To see the other types of publications on this topic, follow the link: Education, Bilingual and Multicultural. Education, Educational Psychology. Education, Curriculum and Instruction.
Dissertations / Theses on the topic 'Education, Bilingual and Multicultural. Education, Educational Psychology. Education, Curriculum and Instruction'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 48 dissertations / theses for your research on the topic 'Education, Bilingual and Multicultural. Education, Educational Psychology. Education, Curriculum and Instruction.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Cruz, de Quiros Ana Migdalia. "Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners." Texas A&M University, 2008. http://hdl.handle.net/1969.1/86030.
Full textAbstract:
This study compared the oral language development, vocabulary, and comprehension
of English language learners (ELLs) in second grade who were participating in a five-year
longitudinal study, Project English Language and Literacy Acquisition (Project ELLA)
(Lara-Alecio, Irby, & Mathes, 2003), after two years implementation. For this comparison
study, 72 students were randomly selected from students participating in an enhanced and a
typical transitional bilingual education program. The students in the enhanced transitional
bilingual classroom received structured story reading, and practiced retelling and story
grammar for two consecutive years. Conversely, comparison group of students continued
with a typical instructional program. Retell and comprehension question measurements from
two stories were obtained from both groups, and in both English and Spanish.
The first and second research questions focused on oral language development in
both English and Spanish. Findings were measured by the length of the retell. The first
question demonstrated statistically significant results in all measurements: number of Tunits,
number of words, and number of sentences in English. Statistically significant results were also found in number of words in Spanish for the second question. However, the
number of T-units and the number of sentences in Spanish for the second question
demonstrated non-significant results. The third research question focused on the vocabulary
growth of the student after he or she was exposed to explicit and direct vocabulary
instruction. The treatment group statistically outperformed the control in this respect. The
fourth and fifth questions addressed comprehension as measured by story grammar in
English and Spanish and leveled questions addressed at the end of the first and last story.
Students participating in the treatment group demonstrated greater comprehension of the
story. The students participating in the treatment group after having participated in such a
program for two years also demonstrated how structured story reading strongly benefits oral
language growth, greater vocabulary knowledge and higher comprehension in English
literacy acquisition without forcing students to lose their first language.
2
Van, Winkle Kristina A. "Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1626442252415126.
Full text
3
Lyons, Renee. "Contribution as Method: A Book Talk for Foreign-Born American Patriots: Sixteen Volunteer Leaders in the Revolutionary War." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5348.
Full textAbstract:
Constituting a proposal for a book talk associated with the scholarly title Foreign-Born American Patriots: Sixteen Volunteer Leaders of the Revolutionary War, the presenter of this session (and author of the book) will introduce the scholarly work to participants for the purpose of highlighting research based in contribution, rather than interpretation. The author will detail the means by which the investigation of human experience and work product, storylines/patterns, and social cause may provide the context for creative scholarly works. The author will also reveal the unique contribution of Foreign Born American Patriots to historical and Southern Studies discourse, the book serving, up through the date of this proposal, as the only collective work regarding those foreigners who helped the newly formed United States defeat the British Army (many battles fought in the Southern States).
4
Chekaraou, Ibro. "Teachers' appropriation of bilingual educational reform policy in sub-Saharan Africa a socio-cultural study of two Hausa-French schools in Niger /." [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3162228.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, 2004.Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0062. Chair: Martha Nyikos. Title from dissertation home page (viewed Oct. 11, 2006).
5
Sirivatanaaksorn, Tanawan. "A Comparative Study About The Problems Of The Educational System In Spain And China." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/418.
Full textAbstract:
While i was studying abroad in Spain and China, I found that, although there are many differences between two countries, i feel that they share some similarities in various aspects. My thesis will be a comparative study focusing on the problems of the educational system in Spain and China. In order to understand about the problem, I will also talk about the history of the educational systems in both countries, since the beginning of the twentieth century. Furthermore, this thesis will also explore the changes in both countries after the Franco regime, and the Post-Mao era, so that readers will know about the progress governments in both countries have been made in order to improve the educational system.
6
Cuevas, Rebecca Frost. "TURKISH TO GO: TEACHING INTELLECTUAL SKILLS ONLINE." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/111.
Full textAbstract:
This project explores research-based methods for creating an e-learning resource to teach an intellectual skill. Intellectual skills are one of the five domains of learning defined by Robert M. Gagné. The intellectual skill taught via the e-learning resource is the rules of Turkish vowel harmony, a fundamental phonological feature of the Turkish language. The purpose of the e-learning resource is to provide novice learners with a set of tools and strategies with which to approach the future study of Turkish.
A literature review was conducted in three areas: Gagné’s instructional design theories, Turkish language learning, and best practices for the design of multimedia e-learning. Two rapid prototypes in the form of Moodle course sites were developed. Guidance for improving the prototypes was sought from experts in instructional design, usability, and computer software. The resulting finished e-learning product is a nine-topic Moodle course based on Gagné’s nine events of instruction.
