New Jersey English Journal
For over 15 years, the author taught at an after-school English Language Arts center. Initially emphasizing perfection, enthusiasm waned. A graduate course changed the author's views on writing, stressing personal reflections. Implementing this, students' perceptions shifted, using "commentarying" to foster understanding and engagement in discussions on topics such as racism.
Finding Joy Through Vulnerability In The English Classroom, Darlene Calderon, Kayla Sullivan, Emily R. Smith
Finding Joy Through Vulnerability In The English Classroom, Darlene Calderon, Kayla Sullivan, Emily R. Smith
New Jersey English Journal
Moments of joy in the English classroom feel tragically few and far between, often snuck in during pauses in the "real" curricula. This practitioner-oriented piece shares vignettes from our classrooms that illustrate ways in which we--as English teachers--have nurtured moments of joy in of our lessons by centering our and our students' vulnerability.
“It’S Not My Immediate Instinct”: Perceptions Of Preservice Teachers On The Integration Of Popular Culture, Melinda S. Butler, Eva S. Arbor, Nadine Bravo
“It’S Not My Immediate Instinct”: Perceptions Of Preservice Teachers On The Integration Of Popular Culture, Melinda S. Butler, Eva S. Arbor, Nadine Bravo
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy
Popular culture curricula integration provides educational benefits for students (Morrell, 2002; Petrone, 2013); bridging students’ out-of-school popular culture knowledge with their in-school literacies promotes learning, engages students, and values students’ background knowledge (Dyson, 1993, 2021; Marsh, 2006; Morrell, 2002; Petrone, 2013). Therefore, teacher educators may consider the addition of popular culture education into preservice teacher’s preparation for teaching (Petrone, 2013). In this qualitative study, researchers were interested in asking the following questions: What popular culture texts did preservice teachers consume as children and adults? and How does preservice teachers’ previous popular culture text consumption factor into decisions to include or …
A Framework For Using Popular Music Videos To Teach Media Literacy, Jordan M. Mcclain
A Framework For Using Popular Music Videos To Teach Media Literacy, Jordan M. Mcclain
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy
This article discusses the use of popular music videos as a tool for teaching media literacy. First, the article addresses the importance of music videos as popular culture, what other music video research has examined, and what features make music videos a good fit for in-class work investigating media and popular culture. Then the article details a single-class activity for introducing and teaching media literacy through the use of music videos. To achieve this objective, the article also proposes a set of original music video-specific discussion questions. Finally, a particular music video is considered to illustrate possible results of this …
Designing Student-Created Podcast Projects: Tips For Busy Instructors, Jessica Zbeida
Designing Student-Created Podcast Projects: Tips For Busy Instructors, Jessica Zbeida
TxDLA Journal of Digital Learning
Student-created podcasts have become popular assignments across higher education, yet many instructors need support to design projects that truly engage learners. This paper provides tips for developing student-created podcasts, both as formative and summative assessments.
Understanding The “L” In Cslp Within The Literacy Conundrum, Julia Lynch, Andrea Perrone
Understanding The “L” In Cslp Within The Literacy Conundrum, Julia Lynch, Andrea Perrone
Michigan Reading Journal
Rooted in culturally relevant pedagogy, culturally sustaining literacy practices (CSLP) focus on equity in education (Gay, 2000; Ladson-Billings, 1995; Paris, 2012). Our view of CSLP emphasizes integrating the arts into literacy instruction to leverage students' cultural assets, stimulating their cognitive processes and recognizing literacy's interdisciplinary role in learning. As we align literacy practices with state standards, high-stakes testing, and research-based methods, it's crucial for educators and society to embrace them. Traditionally, literacy instruction has prioritized written language, creating hierarchical structures that lead to learning gaps and inequitable opportunities. An arts-based CSLP framework addresses these issues by ensuring literacy includes diverse …
Teacher Candidates Develop And Apply Pedagogical Content Knowledge To Support Multilingual Learners, Kyongson Park, Danielle L. Defauw
Teacher Candidates Develop And Apply Pedagogical Content Knowledge To Support Multilingual Learners, Kyongson Park, Danielle L. Defauw
Michigan Reading Journal
To ensure English Learners (ELs) / Multilingual Learners (MLs) have access to well-prepared educators, one regional university integrates a seven-credit block of courses to ensure teacher candidates learn and apply English as a Second Language methods within clinical experiences. Teacher candidates must create a technology-integrated Sheltered Instruction Observation Protocol (SIOP) lesson plan by utilizing the following key strategies designed to support EL/MLs’ literacy development for academic purposes: adding both content and language objectives, building background knowledge through connecting students’ cultural experiences, and developing comprehensible input in different proficiency levels.
