Elementary Education Commons^™

Laila: A Doll Memoir Of 1947 Partition Of India And Pakistan, Maleeha Malik, Maleeha Fatima Malik

Children's Literature (MFA) Theses

This abstract examines a creative and critical work centered on the 1947 Partition of India, which displaced approximately fourteen million people and caused one million deaths. The narrative introduces Laila, an anthropomorphized doll who functions as both witness and archive, embodying the memories and traumas of multiple child survivors. Through Laila’s journey across India, Pakistan, and the diaspora, the text explores themes of identity, belonging, loss, and intergenerational memory.

Blending personal family history with historical analysis, the author situates Laila within lived experiences of migration, silence, and religious marginalization, particularly as part of the Ahmadi Muslim community. The narrative foregrounds …

New Hampshire Tcap, Riley Lane

Honors Theses and Capstones

No abstract provided.

Seeking The Goodness In Culturally Responsive Practices Of New Jersey Suburban Public Elementary Teachers, Kimya S. Jackson

Theses, Dissertations and Culminating Projects

In the United States, suburban elementary schools continue to diversify, while teaching staff remain predominantly White, creating urgency for culturally responsive practices (CRP) in non-urban settings (Stanford, 2023). In this study, I examined CRP’s goodness enacted by four teachers in New Jersey suburban elementary schools, a context shaped by state mandates for diversity and inclusion (New Jersey Department of Education (NJDOE), 2022). The question guiding my research was: In what ways do New Jersey suburban elementary (kindergarten through fifth grade) schoolteachers engage in culturally responsive practices? Using Lawrence-Lightfoot and Hoffman Davis’s (1997) portraiture methodology, I developed portraits of four suburban …

Developing A Socioculturally-Informed Esl Curriculum For First-Grade Students In Public Schools, Russul R. Abtan

Doctor of Education

Most English as a Second Language (ESL) programs in US elementary schools do not accommodate developmental, linguistic, and cultural needs of young learners, which leads to insufficient language uptake and future academic-related issues. This study examines how an English as a Second Language (ESL) language arts curriculum for first grade can be developed within the framework of the sociocultural theory and developmentally appropriate practices. Research indicates a difference between existing ESL curricula the linguistic, cognitive and emotional needs of young learners. This project integrates key components of Krashen’s Input Hypothesis and Cummins’ BICS/CALP model by drawing on Vygotsky’s sociocultural theory …

A Descriptive Study Of Culturally Responsive Practices In Positive Behavioral Interventions And Supports (Pbis) In West Virginia Elementary Schools, Janna Rae Coleman

Theses, Dissertations and Capstones

This descriptive mixed-methods study examined elementary teachers’ implementation and perceived effectiveness of culturally responsive practices within existing Positive Behavioral Interventions and Supports (PBIS) systems in a West Virginia school district. Guided by Leverson et al.’s (2021) Culturally Responsive PBIS (CRPBIS) framework, the study explored five components of culturally responsive practice: identity, voice, supportive environment, situational appropriateness, and data for equity. Both quantitative and qualitative data were collected from 86 elementary teachers using the researcher-developed Culturally Responsive Practices in Existing PBIS Survey. Findings indicated that teachers reported frequent implementation and perceived effectiveness across all five components, with the supportive environment receiving …

Examining The Association Between Educational Spending In Well-Resourced School Districts And The Academic Performance Of Hispanic Students In Low Socioeconomic Communities, Alicia Cieszykowski

Dissertations of Practice

ABSTRACT

EXAMINING THE ASSOCIATION BETWEEN EDUCATIONAL SPENDING IN WELL-RESOURCED SCHOOL DISTRICTS AND THE ACADEMIC PERFORMANCE OF HISPANIC STUDENTS IN LOW SOCIOECONOMIC COMMUNITIES

