Language and Literacy Education Commons^™

Leveling The Field: Using Rubrics To Achieve Greater Equity In Teaching And Grading, Dannelle D. Stevens, Antonia Levi

Professional and Organizational Development Network in Higher Education: Archives

Rubrics can be used to assure greater consistency in grading and as a teaching tool to promote greater equity, especially with students who are first generation and /or non-native speakers of English.

Improving Teacher Quality Through An On-Line Professional Development Course: A Research Study, Ekaterina Koubek, Aleidine Kramer Moeller

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This study investigated how in-service teachers of foreign languages constructed knowledge, and how this knowledge transformed their teaching, their beliefs, and their sense of themselves as professionals in an on-line professional development course based on a constructivist approach. This article provides an overview of research on distance education, constructivism, and teacher education with findings from a multiple case study of an on-line graduate course on Instructional Planning offered through GOLDEN (German On-line Distance Education Network; http://manila.unl.edu/amoeller/golden), a collaborative professional development project of the AATG (American Association of Teachers of German; http://aatg.org/member_services/lists/aatg-l.html ), the Goethe Institut of Washington DC ( …

At Risk In The Writing Classroom: Negotiating A Lesbian Teacher Identity, Irene G. Meaker

Department of English: Dissertations, Theses, and Student Research

"Education is a fearful enterprise," says teacher and philosopher, Parker Palmer. Student-centered/ processoriented pedagogy asks teachers to step out from behind the relative safety of the teacher mask and to enter the risky arena of learning. For the writing teacher, a special challenge is to help students negotiate the risks inherent in the act of writing and in sharing writing with the "Other."

To prevent fears from dominating our students, teachers must model risk-taking and risk negotiation. In my own teaching, my fears around students' reactions to learning my sexual identity meant that I more often reinforced fears than dispelled …

Nine Complementary Principles To Retain Adults In An Esol/Literacy Program, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The following list of principles is my attempt to share general recommendations to teachers of ESOL and/or limited literacy adults based on my specific practice running a bilingual family literacy program and confirmed by my more recent experience as a volunteer bilingual literacy teacher at the Asociación Latinoamericana (in Atlanta). Though I believe in bilingual classroom environments, I think the principles identified here are also pertinent to monolingual ESL environments.

Creating Bicultural Identities: The Role Of School-Based Bilingual Paraprofessionals In Ontemporary Immigrant Accommodation (Two Kansas Case Studies), Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This study locates the professional and informal practices of school-based bilingual paraprofessionals (paras) in the context of the larger social phenomenon of acculturation, cultural brokerage, and identity construction. It demonstrates how the paras in two Kansas communities transform an assimilationist mandate into something quite different, the promotion of bicultural identities, as part of a process called “additive biculturalism.” Additive biculturalism incorporates Weiss’s characterization of paras as cultural brokers (1994), but expands upon it significantly. As the first part of additive biculturalism, bilingual paras model and promote bicultural identities among the English-Learner students and parents they work with. As the second …

Self-Regulation In English, A Lesson, Robert F. Bergstrom

ADAPT Lessons: English

Students are asked to classify sentences from an essay by their functioning within a written article. Then they are asked to construct the article and see how the sentences function compared to their original clasifications. Finally, they are asked to compare their constructed essay to one presumed to have been written by another college student.

The English Classification Tests Administered By The University Of Nebraska: An Analysis, Glenn Orville Kelley

College of Education and Human Sciences: Dissertations, Theses, and Student Research

First paragraph of the General Summary

This study has been based upon the analysis of the Nebraska Classification Test in English (Form V) administered to 5,183 pupils graduated from 346 Nebraska high schools in 1934. Usable supplementary data have been supplied by 153 of these high schools, but in some portions of the study data for the remaining high schools have been available from other sources. The tests were examined as to content and reliability, and were compared with published tests used for purposes of placement by other collegiate institutions. Two thousand test papers were carefully analyzed to determine types …