Indigenous Education Commons^™

The Reflective Approach To Teaching Culture Within The Efl Classroom, Lucia Schiopu

ECTESOL Review

This article examines the reflective approach in the teaching of culture in the EFL classroom, which is not just a mere gathering of information, but is the creation and construction of discourses that break or maintain cultural stereotypes. This is also an approach where meaning is constructed that is shaped by the quality and depth of cultural sensitivity and awareness. Teaching and learning a culture reflectively does not necessarily mean that the learner is taught to behave in accordance with specific social norms but to introduce an acceptable and appropriate conduct for the use of language in terms of intelligibility, …

From The Editor, Laureen Fregeau

ECTESOL Review

No abstract provided.

Prism Intro Student's Book With Online Workbook Listening And Speaking, And Reading And Writing, Robert Leier, Laureen Fregeau

ECTESOL Review

Prism Intro books use American English along with international and American topics to teach reading, writing, listening and speaking in English. Videos and American college life sections keep student interest.

Student-Directed Esol Family Literacy Program Design, Laureen Fregeau, Robert D. Leier

ECTESOL Review

ESOL Family Literacy programs for Hispanic immigrants have proliferated over past decades to serve the increasing population of ELs needing services. Several factors can disrupt or prevent participation in ESOL Family Literacy programs designed to enhance the academic success of Latin American adult and child immigrants. This qualitative case study set in the Deep South examined a student-directed design process to gain understanding of what would constitute an ideal program for the participating ELs, their families and their community. Emergent categories identified areas of design importance including site locations, time and frequency of class scheduling, curricular design, instructional materials, instructor …

The Benefits Of Implementing Cognitively-Demanding And Context-Embedded Language Translation In The El Classroom, Timothy Rodriquez

ECTESOL Review

The role of the first language in English Learner (EL) programs has been a historically controversial one. In addition, how the first language should be used is not without controversy. This article examines the role of translation in the EL classroom and how teachers should employ it. One approach, concurrent translation, may be considered to be cognitively-undemanding and context-reduced. The author argues that purposeful translation should be cognitively-demanding and context-embedded.

Politicizing Early Childhood Education And Care In Ontario: Race, Identity And Belonging, Zuhra E. Abawi, Rachel Berman Dr.

Journal of Curriculum, Teaching, Learning and Leadership in Education

The Early Childhood Education and Care (ECEC) landscape, much like the K-12 education system in Ontario, is largely encompassed by bias-free, neutral and colourblind narratives of identity and social location (Author 1, 2018). These discursive practices portray young children and early learning settings as raceless and equal spaces that engage children in interactions and discussions of race and identity are inappropriate. Education in Ontario and Canada as an entity is marked by myth of the Canadian nation-state (Thobani, 2007) through celebratory, themed, recognition-based initiatives that mark differences, while leaving the status quo of whiteness unchallenged and intact (DiAngelo, 2018). The …

Language Nests On The Move: The Case Of Võro Pre-Primary Education In Estonia, Kara D. Brown, Mariko Faster

Faculty Publications

This article considers the circuitous route of knowledge exchange from South (New Zealand)-to North (Finland)-to regional South (Estonia) by examining the development of Võro language nests (keelepesä) in Estonia. Language nests reflect the global nature of educational knowledge exchange as well as the importance of networks of languageresearchers and activists in this policy inspiration. Estonia is a fascinating case for understanding the international spread and local development of the language-nest approach in a post-Socialist context. The authors draw on concepts of policy borrowing and diffusion and the “grammar of schooling” to explore the spread of the language nest approach and …

Proceedings Of The Global Conference On Education And Research: Volume 3, Waynne B. James, Cihan Cobanoglu

University of South Florida (USF) - M3 Publishing

This is the third volume of the Global Conference on Education and Research Proceedings Series.

ISSN: 2572-6374

Advances In Global Education And Research: Volume 3, Waynne B. James, Cihan Cobanoglu

University of South Florida (USF) - M3 Publishing

This is the third volume of the Advances in Global Education and Research Book Series. This volume has the following parts:

• Part 1: Adult Education
• Part 2: Curriculum and Instruction Development
• Part 3: Education in Other Specialties
• Part 4: Educational Technology
• Part 5: Global Competence
• Part 6: Higher Education and Educational Leadership
• Part 7: Human Resource Development
• Part 8: Inclusive Education
• Part 9: International Education
• Part 10: Pre K-12
• Part 11: Research Methods in Education

ISBN: 978-1-7321275-4-8

Brookings, South Dakota: Learning Lab, Doriane Paso

Empowering Research for Educators

The following paper explores the possibilities of education in one local setting using both an insider and outsider perspective. Education is a part of society, and as society changes, why should education not change with it?

