Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- Central Washington University (150)
- University of Central Florida (63)
- University of Northern Iowa (55)
- Grand Valley State University (47)
- The University of Southern Mississippi (47)
-
- Eastern Illinois University (28)
- Rowan University (28)
- Western Michigan University (25)
- Old Dominion University (24)
- University of South Alabama (23)
- Bank Street College of Education (18)
- City University of New York (CUNY) (17)
- Kennesaw State University (16)
- Minnesota State University Moorhead (16)
- South Dakota State University (16)
- Gardner-Webb University (15)
- SUNY Buffalo State University (15)
- University of Nebraska - Lincoln (13)
- Australian Council for Educational Research (ACER) (12)
- Marquette University (12)
- National Louis University (12)
- University of Arkansas, Fayetteville (12)
- Nova Southeastern University (10)
- Abilene Christian University (9)
- Northwestern College, Iowa (9)
- Georgia Southern University (8)
- University of Montana (8)
- Utah State University (7)
- California State University, Monterey Bay (6)
- Concordia University St. Paul (6)
- Keyword
-
- Reading (114)
- Literacy (105)
- Elementary education (57)
- Elementary School (52)
- Reading comprehension (42)
-
- Writing (42)
- Curriculum Development (39)
- Curriculum development (32)
- Education (32)
- Elementary school (32)
- Language Learning (29)
- Elementary Education (25)
- Language learning (22)
- Reading Comprehension (21)
- Equity (20)
- Science of reading (20)
- Elementary (18)
- Language (17)
- Reading instruction (17)
- ESL (16)
- English Language Learners (16)
- Kindergarten (16)
- Multilingual learners (16)
- Phonics (16)
- Teacher education (16)
- Professional development (15)
- Children's literature (13)
- Diversity (13)
- Motivation (13)
- Children’s literature (12)
- Publication Year
- Publication
-
- All Graduate Projects (124)
- Journal of English Learner Education (58)
- Fay B. Kaigler Children's Book Festival Programs (45)
- Graduate Research Papers (44)
- Michigan Reading Journal (34)
-
- Theses and Dissertations (34)
- Dissertations (26)
- Masters Theses (26)
- ECTESOL Review (20)
- Empowering Research for Educators (16)
- All Master's Theses (15)
- Electronic Theses and Dissertations (15)
- Georgia Journal of Literacy (13)
- Reading Horizons: A Journal of Literacy and Language Arts (13)
- The Language and Literacy Spectrum (13)
- Bachelors’ Theses (12)
- Teaching/Writing: The Journal of Writing Teacher Education (11)
- Occasional Paper Series (10)
- Dissertations and Theses @ UNI (9)
- Dissertations, Theses, and Projects (9)
- Graduate Student Research Papers (9)
- Master's Theses & Capstone Projects (9)
- Masters Projects (9)
- Dissertations, Theses, and Capstone Projects (8)
- Education Dissertations and Projects (8)
- Masters of Education in Teaching and Learning (8)
- Faculty Publications (7)
- Graduate Student Independent Studies (7)
- Teaching & Learning Theses & Dissertations (7)
- Theses and Dissertations in Urban Services - Urban Education (7)
- Publication Type
Articles 541 - 570 of 954
Full-Text Articles in Elementary Education
Linguistic Interactions Of Spanish Speaking Mexican American Families, Adelfio J. Garcia
Linguistic Interactions Of Spanish Speaking Mexican American Families, Adelfio J. Garcia
Dissertations
This study explored the bilingual linguistic interactions in Mexican families and their impact on children’s language and literacy development. This qualitative study gathered data using different methods, namely, interviews, direct observations, participant observation, and physical artifacts to examine parents’ perceptions of their own educational path in comparison to their children’s educational path in an American school system, together with their daily linguistic interactions in various social contexts, and the features, themes and roles of linguistic interactions participants. Study results assisted in gaining deeper understanding of daily conversations happening in different social contexts and their impact on the language and literacy …
Using A Shared Vocabulary To Teach Key Qualities Of Good Writing In A Fourth Grade Classroom, Kristi Schoppe
Using A Shared Vocabulary To Teach Key Qualities Of Good Writing In A Fourth Grade Classroom, Kristi Schoppe
Theses and Dissertations
The purpose of this research is to investigate what happens when teachers replace traditional grammar instruction methods with small group guided instruction focused on a set of vocabulary terms used in writing. The vocabulary terms represent the key qualities of writing; the terms for teachers and students is word choice, ideas, conventions, organization, voice, sentence fluency, role, audience, format, and topic. This study aims to learn more about this topic by investigating how using a shared vocabulary during writing instruction in a fourth grade classroom will engage students longer to improve their writing through the writing process.