The main Moodle course content teaches the rules of Turkish vowel harmony as an intellectual skill which has been broken down into discriminations (the Turkish vowels), concepts (the Turkish vowel groups) and rules (Turkish vowel harmony). Higher order rules are taught in the form of exceptions to the rules of Turkish vowel harmony found in foreign loan-words in Turkish. Practice is provided in applying the rules of Turkish vowel harmony as a set of word attack skills for approaching Turkish language artifacts found online and in the environment. A comprehensive list of resources relating to learning Turkish, learning about the Turkish language, and learning about learning Turkish, is provided to facilitate future extension and application of what was learned in this course.
Each lesson is presented in the form of a Moodle book. Each lesson is followed by an ungraded assessment in the form of an Adobe® PDF quiz. The quizzes and accompanying answer keys are designed to provide guided practice, feedback, and self-assessment to help students extend and apply the lesson material. All lessons were beta-tested to ensure usability and reduction of extraneous cognitive load.
The project resulted in the development of a Best Practices Checklist for designing e-learning resources to teach intellectual skills. The Best Practices Checklist, which can be found in Appendix B, was used to develop the outline for e-learning resources to teach intellectual skills in other subject areas and was found to be an effective rapid prototyping and instructional design tool. Insight was gained into the significance of prior knowledge for teaching intellectual skills, and on how to calibrate cognitive load in e-learning design relative to the learner’s prior knowledge of the subject matter being taught.
7
Vũ, John Huân. "Software Internationalization: A Framework Validated Against Industry Requirements for Computer Science and Software Engineering Programs." DigitalCommons@CalPoly, 2010. https://digitalcommons.calpoly.edu/theses/248.
Full textAbstract:
View John Huân Vũ's thesis presentation at http://youtu.be/y3bzNmkTr-c.
In 2001, the ACM and IEEE Computing Curriculum stated that it was necessary to address "the need to develop implementation models that are international in scope and could be practiced in universities around the world." With increasing connectivity through the internet, the move towards a global economy and growing use of technology places software internationalization as a more important concern for developers. However, there has been a "clear shortage in terms of numbers of trained persons applying for entry-level positions" in this area. Eric Brechner, Director of Microsoft Development Training, suggested five new courses to add to the computer science curriculum due to the growing "gap between what college graduates in any field are taught and what they need to know to work in industry." He concludes that "globalization and accessibility should be part of any course of introductory programming," stating:
A course on globalization and accessibility is long overdue on college campuses. It is embarrassing to take graduates from a college with a diverse student population and have to teach them how to write software for a diverse set of customers. This should be part of introductory software development. Anything less is insulting to students, their family, and the peoples of the world.
There is very little research into how the subject of software internationalization should be taught to meet the major requirements of the industry. The research question of the thesis is thus, "Is there a framework for software internationalization that has been validated against industry requirements?" The answer is no. The framework "would promote communication between academia and industry ... that could serve as a common reference point in discussions." Since no such framework for software internationalization currently exists, one will be developed here. The contribution of this thesis includes a provisional framework to prepare graduates to internationalize software and a validation of the framework against industry requirements. The requirement of this framework is to provide a portable and standardized set of requirements for computer science and software engineering programs to teach future graduates.
8
Chakrabarti, Leena. "Educational experiences and academic achievement of Asian Indian American students in a Midwestern university town in the United States : a multiple case study." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/896.
Full text
9
Ochoa, Raul. "An Immigrant’s Educational Journey: Working Toward a More Fair and Just Society in the Classroom." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/128.
Full textAbstract:
In Part A of this ethnography, I explain how my life experiences have shaped who I am and why I want to be a teacher. In Part B, I describe my experience of working with three focus students—an English learner, a student with a 504 Plan, and a student with significant life experience. My work with these students allowed me to learn of their strengths and assets, and areas of need. Based on the knowledge that I compiled over the course of the Fall Semester 2018, I created an action plan to help each student improve his/her academic standing and socio-emotional well-being. In Part C, I identify and evaluate the assets of the school and the community in which my students live, and how such assets help students thrive. I also assess the challenges that both the school and community face, and their continuous efforts to overcome them. In Part D, I reflect on my first year of teaching to assess my instructional practices, and I evaluate the progress made by my whole class, and more specifically my focus students.
10
Martin, Kevin Joseph. "Educational Development Needs of Higher Education Faculty Working With ELLs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5098.
