Teacher Education and Professional Development Commons^™

Benefits And Challenges Of Co-Teaching English Learners In One Elementary School In Transition, N. Eleni Pappamihiel

TAPESTRY

This article reports the findings of a case study centered upon the implementation of a coteaching model in an elementary school with a mixed (EL and non-EL) population. In the co-teaching model examined, ESL teachers were embedded in the general education classroom, collaborated on instruction, and taught in cooperation with general education teachers. In addition to presenting the outcomes of the examined co-teaching model, the article outlines several key conditions for the successful application of this model to various teaching environments.

Editor's Note, Tapestry Staff

TAPESTRY

From the Editors

Preparing Teacher Candidates To Meet The Needs Of English Language Learners: The Tells Certificate, Martha Castañeda, Jeannie Ducher, Amy Fisher-Young, Bruce E. Perry

TAPESTRY

A report on the development and implementation of the Teaching English Language Learners (TELLs) certificate program at Miami University, in Oxford Ohio.

Infusing El Content And Instruction Into English Education Courses, Donna Niday

TAPESTRY

An article presenting a five-stage process of infusing EL-relevant topics into English education courses.

Infusing El Content Into A Foundations Course, Cynthia J. Hutchinson

TAPESTRY

An article describing the author's experiences with ELs as well as with infusing EL content within a foundations course.

Infusing El Content Into A Sociocultural Studies In Education Course, Lauren B. Isaac, Richard A. Quantz

TAPESTRY

An article describing the process of embedding English learner topics in the sociocultural studies in education course the authors teach.

The Evolution, Experiences, And Lessons Learned With Esol Infusion In Florida, Jane Govoni

TAPESTRY

A description of the evolution of EL Infusion in Florida, where the State Department of Education requires all teacher candidates to be prepared to work with ELs.

Editor's Note, Tapestry Staff

TAPESTRY

From the Editors

Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers", Melanie Gonzalez

TAPESTRY

Text: Fairbairn, S. & Jones-Vo, S. (2010). Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers. Philadelphia: Calson.

Enhancing Reading Proficiency In English Language Learners (Ells): The Importance Of Knowing Your Ell In Mainstream Classrooms, Marth Castañeda, Eva Rodríguez-González, Melissa Schultz

TAPESTRY

In this manuscript, the authors encourage classroom teachers and school leaders to learn about the home culture and language of the growing English learner population if they are to respond effectively to these students’ language, literacy, and content learning needs. These funds of knowledge have been shown to help teachers adjust instruction in ways that permit students to engage more actively in language, literacy, and content learning tasks. In addition to offering recommendations for administrators and teachers working to improve literacy of ELLs within and outside the school setting, the authors share sample surveys that can be used to gather …

In English You Read With A Stopwatch: A Journey Towards Biliteracy In Two Older Adopted Salvadoran Children, Mary A. Petron, Barbara J. Greybeck

TAPESTRY

This longitudinal case study provides an in-depth exploration of the journey toward bilingualism and biliteracy of two older adopted Salvadoran siblings in U.S. schools. Data sources include observations in the home and school, interviews, written artifacts, field notes, and various reading test scores. Analysis suggests that literacy instruction in English tended to focus more on phonics and fluency than comprehension and vocabulary, and it assumed a level of oral proficiency in English that neither of the children had. Spanish literacy instruction was aimed toward children of Mexican origin that was neither culturally relevant nor geared toward their specific language needs. …

Teaching Inclusivity: Preservice Teachers’ Perceptions Of Their Knowledge, Skills And Attitudes Toward Working With English Language Learners In Mainstream Classrooms, Philip C. Smith

TAPESTRY

This study investigated the effect of one semester of ESOL education on preservice teachers by examining their perceived knowledge and skill in working with English Language Learner (ELL) students, and their attitude toward having ELL students in their mainstream classrooms. The survey identified two factors: a) Perception of ESOL Knowledge and Skills (PEKS) and b) Attitude Toward Inclusion (ATI). Results showed that preservice teachers’ perceptions of both knowledge & skill (PEKS) changed from introductory to the final ESOL course, and that PEKS changed significantly from pre- to post-test within the same course. No significant changes were found in students’ attitude …

Editor's Note, Tapestry Staff

TAPESTRY

From the Editors

Book Review Of "Teaching Reading To English Language Learners: Insights From Linguistics", Alex Poole

TAPESTRY

Text: Lems, K., Miller, L. D., & Soro, T. M. (2010). Teaching reading to English language learners: Insights from linguistics. New York: The Guilford Press.