Alexa?: Possibilities Of Voice Assistant Technology And Artificial Intelligence In The Classroom, Patrick D. Hales, Melissa Anderson, Tonya Christianson, Amber Gaspar, Billi Jo Meyer, Beth Nelson, Krista Shilvock, Mary Steinmetz, Makenzi Timmons, Michelle Vande Weerd

Empowering Research for Educators

The following paper represents the combined effort of 10 educators exploring the experience and use of voice assistant technology in classrooms. This reflection and study of our classrooms looks to better understand both our use of technology and students’ use of technology in very specific ways. Is there a place for voice assistant technology in our classrooms? What benefits are there? What obstacles exist? We tell our stories and experiences here with the intent to provide context and continue the discussion among more of our colleagues.

From Assertion To Conversion: Classroom Management For 21st Century Teachers, Benjamin Halbkat

Empowering Research for Educators

The following position paper provides a new teacher's perspective on modern classroom management. Where is there room for improvement? What might the future hold?

High School Biology Preparation: Do Students Feel They Have Been Adequately Prepared For Introductory College Biology?, Mara Neitzel

Empowering Research for Educators

The purpose of this study was to determine how well students are being prepared in high school for introductory college biology courses. Specifically, the objectives of the study are as follows: To gain a better understanding about how well students feel they have been prepared for college science classes based on their high school education, to gain insight on how college preparation in high school impacts students’ self-confidence, and to determine if the accessibility of advanced education courses is influenced by the size of a high school. A mixed methods survey was distributed to freshman in the fall semester of …

In Support Of The Tinker V. Des Moines Decision, Matthew Olson

Empowering Research for Educators

The following position outlines a case for the Tinker v. Des Moines decision, including a historical and modern perspective. With freedom of speech and protest being a regular part of the discussion about U.S. society and schools, now is a good time to look back.

Indigenous Early Childhood Education, School Readiness And Transition Programs Into Primary School: Literature Review, Kathryn Moyle

Little J and Big Cuz

This literature review identifies, evaluates and synthesises academic, grey and other literature about transition to school programs for Australia’s Indigenous children. It draws on both international and Australian research. Its purpose is to provide an overview of current research about factors that support effective transitions to school by Indigenous children, and to consider the role that educational television can play in those transitions. This literature review was also prepared to inform the development of the case studies about how the first season of the television program, Little J & Big Cuz had been used in various remote, regional and urban …

Connecting Little J And Big Cuz With A Kindergarten Education Program: Case Study 1: Morphett Vale East Kindergarten, Kathryn Moyle

Little J and Big Cuz

This case study explores how the television program ‘Little J and Big Cuz’ was incorporated into the education program at Morphett Vale East Kindergarten. Morphett Vale East Kindergarten in South Australia is a government-funded kindergarten for children aged between three and five years. Little J & Big Cuz was incorporated into the education program as the screen time activity, which was then followed with discussions about each story the children had seen. The choice of episodes was linked to the learning priorities of the Kindergarten. The viewing responses of the children are discussed as well as how Little J & …

Developing Written Language With Little J And Big Cuz : Case Study 5 : Saint Augustine's School, Kathryn Moyle, Kevin Mcrae

Little J and Big Cuz

St Augustine’s School is a Catholic primary school located in the town of Mossman in Far North Queensland. Jo Brooks is the Prep class teacher at St Augustine’s School, and she incorporated the Little J & Big Cuz television series into her teaching and learning program. Her Prep class has 21 students of whom five identify as being Indigenous; four as Aboriginal and one as a Torres Strait Islander. Jo found a valuable teaching resource in the Little J & Big Cuz series. This resource engaged her Prep class. It led to student directed conversations and to diverse student initiated …

Little J & Big Cuz: A School Readiness Initiative: Final Report And Case Studies, Kathryn Moyle

Little J and Big Cuz

The purpose of this study was to identify potential social and behavioural changes in individuals, schools and communities that could result from the implementation of the School Readiness Initiative (SRI) television project Little J & Big Cuz. This study comprised the preparation of a literature review, and the development of case studies drawn from early childhood, preschool and junior primary school settings. Little J & Big Cuz is a 13-part animated television series that was commissioned as a SRI television project to build the school readiness of children and to support the successful home to school transition of Indigenous children …

Preparing Socially And Emotionally For Preschool With Little J And Big Cuz: Case Study 2: One Tree Community Centre Yera Children's Service, Kathryn Moyle