Teaching Literacy: The Intersection Of Social Studies And Language Arts Through Integration- Lesson Plan Exemplar, Pamela Mccabe, Jennifer Shiers, Christopher D. Moore, Jeremy Nix
Teaching Literacy: The Intersection Of Social Studies And Language Arts Through Integration- Lesson Plan Exemplar, Pamela Mccabe, Jennifer Shiers, Christopher D. Moore, Jeremy Nix
Teaching Social Studies in the Peach State
This lesson plan exemplar, based on third grade GSE ELA and social studies standards, demonstrates how teachers can best integrate social studies and ELA content to maximize instructional time and increase litearcy and social studies background knowledge.
Teaching Literacy: The Intersection Of Social Studies And Language Arts Through Integration, Christopher D. Moore, Jennifer Shiers, Pamela Mccabe, Jeremy Nix
Teaching Literacy: The Intersection Of Social Studies And Language Arts Through Integration, Christopher D. Moore, Jennifer Shiers, Pamela Mccabe, Jeremy Nix
Teaching Social Studies in the Peach State
Social studies education has always been an important component of K-5 education; however, as dedicated, content-specific instructional time has steadily decreased over the past two decades to give more time to mathematics and specifically English Language Arts, literacy scores have also decreased. Partnering ELA and social studies in the K-5 space allows for students to build their background knowledge in social studies, while increasing their literacy by using instructional resources connected to social studies during the ELA block, and then teaching social studies thinking skills during devoted social studies class time.
The Effect Of Small Class Size From Kindergarten Through Third Grade On Eighth-Grade Gender Reading Achievement, Christopher Harry
The Effect Of Small Class Size From Kindergarten Through Third Grade On Eighth-Grade Gender Reading Achievement, Christopher Harry
Seton Hall University Dissertations and Theses (ETDs)
This study examined the effect of small class size intervention on student outcomes using reading achievement scores as measured by the Comprehensive Test of Basic Skills (CTBS), a standardized, norm-referenced test, while controlling for independent variables inclusive of students' gender, race, socioeconomic status (SES), and environment. This study included students who participated in a randomized, long-term study, the Tennessee Student Teacher Achievement Ratio (STAR) experiment from 1985 through 1989. The STAR study took place in the Tennessee public school system, encompassing two groups of students: those who received treatment, small class intervention, 657 students, and students who did not, 5,689. …
Increasing The Level Of English Language Learners Mathematical Word Problem Skills Using Language Interventions, Hannah M. Frederick
Increasing The Level Of English Language Learners Mathematical Word Problem Skills Using Language Interventions, Hannah M. Frederick
Masters Projects
This project highlights the possible solutions to the ever-increasing achievement gap between English Language Learners and native-English speaking students in United States’ schools. Standardized assessments are composed of mathematical word problems so instead of students being tested on their math abilities, they are also being tested on their reading comprehension. This adds an additional difficulty for English Language Learners who are in the process of learning English. This project outlines a plan to increase ELLs word problem skills through the explicit teaching of vocabulary and reading comprehension. These interventions will allow ELLs to improve their English abilities in a mathematical …
When Writers Lead The Lesson: Students As Teachers In Elementary Composing Spaces, Lindsey Rowe, Julie Johnson
When Writers Lead The Lesson: Students As Teachers In Elementary Composing Spaces, Lindsey Rowe, Julie Johnson
Publications
The purpose of this article is to describe how teachers implemented student-led minilessons in writing instruction. We use observations from two elementary classrooms to provide examples of student-led instruction focused on digital and translingual composing. Through these examples, we outline three steps teachers can take to support student-led composing instruction: (1) look for innovative student composing practices, (2) yield the floor to students, and (3) lend support as needed. We conclude by discussing how student-led composing instruction positions children as experts and models in the classroom.