Markers Of An “Inclusive” Reading Classroom: Peers Facilitating Inclusion At The Margins Of A Fourth Grade Reading Workshop, Mary R. Coakley-Fields
Markers Of An “Inclusive” Reading Classroom: Peers Facilitating Inclusion At The Margins Of A Fourth Grade Reading Workshop, Mary R. Coakley-Fields
Reading Horizons: A Journal of Literacy and Language Arts
What are indicators, or markers, of ‘inclusive’ reading classrooms? As elementary school teachers across the United States are increasingly required to teach reading to diverse, heterogenous groups of students within the same classroom space, practitioners and researchers seek to identify what constitutes 'inclusion' in reading instruction. This study explores how two fourth grade friends – one labeled ‘struggling’ and one labeled ‘average’ by normative reading assessments – transgress classroom expectations around quiet, leveled reading behaviors while also facilitating each other’s inclusion in the classroom reading community. Combining ethnographic methods and D/discourse analysis, this study explores the dominant cultural Discourses that …
Utilizing Series Books As A Vehicle To Cultivate Motivation And Reading Development In Literature Circles, Heather E. Guerci
Utilizing Series Books As A Vehicle To Cultivate Motivation And Reading Development In Literature Circles, Heather E. Guerci
Theses and Dissertations
The purpose of this study is to document the changes in student achievement, motivation, and engagement. The specific aim is to see what happens when series books are discussed in literature circles. Engagement during literature circles, growth in reading level, and behaviors exhibited during the literature circle discussions are analyzed. The focus group of students demonstrated changes in their reading preferences and level of motivation to read texts. Implications for utilizing series books in literature circles are discussed.
A Program For Teacher Induction, Patricia Lager 7701725, Katherine Bertolini
A Program For Teacher Induction, Patricia Lager 7701725, Katherine Bertolini
Empowering Research for Educators
Even though many novice teachers are prepared academically to deal with subject matter, many of them enter the teaching field unprepared for many of the other aspects of teaching such as dealing with grading programs, insurance claims, inventory and various other matters that differ from school-to-school. Often these new teachers feel isolated and unsupported and possibly do not realize what they do not know or the proper questions to ask. This results in nearly 29% of them leaving the field within their first three years and around 39% leaving within their first five years. This project proposes creating a teacher …
The Purpose Of Education: What Should An American 21st Century Education Value?, Krista Shilvock
The Purpose Of Education: What Should An American 21st Century Education Value?, Krista Shilvock
Empowering Research for Educators
A survey taken by 511 respondents dealt with such issues as past and current educational practice preparation, educational purposes in America, core class subjects, and soft skill teachings. Its results revealed a public opinion believing the primary goal of education as teaching students to adapt to any situation they find themselves in. Other results include a lack of preparation in current practices for life beyond education, although workforce preparation is adequate. Also, soft skills ought to see a curriculum of their own and taught explicitly to students in education instead of implicitly enforced, hoping parents alone taught these skills previously. …
Development Of One’S Teaching Philosophy: The Three “R’S” Of Relationships, Relevancy, And Rigor, Mary Bowne
Development Of One’S Teaching Philosophy: The Three “R’S” Of Relationships, Relevancy, And Rigor, Mary Bowne
Empowering Research for Educators
A common practice for educators is to develop a teaching philosophy which helps them become reflective practitioners on various teaching and learning strategies. This narrative will address how one faculty member identified common themes within her online and face-to-face classes that held students accountable, yet eager to come to class and learn the important content and develop the unique traits mentioned. Through the use of various data methods and current literature and research available, the author identified three common themes within her teaching and classroom environment. Those themes are identified as the 3 “R’s”: Relationships, Relevancy, and Rigor.