Alicia Cieszykowski

Department of Leadership, Educational Psychology and Foundations

Northern Illinois University, 2026

Benjamin Creed, Director

This study examined the relationship between school district expenditure patterns and academic performance for Hispanic students in adequately funded Illinois school districts. Using a quantitative correlational design, the study explored whether overall spending levels and the allocation of financial resources were associated with Hispanic student achievement and Hispanic–White academic disparities in English Language Arts (ELA) and mathematics. The sample included Illinois Tier …

Leveraging Funds Of Knowledge And Funds Of Identity: Exploring Equitable Strategies For Diverse Classroom Settings, Evana Nusrat Dooty

Graduate Theses, Dissertations, and Problem Reports (ETD)

This study explores how elementary teachers in the U.S. perceive and incorporate students’ Funds of Knowledge (FoK) and Funds of Identity (FoI) to promote equity in diverse classroom settings. A review of literature highlights the significance of culturally responsive pedagogy, FoK & FoI frameworks, and equity-oriented teaching practices. Semi-structured interviews were conducted to collect participants’ perspectives on leveraging students’ home and community knowledge in instructional planning and classroom interactions. Lesson plans were collected from all participants to get idea about how they could utilize  FoK and FoI approach in their classroom instruction. The findings highlight the need for teacher preparation …

General Education Teachers' Perspectives And Practices For Supporting English Language Learners In Memphis Charter Schools, Ijiah Hargrove

Dissertations

The growing enrollment of English Language Learners (ELLs) in U.S. schools, particularly within urban charter settings, presents unique challenges for general education teachers who are often underprepared to meet both linguistic and academic needs. The purpose of this study was to explore the instructional strategies, perspectives of their ability of self-efficacy, and institutional factors that shape how K–8 charter school teachers in Memphis support ELLs. This work is significant because teachers’ beliefs, preparation, and available resources directly impact ELL achievement and equity in education.

A qualitative single-case study design was employed, with twelve general education teachers recruited through purposeful sampling. …

The Educational Experiences Of Low Socioeconomic, Hispanic, Emergent Bilingual, Elementary Students: A Sequential Mixed Methods Study From Texas, Kiley Schumacher

Electronic Theses and Dissertations

The number of Hispanic students in Texas public schools has significantly increased over the past 20 years, yet their level of academic success continues to lag. Hispanic, emergent bilingual, low-socioeconomic, early elementary students face educational challenges related to barriers surrounding language and culture differences, limited resources, unmet needs, feelings of isolation, and an underprepared educational support system. This sequential mixed methods study reported on the perceptions of parents, teachers, and campus leaders in two Texas elementary schools regarding these students’ educational experiences. Guided by existence, relatedness, and growth theory, bioecological systems theory, and culturally responsive leadership theory, the study collected …

Perception Of School Climate And Its Impact On The Language Acquisition Of El Students, John A. Starr Iii

LSU New Orleans Theses and Dissertations

Educators are grappling with the best way to support the influx of English Learners enrolling in schools. As the numbers of EL students continues to rise, school administrators are seeking the best approaches to address the needs of this subset of students. Additionally, research has shown the impact that school bonding has on the academic performance of native language students. Specifically, research has shown that students with a positive emotional connection to the teachers, peers, and the institution outperform those with less attachment to the school. The purpose of this study is to see if school climate and school bonding …

Building English Language Awareness In Pre-Service Content Teachers Across Thailand Through An Ai-Assisted Clil Approach, Thana Kruawong

Journal of Educational Research and Innovation

No abstract provided.

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

The Future Of Equity, Diversity, And Inclusion (Edi) In Education Keep, Reform, Or Dismantle?, Ardavan Eizadirad, Gerald Walton

Education Faculty Publications

Equity, Diversity, and Inclusion, also known as EDI, is one of several acronyms that refer to policies and practices of organizations, such as K to 12 school boards and post-secondary institutions, to promote inclusive and equitable environments. While EDI has become a ubiquitous discourse in educational administration, its impact extends into classroom pedagogies, hiring practices, curriculum development, and institutional culture. In this article, we critically examine the extent to which EDI committees and initiatives fulfil their promise of fostering inclusive environments to support equity-denied groups. We address the following research questions: (1) How have EDI frameworks evolved in education? (2) …

