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Adult and Continuing Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
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- Adult college students -- United States -- Case studies (1)
- Adult education -- Study and teaching -- Longitudinal studies (1)
- Bilingual education (1)
- Culturally relevant pedagogy (1)
- Culturally sustaining pedagogy (1)
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- Education -- Philosophy (1)
- Engineering -- Study and teaching (Higher) -- United States (1)
- English language -- Intonation -- Study and teaching -- Longitudinal studies (1)
- English language -- Study and teaching -- Russian speakers -- Longitudinal studies (1)
- Mathematics -- Study and teaching (Higher) -- United States (1)
- Mentoring in education -- United States -- Case studies (1)
- Preservice teacher preparation (1)
- Science -- Study and teaching (Higher) -- United States (1)
- TESOL (1)
- Teacher education (1)
- Teacher preparation (1)
- Teaching (1)
- Technology -- Study and teaching (Higher) -- United States (1)
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Articles 1 - 5 of 5
Full-Text Articles in Adult and Continuing Education and Teaching
Meeting The Needs Of Multilingual Students: Using Teacher-Reported Challenges And Successes For Teacher Preparation, Vanessa Z. Mari, Steve Hayden
Meeting The Needs Of Multilingual Students: Using Teacher-Reported Challenges And Successes For Teacher Preparation, Vanessa Z. Mari, Steve Hayden
Northwest Journal of Teacher Education
Preparing teachers to meet the needs of multilingual students is the goal of TESOL and Bilingual education programs in higher education. What these programs use to determine what these needs are can vary by location, faculty, and population of learners. This qualitative study surveyed in-service teachers applying for their TESOL or Bilingual endorsements in a college in the southwest United States. Research questions asked about the challenges and successes teachers face in meeting the needs of multilingual students and used this data to determine themes. The data showed that teachers encounter challenges meeting the needs of multilingual students in the …
The Impact Of Attending An Equity-Based Conference On One Teacher Educator: Five Pedagogical Changes Of Practice, Rebecca Smith
The Impact Of Attending An Equity-Based Conference On One Teacher Educator: Five Pedagogical Changes Of Practice, Rebecca Smith
Northwest Journal of Teacher Education
This article is a reflective overview of five pedagogical practice changes that one teacher educator made after attending a multicultural education conference. The article integrates current research to highlight the educational benefits of innovative, equity-based instructional strategies. The pedagogical changes are explored through the theoretical lens of culturally relevant pedagogy (Ladson-Billings, 1995; Gay, 2010) and culturally sustaining pedagogy (Paris & Alim, 2017) and include: diversifying curriculum, engaging with community partners, collaborating with K-12 practitioners, innovative technology, and self-reflection.
Curriculum Impact On Educational Philosophy Identification, Rebecca Tuttle
Curriculum Impact On Educational Philosophy Identification, Rebecca Tuttle
Student Research Symposium
An educator’s teaching philosophy represents their personal beliefs regarding the purpose of classroom instruction and the methods used to facilitate learning. While an individual’s educational philosophy often transforms over time, more research is needed to characterize influences on evolving theory and practice. This survey-based study was conducted to determine if the curricular content has an impact on teaching methodology despite a teacher’s philosophical identification. The study population comprised of adult learner-educators enrolled in a graduate educational philosophy class. The subjects were surveyed after completing a term examining the main tenets of five main educational philosophies (Liberal, Behavioral, Progressive, Humanist, Radical). …
Lighting The Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest In Stem Careers: A Case Study At The Community College Level, Patricia Marie Deturk
Lighting The Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest In Stem Careers: A Case Study At The Community College Level, Patricia Marie Deturk
Dissertations and Theses
In the U.S., about 7,000 high school students drop out each school day, representing a loss of talent and ability. Concurrently, there are a decreasing number of enrolled students taking science-related courses at the high school and college levels. Adults, who return to obtain their General Educational Development (GED) certification, are an untapped resource that could be steered toward STEM (Science, Technology, Engineering and Mathematics) careers. In this case study, 15 GED students were shown a STEM video, and then peer mentored by 8 CLA (Clinical Laboratory Assistant) students, in a student-centered laboratory experience. Individual interviews of the GED students …
L1 Influence On L2 Intonation In Russian Speakers Of English, Christiane Fleur Crosby
L1 Influence On L2 Intonation In Russian Speakers Of English, Christiane Fleur Crosby
Dissertations and Theses
This thesis investigates the development of intonation in questions and L1 influence. It is a longitudinal study using data from classroom interaction over six ten-week terms. The data was from video recordings at the National Labsite for Adult ESOL at Portland State University.Yes-no/and wh-/questions from one Russian speaking learner of English were analyzed over time and by language support level. Both acoustic and perceptual analysis was done. The yes-no/questions showed a clear pattern of target-like boundary tones more often without language support than with language support. A much smaller percentage of wh-/questions were target-like. The influence of L1 on L2 …