An Exploratory Research On Aesthetic Reading Of A Multicultural Novel In A Book Club Setting Amongst Fifth Grade Students, Kasey Leigh Stevens
An Exploratory Research On Aesthetic Reading Of A Multicultural Novel In A Book Club Setting Amongst Fifth Grade Students, Kasey Leigh Stevens
Theses and Dissertations
The purpose of this study was to see if the use of a multicultural novel in a book club setting would produce aesthetic reading. The specific aim was to see if this would happen to fifth graders in an after school program club. Conversation recordings, pre and post surveys about aesthetic reading, reader's notebooks, and the teacher's journal have been analyzed. The focus group demonstrated growth in making aesthetic responses. The implications for using the components in a classroom are discussed.
Fourth Grade Students' Use Of Active Reading Strategies During Independent Daily Reading Time, Stephanie Bradfield
Fourth Grade Students' Use Of Active Reading Strategies During Independent Daily Reading Time, Stephanie Bradfield
Theses and Dissertations
The purpose of this study is to determine how fourth grade students implement active reading strategies during independent reading time. Data was recorded over a one-month period and tracked through student response journals, individual reading conferences, and teacher anecdotal notes. Throughout the study, student responses developed to include discussion of strategy use and metacognition. Student stamina and comprehension was supported through the practice. The structure of the independent practice helped students' to build their skills of strategy implementation and metacognition to monitor their independent reading.
A Qualitative Study On The Effects Of Second Grade Students Forming Partnerships With Their Teacher And Peers To Set Reading Goals, Sandra L. Shevlin
A Qualitative Study On The Effects Of Second Grade Students Forming Partnerships With Their Teacher And Peers To Set Reading Goals, Sandra L. Shevlin
Theses and Dissertations
The purpose of this research study is for second grade students to form a partnership with their teacher and peers to set reading goals. One goal of the study is to examine how forming partnerships with peers and the teacher helps students better understand themselves as readers. Another goal is to investigate how the created partnerships motivate students to set reading goals independently. A variety of data was collected and analyzed, including notes, observations, student conversations, and charts reported in a teacher research journal, along with the pre and post assessment data, such as the Reading Attitude Survey, student written …
Reading, Thinking, Developing Responses: An Investigation Of Independent Reading In A First Grade Classroom, Heather Pence
Reading, Thinking, Developing Responses: An Investigation Of Independent Reading In A First Grade Classroom, Heather Pence
Theses and Dissertations
What happens when first grade students engage in independent reading in which they are reading, thinking, and developing responses about texts at their independent reading level? The purpose of this study is to investigate what type of work and learning first grade students engage in during independent reading time. The focus will be on the type of thinking the students are engaging in and what strategies the students are utilizing while reading independently. This qualitative teacher research study consists of 12 first-grade students in the first-grade classroom during independent reading time of Reader's workshop. The data collected revealed students utilizing …
Background Knowledge Conversations About Informational Text, Vanessa Gottesfeld
Background Knowledge Conversations About Informational Text, Vanessa Gottesfeld
Theses and Dissertations
The purpose of this study was to discover what happened when students are given opportunities to discuss their background knowledge before reading an informational text and to discuss how their background knowledge changed and grew after reading the text. The specific aim of this project was to find out how students interacted with each other during these structured and scaffolded conversations. Transcripts of student conversations, student artifacts, observations of conversations, and a teacher research journal were analyzed. The group of students studied demonstrated the ability to learn from each other, expand on each other's comments, and address misconceptions. The implications …
Collaborative Action Research To Implement Social-Emotional Learning In A Rural Elementary School: Helping Students Become "Little Kids With Big Words", Donna M. San Antonio Dr.