Breathing In Two Languages: Inclusive Sel For Multilingual Learners, Mylia Briggs, Monica Gonzalez Smith

Journal of English Learner Education

As multilingual learners (MLs) represent the fastest-growing student demographic in U.S. public schools, educators face increasing pressure to support these students’ academic and socio-emotional needs. Traditional social-emotional learning (SEL) frameworks often align with Eurocentric norms and overlook the cultural and linguistic assets of MLs. This action research self-study investigates a third-grade teacher’s implementation of culturally responsive, equity-oriented SEL (CRSEL) practices in an urban public school in Hawai‘i. Through adapted SEL lessons centered on gratitude, students engaged in activities that integrated home languages, cultural traditions, and identity-affirming practices. Findings reveal three key themes: self-awareness as validating and emancipatory, social awareness as …

Dual Or Full Immersion - What Do Wida Access Scores Reveal Might Work Best For Primary Grade Ell Students?, Charla D. Chailland, Lori Gumbert-Harris

Journal of English Learner Education

The purpose of this quantitative study was to examine the academic performance of primary-grade English Language Learner (ELL) students attending Dual Immersion programs compared to their ELL peers in Full Immersion programs. This Indiana study employed a quasi-experimental design for non-equivalent control groups and analyzed three years of WIDA ACCESS assessment scores in reading, writing, and Overall English Proficiency. Archived test results from ELL students who attended one of 12 qualifying Dual Immersion programs were compared to the scores of ELL students who attended one of 12 comparable Full Immersion programs. Results were analyzed by grade level (K-3) and demographic …

Effectiveness Of Pre-Service Teachers’ Service Learning With English Language Learners Via Zoom, Donita Grissom, Padideh Fattahi Marnani, Sophie Cuocci, Irina Mclaughlin

Journal of English Learner Education

This study investigates service-learning experiences for university students in a teacher certification program, explored through the lens of sociocultural theory. Data was collected from pre-service teachers (PST) involved in service learning conducted virtually using Zoom with Vietnamese pre-service teachers. Data was in the form of surveys, which included short reflections and yes/no responses. Findings show that the service-learning program allowed PST to have the opportunity to apply the strategies learned in their coursework with ELs and increased their sense of preparation as a result. Pre-service teachers reported the service-learning communities of practice to be beneficial for their ELs. Implications highlight …

Transdisciplinarity Through A Functional Approach In The Content Areas: Commonalities For School Teachers, Karen L. Terrell, Luciana C. De Oliveira, Jia Gui

Journal of English Learner Education

In 2020, the WIDA Consortium released a revised English language development standards framework that integrates a functional approach to language development, grounded in systemic functional linguistics, across core subjects: English Language Arts, Mathematics, Science, and Social Studies. Central to this framework are four Key Language Uses—Narrate, Inform, Explain, and Argue. While this holistic approach is promising, it poses challenges for elementary and middle-grade teachers and ESOL specialists, who often teach multiple subjects. To ensure all teachers can implement this approach effectively, the integration of functional language must be simplified for generalist instructors. This article explores how identifying linguistic commonalities across …

Exploring Language Through Systemic Functional Linguistics: Importance Of Communicating And Developing Academic Language For Multilingual Learners, Yana Shifrina-Piljovin

Journal of English Learner Education

Systemic Functional Linguistics (SFL) is a comprehensive theory of language that offers a unique perspective on how we use language to communicate and create meaning. SFL provides educators with a powerful theoretical framework for understanding how language functions in various contexts and how this knowledge can be applied to enhance classroom instruction. Developed by linguist Michael Halliday in the 1960s, SFL has become an influential framework for understanding linguistic metafunctions, from everyday conversations to academic discourse. The "systemic" aspect of SFL refers to the idea that language is a network of systems, each offering a set of choices for expressing …

The Benefit Of Qualified English Language Teachers In Non-English-Speaking Countries, Tina M. Allen-Abulhassan