“You Got The Word Now”: Problematizing Vocabulary-Based Academic Language Instruction For English Learners In Science, Katherine Richardson Bruna, Roberta Vann, Moises Perales Escudero

TAPESTRY

With increasing numbers of English Learners enrolling in public schools, teachers of core academic subject area classes are facing the challenge of integrating English language development into instruction. This article describes how teachers' understanding of infusing language into science teaching can shape instructional practices and consequently influence the simultaneous English language development and science learning of English Learner students.

Deciding When To Step In And When To Back Off: Culturally Mediated Writing Instruction For Adolescent English Learners, Leslie Patterson, Carol Wickstrom, Jennifer Roberts, Juan Araujo, Chieko Hoki

TAPESTRY

Culturally Mediated Writing Instruction invites students to take an inquiry stance toward issues of interest and significance—exploring issues, framing questions, gathering information, synthesizing findings into messages, publishing or presenting their findings, and assessing their efforts before moving on to other inquiries. CMWI can be seen as a rich and dynamic landscape of literacy tasks, routines, practices, materials, and dialogues that invites students to ask questions and to look for answers to those questions. Data from four high-school classrooms illustrate that CMWI teachers made interdependent and layered instructional decisions in response to students' needs, and that they provided mediation toward for …

Editor's Note, Tapestry Staff

TAPESTRY

From the Editors

Home To School Transitions: A Guatemalan Family Portrait, Lisa Crayton

TAPESTRY

This study applies a sociocultural perspective to examine the home to school transitions in literacy achievement of three low-income children from Guatemala. Through participant observation and informal conversations with the family during home visits, two factors appeared to influence the literacy development of the family's young children: bilingualism and cultural assimilation. Investigating the home literacy environment of an immigrant family provides an insider's perspective of the life experiences of children from non-mainstream homes. Understanding their home reading and writing experiences, and their transition to school literacy, is valuable for reading teachers facing increasingly diverse students from multicultural backgrounds.

Building A Community For Migrant Education Services Through Family Literacy And Farm Worker Outreach, Karen S. Vocke

TAPESTRY

Cultural and linguistic differences within the migrant population, coupled with the transient nature of these families, often present challenges that can inhibit the education of migrant students in our schools. How can schools and communities come together to provide resources and services for this vulnerable population? Through the theoretical lens of Paulo Freire, we identify the need to work against the current educational trend toward increased standardization and work towards a model of education that is both individualized and democratic. For migrant students, individualizing educational experiences often means reaching out to the families for linguistic support. We have found the …

The Role Of The Secondary Principal As A Transformational Leader In High Performing, Project Based Learning Schools In California, Daniel P. Ching

Dissertations

ABSTRACT

The Role of the Secondary Principal as a Transformational Leader in High Performing, Project Based Learning Schools in California

by Daniel Ching

Purpose: California (CA) schools are facing increased pressure to implement new content standards and perform well on the California Assessment of Student Performance and Progress (CAASPP). The new standards focus on higher level thinking skills, technology, and skills that cross multiple content areas. These expectations are aligned with project based learning (PBL) as an instructional model. However, there are very few models for PBL schools that are considered high performing. To implement PBL in high schools requires …

If Only They Tried; The Complicated Crusade For Salvation In The Post-Katrina Education Reform Movement, Brooke Wanamaker

LSU New Orleans Theses and Dissertations

Education reform is shifting the landscape of New Orleans public schools, where alternative certification programs are thriving and changing the demographics of core teachers. This study follows a Teach for America (TFA) Corps Member from 2007 (just after the historic flooding from Hurricane Katrina) who brought a promise of innovation through idealism and green wisdom. The teacher’s preparation and motivations are shown to be problematic. Examining the assumptions and privileges that underlie the import of inexperienced talent to urban education systems, this study considers the ways that community voices have been lost or undervalued in New Orleans schools. The thesis …

The Immigrants In The Central Coast Of California Need Motivation To Attend Classes And Learn English As Their Second Language, Martin Rodriguez-Juarez

Master's Projects and Capstones

This field project shows that the immigrant community that works in the fields from the Central Coast of California need the motivation to attend adult school to learn English as their second language. A six-week courses is included.