Collaborative Action Research To Implement Social-Emotional Learning In A Rural Elementary School: Helping Students Become "Little Kids With Big Words", Donna M. San Antonio Dr.
Faculty Scholarship
Research has shown that social and emotional learning (SEL) can benefit students in affective, interpersonal, communicative, and academic realms. However, teachers integrating SEL face a variety of logistical, pedagogical, and skill development challenges, including how to effectively facilitate classroom conversations on social justice and personal loss. This article draws from classroom observations, teacher conversations, interactive journals, and field notes to describe a seven-month-long university-school partnership to carry out an action research project in a high-poverty rural elementary school in the US. Teachers grappled with how to address race, immigration, and gender discrimination in a predominantly White community. Classroom vignettes, and …
The Use Of Response To Intervention With English Learners, Anna Burnley
The Use Of Response To Intervention With English Learners, Anna Burnley
ECTESOL Review
RTIs assist teachers in adjusting instruction to support ELs in acquiring English and content-area knowledge and learning behaviors. The use of RTIs with ELs can supplement support for ELs as an integrated concept of the sheltered instruction (SI) commonly provided for this student population.
Connecting North And South: Engaging Latin American English Learners, Kenyan Intercultural Communications And American Undergraduate Students Through Reciprocal Service Learning, Laureen Fregeau, Ukaiko A. Bitrus-Ojiambo, Suhana Chikatla, William Cornejo
Connecting North And South: Engaging Latin American English Learners, Kenyan Intercultural Communications And American Undergraduate Students Through Reciprocal Service Learning, Laureen Fregeau, Ukaiko A. Bitrus-Ojiambo, Suhana Chikatla, William Cornejo
ECTESOL Review
Reciprocal Service Learning through videoconferencing is an efficient tool for connecting native English speakers of various world Englishes and ELs in other nations for the benefit of all. The authors of this study recognize the reciprocal nature of teaching and learning and the social justice of equalizing power structures through the inclusion of participants and researchers from both North and South as members of a project and research team. Through participant observation and document review the authors examine the experiences of educators and learners in the phenomenon of reciprocal service learning through videoconferencing focused on cultural competence and English language …
From The Editor, Laureen Fregeau
Employing Word Study With Spanish-Speaking Els, Timothy Rodriquez
Employing Word Study With Spanish-Speaking Els, Timothy Rodriquez
ECTESOL Review
Phonics Instruction has had a controversial history. How to teach phonics to Spanish-speaking ELs is also controversial. Understanding the differences between Spanish and English and how phonics instruction occurs in each language would be insightful. Also, knowing how the nature of the two languages affects instruction would be beneficial. Furthermore, exploiting similarities between English and Spanish and examining differences will bolster instruction. This paper will discuss the reasons for word study and how it may be utilized to teach spelling and decoding to Spanish-speaking ELLs.
Context-Focused Grammar Teaching: A Comparison Between English Present Perfect And Past Tenses And Affects On Korean English Learning, Seungheui (Ellie) Lee
Context-Focused Grammar Teaching: A Comparison Between English Present Perfect And Past Tenses And Affects On Korean English Learning, Seungheui (Ellie) Lee
ECTESOL Review
Despite massive amounts of time Korean English Learners (KLL) study English grammar, they continue to have problems becoming proficient in verb tenses, especially the present perfect. This study examines this problem through a linguistic comparative analysis of Korean and English present perfect and past tenses. Two possible reasons for KLL difficulty with verb tenses could be mode of instruction and L1 interference.