Journal of English Learner Education

Abstract

This study explores the impact of qualified English language teachers on English Language Learners (ELLs) in their home countries, assessing how English language instruction can enhance their preparedness for higher education in Western universities. The need for effective English language education is underscored by the scarcity of qualified ESL instructors, which leaves L2 learning ill-equipped for academic success. Utilizing Vygotsky’s social development theory, particularly the Zone of Proximal Development, this research examines the role of social interactions with qualified native speakers in fostering language proficiency and academic achievement. The literature review highlights significant barriers ELLs face, including inadequate teaching …

Hmongcentric Niche Charter Schools: The Role Of Social Capital On Students’ Perceived Academic Competence, Zha Blong Xiong, Ting Xu, Kyle Nickodem, Malina Her

Journal of Southeast Asian American Education and Advancement

Using Coleman’s (1988) social capital theory, this study investigated the connection between family and school social capital and the perceived academic competence of students enrolled in Hmongcentric niche charter schools. The study analyzed 124 participants consisting of third, fourth, and fifth-grade students residing in Minnesota, with 93% identifying as Hmong. Results of structural equation modeling showed that school social capital, as measured by school attachment and school connection, is significantly linked to students’ perceived academic competence. Further analyses suggested that school attachment, especially in charter schools that focus on culture and language, plays a more crucial role in shaping students’ …

Belonging: Stories From Multilingual Learners In The Linguistic Minority, Riley Stouffer

Electronic Theses and Dissertations

This qualitative case study examines how multilingual learners in the linguistic minority (MLLMs) experience connection and belonging in a Rocky Mountain middle school. Although multilingual learners (MLs) have received increased attention, MLLMs, whose home languages are not widely spoken in the school context, remain overlooked. Grounded in Krashen’s (1982) Affective Filter Hypothesis and Wills and Shinar’s (2000) Supportive Functions of Belonging, this study explores how MLLMs navigate school, what fosters or hinders belonging, and how these experiences shape engagement.

Data from semistructured interviews, classroom observations, and field notes with eight MLLM students in grades 6–8 revealed that belonging was fostered …

Enhancing Educational Outcomes For English Learners: The Role Of Culturally Responsive Teaching And Professional Development In Texas, Elisa Garcia, Kristi L. Santi

Journal of English Learner Education

The increasing population of English learners (ELs) in Texas public schools requires a focused approach to their education. This article explores the challenges faced by ELs, including the risk of misplacement in educational programs and the need for culturally and linguistically responsive teaching practices. Drawing on recent research, the article highlights the importance of professional development (PD) tailored to the unique needs of ELs. Effective PD programs should prioritize cultural and linguistic awareness, collaborative learning opportunities, and strategies for differentiated instruction. The article also discusses the significance of engaging parents and the community in supporting ELs. By implementing these recommendations, …

Everything Is Bigger In Texas: English Learners And The Difficulty Within Assessment, Identification, And Program Development, Gloria A. Avila, Kristi L. Santi

Journal of English Learner Education

This report explores the critical components of effective program placement for English learners, emphasizing the need for accurate assessment and identification processes to ensure appropriate placement. It highlights the rapid growth of the EL population, particularly in the state of Texas, and underscores the importance of developing tailored educational programs that meet the unique needs of English learners. By examining current practices and identifying key areas for improvement, this paper aims to enhance the academic and linguistic outcomes for English learners, ultimately fostering an inclusive and supportive educational environment.

The Science Of Reading, Writing, And Dual And English Language Learners, Vickie Johnston, Nika Verna

Journal of English Learner Education

This paper presents an evidence-based approach to meeting the needs of dual language and English Language Learners (ELL) that includes leveraging the skills and knowledge of the home language, oral language instruction, and the utilization of both effective writing instruction and multicultural children’s literature. This evidence-based approach includes insights gleaned from the science of reading (SOR) and research on writing development with ELLs and instruction needed to help their written communication skills. Practical classroom applications for using multicultural children’s literature include integrating the Universal Design for Learning (UDL) framework to ensure the literature chosen is necessary for some and beneficial …