Sociocultural Environment And Agency In Identity Construction Of English Language Teachers, Bharat Prasad Neupane , Phd
Sociocultural Environment And Agency In Identity Construction Of English Language Teachers, Bharat Prasad Neupane , Phd
The Qualitative Report
Identity is an emerging field in educational research focusing on how teacher education programs, training, reflective practices, and short-term interventions impact the identity negotiation of teachers (Gautam, 2018). However, this study reports how different levels of sociocultural environments influence teachers and what initiatives they take for professional development and identity construction. Drawing on Wenger’s (1998) notion of communities of practice and Norton’s (2013) investing, this study sought to uncover the interchange of the development of learning communities and teachers by investigating the life history of four secondary-level English language teachers derived through informal conversations and in-depth interviews. Teachers’ life stories …
Effects Of Flipped Explicit Reading Instruction On College Efl Trainees’ Reading Comprehension Proficiency, Getu Dagne Yalew, Abiy Yigzaw Filate
Effects Of Flipped Explicit Reading Instruction On College Efl Trainees’ Reading Comprehension Proficiency, Getu Dagne Yalew, Abiy Yigzaw Filate
Journal of Educational Technology Development and Exchange (JETDE)
The flipped classroom, a contemporary model, and explicit reading instruction, a widely recognized conventional approach, both offer unique benefits and have their own place in education. This study aimed to investigate the effects of Flipped Explicit Reading Comprehension Instruction (FERCI) on college EFL trainees’ Reading Comprehension Proficiency (RCP) and its impact on course achievement test scores. Conducted at Injibara College of Teachers Education in Ethiopia, the study involved 53 participants from October 7 to February 6, 2023, utilizing a quasi-experimental pre-test-post-test non-equivalent group design. The participants were assigned into experimental (N=28) and control (N=25) groups. The experimental group received the …
“Without Boundaries, Something Great Might Just Be Created”: Examining Preservice Teachers’ Radical Imagination Through Becoming Writers And Teachers Of Writing, Erica Holyoke, Susan Tily
“Without Boundaries, Something Great Might Just Be Created”: Examining Preservice Teachers’ Radical Imagination Through Becoming Writers And Teachers Of Writing, Erica Holyoke, Susan Tily
Teaching/Writing: The Journal of Writing Teacher Education
This study investigates how preservice teachers (PTs) created and enacted innovative views of writing instruction through course experiences in a field-based writing methods course as writers and teachers working with early elementary authors. Theoretically, we drew on radical imagination (Sailors, 2018) to interpret PT’s narratives and experiences in the course. We used constant comparative data analysis across sources, which included field notes, observations, and course artifacts. The findings explore interrelationships between being a writer, establishing a writing identity, and teaching and envisioning writing instruction through liberating perspectives through writing for social change. The implications of this work argue for integrated, …
Empowering English-Language Learners Through Acting, Translanguaging, And Collaborative Devising, Natasha L. Yannacanedo
Empowering English-Language Learners Through Acting, Translanguaging, And Collaborative Devising, Natasha L. Yannacanedo
Journal of English Learner Education
The author explores the transformative potential of using acting, translanguaging, and collaborative devising as tools for linguistic and personal development among English Language Learners (ELLs). Through a reflective narrative of teaching Acting I to ELL students, the paper delves into the challenges and successes encountered in integrating acting, translanguaging, and devising into the curriculum. Emphasizing the symbiotic relationship between acting and language learning, the author discusses how expressive language development, vocabulary acquisition, and enhanced pronunciation skills were cultivated. Additionally, the paper considers the role of translanguaging in creating a supportive and inclusive learning environment, where students' linguistic diversity is celebrated …