Not “One China,” Not “One Culture”: Multicultural Exploration Of Differences And Similarities Between Mainland China And Taiwan, Philip J. Ward, Michelle Loo
Not “One China,” Not “One Culture”: Multicultural Exploration Of Differences And Similarities Between Mainland China And Taiwan, Philip J. Ward, Michelle Loo
ECTESOL Review
This study focuses on the outwardly similar cultures of Taiwan and mainland China and the subtle differences within them. The study was conducted as part of the requirements of doctoral program in Instructional Design and Development at a public university in the southeastern United States. Using a qualitative case study approach, the study demonstrates that there are cultural similarities between mainland China and Taiwan, however instructors should also be aware of the differences when developing relationships with students and developing course content. A mini-workshop was developed for the study to help teach instructors about the two cultures. However, the mini-workshop …
Teaching Global Literature To “Disturb The Waters”: A Case Study, Kelly K. Wissman
Teaching Global Literature To “Disturb The Waters”: A Case Study, Kelly K. Wissman
Literacy Teaching & Learning Faculty Scholarship
Within this qualitative case study, I describe how a fifth-grade teacher in an affluent and culturally homogenous school attempted to “disturb the waters” through teaching global literature. Framed by transactional theories of response and critical language awareness, I identify three central pedagogical moves that supported disruptions of students’ assumptions and beliefs: (1) inviting students to share their aesthetic transactions, (2) privileging multiple perspectives and genres, and (3) calling attention to language choices as a central line of inquiry. I argue that both transactional and critical approaches to literacy and language are necessary in order to move students beyond disinterested and …
Critical Coaching: Approaching Literacy Coaching Through A Critical Lens, Melissa Wells
Critical Coaching: Approaching Literacy Coaching Through A Critical Lens, Melissa Wells
Education Faculty Articles
Based in critical theory, this qualitative case study explored how a new genre of literacy coaching, called critical coaching, developed and what outcomes it produced. The researcher (a literacy coach) built a critical coaching partnership with an early childhood teacher, and two findings emerged: (1) self-reflection occurred through defining educators’ identities as cultural beings, as well as by naming and challenging assumptions; and (2) taking action occurred through critical networks, advocacy in public spaces, and planning culturally relevant pedagogy. Implications include seven essential conditions for building critical coaching partnerships.
An Exploration Of Representations Of Race And Ethnicity In Three Transitional Series For Young Children, Sonia M. Balkaran
An Exploration Of Representations Of Race And Ethnicity In Three Transitional Series For Young Children, Sonia M. Balkaran
Honors Undergraduate Theses
This thesis seeks to explore the related research literature surrounding representations and portrayals of protagonists of various multicultural backgrounds in series or transitional books. As teachers, it is essential to acknowledge the lack of multicultural characters in children's literature among elementary classroom bookshelves and learn how to incorporate literature featuring strong main characters of varying races and ethnicities so that children can see role models who mirror their own contexts. Prior studies, such as Gangi (2008) and Green and Hopenwasser (2017) have examined the deficiency of multicultural literature in the classroom, particularly among transitional stories, which shows the importance of …
Small Group Reading Instruction For English Language Learners In Grades 3-5, Emily Peters
Small Group Reading Instruction For English Language Learners In Grades 3-5, Emily Peters
All Graduate Projects
This project highlights best practices for small reading group instruction for third through fifth grade English language learners in the general education classroom. By completing a literature review, a journal article was developed to report the pros and cons of heterogeneous and homogeneous groupings for reading instruction. Data from the National Assessment for Educational Progress (NAEP) and the OSPI Report Card were used to discuss a need to raise student reading proficiency scores.