Transforming K-12 Classrooms: Ten Essential Strategies For Cultural Responsiveness, Sandra Johnson, Stephanie Johnson, Regina Reber

Journal of English Learner Education

Across the United States, in K-12 classrooms, diverse student populations continue to increase, challenging educators to meet student cultural, linguistic, and academic needs. The study examined the best practices related to culturally responsive teaching (CRT) strategies to better meet all students' needs. A qualitative approach was used to collect data from licensed K-12 educators in New Mexico and Colorado. The findings revealed three essential themes: culturally responsive pedagogy, the positive impact of CRT, and the creation of physical spaces to support inclusivity. The findings revealed the significance of building strong relational capacity, encouraging collaboration, supporting multilingualism, and creating effective physical …

Why The “Whole Language Approach” To Reading Fails Ell Students & Instructional Strategies To Employ Instead, Caitlyn E. Petrus

Journal of English Learner Education

The research presented in this article demonstrates a qualitative view of the science of reading for phonemic awareness instruction, phonics instruction, vocabulary development, and reading comprehension strategies for English Language Learners (ELLs) in PK-12 schools. The research builds upon esteemed writers Dr. Sharon Vaughn and Dr. Sylvia Linan-Thompson’s work in their book Research-Based Methods of Reading Instruction for Learners, Grades K-4 and other reading experts such as Dr. Wiley Blevins and Dr. Lisa Moats to apply to the growing population for ELLs in PK-12 schools and how to shift from a “whole language classroom” to a classroom built on the …

Interactive Read-Alouds Of Translingual Texts As A Catalyst For Literacy Engagement Among Emergent Bilingual Elementary Students: A Case Study, Anna Handy

Electronic Theses and Dissertations

While the population of emergent bilingual students continues to increase in U.S. schools, the teaching force remains predominantly White and monolingual, with many educators underprepared in how to support emergent bilingual students’ literacy development or sustain their diverse linguistic practices. This is reflected in longstanding gaps in performance between monolingual and multilingual students on standardized assessments of reading. The purpose of this qualitative case study was to explore one possible approach to increase emergent bilingual students’ engagement during and response to literacy instruction: interactive read-alouds of children’s books that incorporate translanguaging. This study sought to describe and interpret how emergent …

Uncovering Best Practices For Professional Learning: A Focus On Dialogic Discourse, Belinda Jaquez

Dissertations

The education system rests in a paradox with an ever-changing world and classrooms frozen in time. Though technological advancements, societal changes, and policy reforms are continuously reshaping the world, classrooms have remained anchored in traditional teaching and learning practices. This study examined the relationship between professional learning programs and the quality of classroom instruction with a focus on implementing more collaborative and dialogic approaches to both student and professional learning. This research involved a multifaceted program evaluation of the learning environment centered on the learning experiences of both students and teachers. A utilization-focused evaluation approach was implemented to ensure the …

Challenging Dominant Mindset Ideologies: Transforming Teaching And Learning That Impact Latinx Students, Francisco Lopez

Dissertations

Teacher identity poses a central connection to social justice education as researchers call for studies to pay attention to the cultural identities of those teaching in our schools when practices like color blindness are a common practice amongst teachers that keeps racial and social power intact. Despite the overwhelming presence of White teachers nationwide, we must pay attention to the specific needs of Teachers of Color in our classrooms. The assumption is often made that teachers of Color already have the knowledge on how to enact culturally responsive pedagogy. This study investigates the relationship between Critical Race Theory (CRT) and …

Implementing A Schematic Word Problem Process In A Fourth-Grade Classroom, Anna R. Vidlak

Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract Word problems represent a culmination of mathematical skills which often pose significant challenges for students who struggle with logical reasoning. The purpose of my study was to determine if implementing a word problem process in my math whole group would increase students’ ability to solve multistep math word problems. The word problem process implemented in this study was a schematic process called FOPS. In this process, students learned to identify three word problem types and their respective schematic diagrams in order to organize and solve word problems. This action research took place in a 4th-grade classroom. Students underwent a …