Vocabulary Development In The Science Classroom: Using Hypermedia Authoring To Support English Learners, Robert Pritchard, Susan O'Hara

TAPESTRY

This study investigated the impact of authoring hypermedia projects on the academic vocabulary development of middle school, ESL students. Vocabulary definitions, inprocess verbalizations, observations and semi-structured interviews were the primary means of collecting data and assessing vocabulary growth. The results of this study indicate that hypermedia authoring had a positive impact on students' understanding of grade level, science concepts as well as on student engagement in and attitudes toward vocabulary building activities. Thus, the procedures implemented in this study provide a potential model for teachers to follow as they attempt to facilitate their students' vocabulary and concept development.

A Study Of Optimism Among Latinos In A Successful Urban School, Kathleen A.J. Mohr

TAPESTRY

This quantitative study investigated the levels of optimism and self-concepts of 76, fourth-sixth graders who attend an academically successful, English immersion, private school serving a majority Latino and urban population. Two instruments measured the students' self-perceptions with expected and unexpected results. Although academically successful and functioning as the majority, these Latinos were not particularly optimistic. Gender, language proficiency, and grade level were all factors related to the significant findings. The related discussion challenges educators to explore the various aspects contributing to positive self-concepts and to better understand how to develop and sustain optimism among students often considered academically at-risk.

Differentiating Instruction Through Math Stations And Literacy Centers, Olivia Bates

Faculty Curated Undergraduate Works

Differentiating instruction based on students’ readiness, interests, and learning profiles is essential for creating effective and meaningful learning activities. Identifying these characteristics allows teachers to meet students’ needs and engage them in learning. By differentiating instruction, educators target specific students’ strengths and challenges in developing lessons to support their understanding of content. Two useful strategies for differentiating math and literacy instruction include stations and centers. In stations and centers, students work on specific skills catered to their educational needs while rotating activities in flexible groups. This guide supports teachers in identifying strategies and understanding the benefits of differentiating math and …

Effect Of Vocabulary Test Preparation On Low-Income Black Middle School Students’ Reading Scores, Ingrid Mitchell, Nicolae Nistor, Beate Baltes, Michelle Brown

Journal of Educational Research and Practice

Black middle school students in the United States continue to perform poorly on standardized reading achievement tests in comparison to other racial and ethnic groups. The purpose of this research study was to examine the effectiveness of a vocabulary-focused test preparation program for Black middle school students. The theoretical framework consisted of Thorndike’s concept of test-wiseness, a test-taking capacity. Teachers at the research site were trained on Larry Bell’s 12 Powerful Words strategy that aims to make students test-wise, that is, to familiarize them with key vocabulary terms related to tests. An intact-group comparison was conducted, involving a total of …

Editor's Note, Tapestry Staff

TAPESTRY

Notes from the editor

The Living Classroom: A Professional Learning Session, Albert P. Buckley Jr.

Instructional Design Capstones Collection

The American public school classroom has begun moving from the traditional furniture of education (hard plastic chairs attached to desks) to flexible mobile furniture as part of a holistic approach to creating a learning environment that enhances learning for its students. This project describes the process derived in the development and delivery of an asynchronous professional learning session aimed at helping teachers acclimate and engage new or adapted physical and psychological attributes to the learning environments in their care. The program is backed with research demonstrating why the progressive classroom improves the learning experience for both students and teachers. The …

Call For Manuscripts!

Journal of Science Education for Students with Disabilities

Call For Manuscripts!

Journal of Science Education for Students with Disabilities (JSESD)

The Journal of Science Education for Students with Disabilities is a multi-disciplinary, peer-reviewed journal with an international focus on providing information on science education for students with varying types and levels of disabilities. We aspire to publish the best of theoretical research and practical application and we review articles by both special and general educators. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management issues in science education.

Copyright Statement

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their University departmental website, or on their own personal websites