Elementary Students' Analysis Of Diverse History-Based Sources, Tara Richeson
Elementary Students' Analysis Of Diverse History-Based Sources, Tara Richeson
Masters Theses
This study analyzed students' use of diverse sources for a history-based writing assignment on Abraham Lincoln. Participants includes 41 students in a fifth grade self-contained classroom in rural Illinois. The study was conducted during students' 30-minute writing period, every day for six weeks. During this time period, students close-read trade books and primary sources to collect research on Lincoln. Students also gathered additional information during their field trip to the Abraham Lincoln Presidential Library and Museum. Students synthesized their information from the various sources and organized the notes to write an informational, history-based writing piece on Lincoln. Students were required …
Representation Of The Titanic In Children's Literature, Charity Rose Huwe
Representation Of The Titanic In Children's Literature, Charity Rose Huwe
Masters Theses
State and national education initiatives are the driving force behind increased exploration of diverse texts, namely informational texts. Trade books offer opportunity for interdisciplinary units to develop through the rise of informational text use in both English/language arts and history/social studies. Primary source documents serve as a liaison to filing gaps in the information left out from textbooks and trade books. A more thorough understanding of historical figures and events are a result of such analysis. The initiatives do not dictate specific curricular material; teachers use their discretion when choosing available trade books, primary documents, and other curricular resources. In …
Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge And Actual Knowledge: The Challenge Of Assessing What You May Know Less About, Karyn Carson, Anne Bayetto
Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge And Actual Knowledge: The Challenge Of Assessing What You May Know Less About, Karyn Carson, Anne Bayetto
Australian Journal of Teacher Education
This study investigates the relationship between early childhood (EC) and early years’ primary school (EYPS) teachers’ phonological awareness (PA) assessment practices, self-reported PA knowledge and actual PA knowledge. Method: A survey design was employed whereby 102 registered Australian EC and EYPS teachers responded to questions regarding PA assessment practices, self-reported PA knowledge and actual PA knowledge. Results: The results showed: a) more than 80% of teachers use PA assessments, with EYPS teachers conducting frequent assessments and EC teachers conducting rare-to-occasional assessments; b) over-estimation of self-reported PA knowledge; c) low levels of actual PA knowledge; and d) high usage of observations …
The Effects Of Book Club Participation On Reading Comprehension In Children With Disabilities, Elizabeth Ann Kosmicki
The Effects Of Book Club Participation On Reading Comprehension In Children With Disabilities, Elizabeth Ann Kosmicki
Dissertations and Theses @ UNI
Reading comprehension is a skill that effects future employment and income. However it is an ability that children with various disabilities struggle with. Researchers suggest that instruction in the use of reading comprehension strategies may improve understanding of texts. Furthermore, book clubs might serve as a vehicle to deliver this instruction in a natural setting. The purpose of this study was to examine the effects of book clubs on the reading comprehension strategy use of children with disabilities. Two third grade children, one male with ADHD and one female with Down syndrome, participated in a book club. As part of …
Can Addressing Language Skills For Fifth Grade Ells In A Multiplication Curriculum Help Address The Achievement Gap In Math? A Multiplication Workbook For Big Kids, Michelle Douglas
Master's Projects and Capstones
Currently, the state of California has 1,332,405 students from grades k-12 who speak a language other than English at home (Caledfacts, 2016). When I started my first year teaching fifth grade with 95% of my students being English language learners (ELLs), I was surprised to see an achievement gap of two to three years in my student’s reading and math skills. I found that my student’s developmental language and math skills contributed to a lack of engagement during math time. Upon further research, I found that these three factors play a role in the wide achievement gaps between ELLs and …
The Influence Of Participation In The Leveled Literacy Intervention Program On The Sustained Literacy Achievement For Students In Grades One Through Threev, Veronica Anne Glover
The Influence Of Participation In The Leveled Literacy Intervention Program On The Sustained Literacy Achievement For Students In Grades One Through Threev, Veronica Anne Glover
Seton Hall University Dissertations and Theses (ETDs)
This study evaluated the efficacy of Fountas & Pinnell’s Leveled Literacy Intervention (LLI) program and its effect on struggling readers in the first grade, as well as the sustaining effects of the intervention over a two-year period. The students in the study attended an elementary school in a Central New Jersey public school district and received the LLI supplemental pull out reading program five days a week for 30 to 45 minutes per session as prescribed. The study hypothesized that the LLI program would have a significant effect on the reading progress of struggling first-grade students in the districts’ first …
Pirls 2016: Reporting Australia's Results, Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton
Pirls 2016: Reporting Australia's Results, Sue Thomson, Kylie Hillman, Marina Schmid, Sima Rodrigues, Jessica Fullarton
Progress in International Reading Literacy Study (PIRLS)
The Progress in International Reading Literacy Study (PIRLS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). PIRLS 2016 represents the fourth such study since PIRLS was first conducted in 2001. Australia has participated in the two most recent cycles – PIRLS 2011 and 2016. In Australia, PIRLS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of PIRLS is to provide the best policy-relevant information about how to improve teaching and …