Little J and Big Cuz

The Yera Children’s Service in the Northern Territory is located within the campus of Batchelor Institute of Indigenous Tertiary Education (BIITE) in the township of Batchelor, 98 kilometres south of Darwin. Yera Children’s Service at Batchelor has 34 places for children from birth to three years of age and a ‘kindy’ room that caters for children aged three to six years of age. The early childhood educators prepare development programs for the children, including programs to develop children’s social and emotional wellbeing and prepare them for their transition to junior primary school. Keiryn Christodoulou has been an educator at the …

Supporting Social And Emotional Learning With Little J And Big Cuz: Case Study 3: Marion Primary School, Kathryn Moyle, Kevin Mcrae

Little J and Big Cuz

Marion Primary School is located 10 kilometres south of the Adelaide CBD. There is a high level of student transience due in part to the mobility of families in short-term rental accommodation, which includes parents who are students at the nearby Flinders University. Students come from a diversity of cultural backgrounds with more than 14 countries represented in the school. In 2018, there were 21 students enrolled who identified as being of Indigenous descent. To support these Indigenous students and their families, the school has an Aboriginal Community Education Officer, Eileen Butler, known to everyone as ‘Aunty Eileen’. A team …

Teachable Moments: Planning Early Childhood Programs For Indigenous Children That Incorporate Little J And Big Cuz : Case Study 4: Batchelor Institute Of Indigenous Tertiary Education, Kathryn Moyle

Little J and Big Cuz

Students in the Certificate III in Early Childhood Education and Care course at Batchelor Institute of Indigenous Tertiary Education (BIITE) incorporated the children’s television program Little J & Big Cuz into their early childhood programs and family life in the respective communities in which they live and work. This course is a three year program and enrolment requires that the students are working in early childhood settings. The BIITE students who planned and incorporated Little J & Big Cuz into their early childhood programs live in Yarralin and the Tiwi Islands.

Is Little J And Big Cuz Suitable For Children In Preschool? Case Study 6: Wulagi Family Centre, Wulagi School, Kathryn Moyle

Little J and Big Cuz

The Wulagi Family Centre and Wulagi Preschool in Darwin in the Northern Territory provide programs for children and adults that emphasise the importance of language development and high quality interactions between children and adults, informed by the Abecedarian Approach. This case study of the Wulagi Preschool asks the question: is the Little J and Big Cuz television program suitable for children in preschool? At Wulagi Preschool Little J and Big Cuz was trialled with 40 children, aged between 3 and 4 years of age. About a third of these children identify as being Indigenous. Due to the timing of this …

From Pink Floyd To Pink Hill: Transforming Education From The Bricks In The Wall To The Connections Of Country In Remote Aboriginal Education., Elizabeth M. Jackson-Barrett, Libby Lee-Hammond

Australian Journal of Teacher Education

In this paper, we present findings from an eighteen-month research project conducted in a remote community school in Western Australia. The data from this project includes documentation pertaining to the practices of educators engaging with Aboriginal Elders and children on Country. The aim of the project was to document the transformative potential of learning on Country for young Aboriginal children (4-8 years). We discuss our findings in the context of Pink Floyd’s metaphor of formal education being built and maintained as a Wall in which children are ‘just another brick’. We argue that education is an institution that produces and …

Learning Statistics Through Guided Block Play: A Pre-Curriculum In Statistical Literacy, Robert P. Giebitz

Organization, Information and Learning Sciences ETDs

Learning to use data to investigate the world and make decisions has become an essential skill for all citizens. Play and curiosity are powerful motivators for learning. Inquiry – the process of asking questions and seeking answers – can engage the natural curiosity of young learners and motivate early learning. Recent research in statistics education has shown that children as young as 4 and 5 years old can learn to collect, organize, and interpret data they acquire through observation, counting, and measuring in a process of guided inquiry. Guided block play has been used for over 100 years to enable …

The Heart Of K'É: Transforming Diné Special Education And Unsettling The Colonial Logics Of Disability, Sandra Yellowhorse

American Studies ETDs

This paper takes up the roles of ideology and spatiality as they impact Diné students and learners in understanding conceptions of normativity, neuro-diversity and bodily variance. I am concerned with how the movement and creation of Indigenous schools and their praxis still maintain and often times produce settler colonial ideologies of being, personhood, difference and ability. I illustrate the challenges that Diné planners and educators face in entrenching cultural knowledge and language into their educational initiatives, while some of the problematic manifestations and expressions of normativity present themselves through state polices, federal law and mainstream curriculum.

I focus on the …

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.

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

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

ECTESOL Review

No abstract provided.

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.