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Language and Literacy Education Commons™
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Articles 121 - 125 of 125
Full-Text Articles in Language and Literacy Education
The Power Of Performance: Using Songs And Poetry To Motivate English Language Learners To Read In A Third Grade Classroom, Dana Nelson Reilly
The Power Of Performance: Using Songs And Poetry To Motivate English Language Learners To Read In A Third Grade Classroom, Dana Nelson Reilly
Theses and Dissertations
The purpose of this study was to find out more about what motivates students to read, and how they can experience success in reading. This study aimed to learn more about this topic by investigating how using poetry and songs during reading instruction in a third grade classroom would impact English Language Learners' attitude and motivation for reading. Data was collected through surveys, interviews, reading assessments, and observations, and I was able to determine how both the students' reading fluency and over reading achievement was effected by singing and reciting poetry. All students showed different levels of growth in the …
Independent Reading: The Power Of Self-Selection And Cafe Discussions In A Seventh Grade Classroom, Ashley Lauren Merkler
Independent Reading: The Power Of Self-Selection And Cafe Discussions In A Seventh Grade Classroom, Ashley Lauren Merkler
Theses and Dissertations
The purpose of the study was to examine middle school students' motivation to read. The goal was to see what happens to seventh grade students' motivation to read independently when given the opportunity to self-select and discuss books in a classroom setting that mimics a real-world cafe. Motivation profiles, interest surveys, reflections, and student work were all analyzed. The focus group of students demonstrated changes in how students viewed themselves as readers and their desire to read independently for leisure. The implications for teaching in a seventh grade classroom are discussed. A complete data analysis provided the major assertions and …
Reciprocity In The Practice Of Publicly Engaged Scholarship – Reflections From A Transnational Literacy Project, Kate E. Kedley, Hector Efren Flores A.
Reciprocity In The Practice Of Publicly Engaged Scholarship – Reflections From A Transnational Literacy Project, Kate E. Kedley, Hector Efren Flores A.
College of Education Departmental Research
We examine the concept of “reciprocity” in publicly engaged literacy scholarship. The idea of reciprocity suggests that projects using a publicly engaged research model should be two-way partnerships with an effort given to balancing benefits to the researcher and to community partners. We (the researcher and the community partner) explore this dynamic by considering our own experiences working on a project with groups of youth in Honduras and in the United States. The groups share their cultures and experiences through writing and technology and challenge ideas about security and public space. Given the national, racial, cultural, economic, linguistic, and power …
Using Lgbtq Graphic Novels To Dispel Myths About Gender And Sexuality In Ela Classrooms, Kate E. Kedley, Jenna Spiering
Using Lgbtq Graphic Novels To Dispel Myths About Gender And Sexuality In Ela Classrooms, Kate E. Kedley, Jenna Spiering
College of Education Departmental Research
The format and content of LGBTQ graphic novels make them effective pedagogical tools for engaging students in critical discussions about gender and sexuality. By using two exemplar texts, the authors offer teachers a vocabulary and method for engaging in these conversations.
Queering The Teacher As A Text In The English Language Arts Classroom: Beyond Books, Identity Work And Teacher Preparation, Kate E. Kedley
Queering The Teacher As A Text In The English Language Arts Classroom: Beyond Books, Identity Work And Teacher Preparation, Kate E. Kedley
College of Education Departmental Research
Classrooms reflect and contribute to normative sex, gender, and sexuality categories in school culture, rules, and rituals. Texts, materials, curriculum, and the discourse we employ as educators perpetuate the pervasiveness of these categories. This article explores the less visible ways sex and gender categories are constructed in English Language Arts (ELA) classrooms, and how institutionalized heteronormativity positions students within normative categories of sex, gender, and sexuality. These limiting conversations are difficult to identify and even more difficult to challenge. But it is precisely this dynamic – the subconscious reinforcing of sex and gender binaries – that upholds the dominance of …