Full textAbstract:
This study was undertaken to examine the educational development (ED) needs of higher education (HE) faculty who have English language learners (ELLs) in their mainstream courses but do not have specialized training in teaching such students. A quantitative approach was used to explore the impact of any existing ED and areas that might need improvement. This study, guided by andragogy, examined the pedagogical needs of these HE faculty. A cross-sectional analysis of online survey data using a multiple analysis of variance (MANOVA) and multiple analysis of covariance (MANCOVA) examined the ED needs and available resources of faculty with respect to their institutions and demographics. With N = 66, statistically significant results were found for the faculty's self-perceived responsibility to teach academic skills to their ELLs based upon teaching experience; and language skills based upon ethnicity. Significant results were observed for self-perceived needs related to addressing the academic needs of their ELLs based upon ethnicity; and language skills for gender, home language, where they grew up, and experience living abroad. The institutional context yielded significant results for the self-perceived responsibilities to teach academic skills based upon their ELL students' full-time study status; however, nonsignificant results were found for the impact of existing ED on the needs and feelings of responsibility for addressing the academic and language skills of their ELLs. This study contributes to positive social change by adding evidence-based information on the needs and feelings of responsibility of HE faculty working with ELLs. The results may have broader implications for improving and expanding ED for HE faculty by providing insights into their curriculum, instruction, and assessment needs.
11
Castro, Adam. "An effective educational development curriculum for Mexican-American high school students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1879.
Full textAbstract:
The purpose of this project was to design a year long course curriculum in educational development. The curriculum will serve the educational needs of many Mexican-American high school students who academically need it.
12
Silva, Frank L. "ENHANCING LANGUAGE DEVELOPMENT FOR ENGLISH LEARNERS." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/253.
Full textAbstract:
Previously accepted and current research has been reviewed regarding the development of English proficiency for English Language Learners. The particular areas of concern deemed crucial for language development are the domains of reading, writing, listening and speaking. The critical components for effective English Language Development instruction as well as the strategies considered the most effective and efficient were also investigated. The review resulted in the creation of an English Language Development unit that includes the essential components and various strategies that are considered effective in developing English proficiency for English Language Learners.
13
Knaff, Sheila R. "A Case Study of the Effects of Integration on Two Black High Schools in East Tennessee." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2935.
Full textAbstract:
This study investigated the effects of integration on two black high schools and their communities in East Tennessee. The purpose of the study was to show how integration impacted these two communities both negatively and positively. The research method was qualitative and used the case study approach. Interviews of former students, teachers, and administrators of these two schools was a primary source of data collection. Further analysis of the data used the qualitative software package QSR NUD*IST 4.0. Data gained from the interviews, coupled with historical and current literature, as well as other published documents in relation to these two schools added further support to the results. Conclusions of the study suggest that integration played a role in the demise of these two black communities. However, it was not the sole contributing factor. Integration was simply the catalyst for inevitable change.
14
Courtright, Camelia A. "Integrating Reading into Math Instruction to Increase Academic Achievement of English Language Learners." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/78.
Full textAbstract:
The majority of the school population at the research site struggles in reading and mathematics, particularly the English language learner (ELL) students. ELL students typically score lower than non-ELL students and perform at various levels of English language proficiency in reading and math. The purpose of the study was to identify and implement effective research-based strategies during math instruction to support and increase ELL students’ academic performance. This experimental research was composed of a between-subjects approach with a pre- and posttest control group design with a simple random sample selection. The objective was to measure the effectiveness of integrating guided reading instructional strategies in ELL students’ third grade math class. Students received instruction inclusively in the form of word problems. The study consisted of an experimental and control group, a total of 36 participants. The period of implementation for the experimental group occurred over a 2-week period, 5 days a week, for 60 minutes each day. Data analysis consisted of an independent samples t test on pre- and posttest scores and a Mann Whitney U test on end of semester grade level progress reading scores to detect two groups are significantly different. Analysis of Covariance (ANCOVA) revealed the mean scores for the two groups. The objective was to evaluate the impact of teaching literacy in the content of math to increase ELL students’ academic achievement.
15
Magee, Ariana T. "Sheltered Instruction versus Mainstream Classroom – The Impact of Classroom Placement and Other Factors on the Achievement of English Language Learners in Science: Implications for Educational Leaders." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/77.
Full textAbstract:
The purpose of this study was to examine 9th and 10th grade ELL students’ science class placement - sheltered ESL class or non-sheltered mainstream class - and determine if there was a difference in their levels of achievement based on placement. Unlike other academic courses, science incorporates its own terminology that can be difficult for even mainstream non-ELLs to understand. With the goal for English Language Learners to develop scientific proficiency, ELLs must gain an understanding of science substance and practice exploratory propensities for the brain. This is unthinkable without an understanding of science vocabulary.
The researcher examined the following variables as they related to ELL student achievement in science: Cognitive Academic Language Proficiency (CALP), attendance, class size, teacher-student relationship, teacher competency in ELL strategies, instructional strategies, parental involvement, study habits, immigration requirements, age (demographic variable), and gender (demographic variable). Data were gathered using observations, face-to-face teacher and administrator interviews, document analyses of teacher lesson plans, a student survey, and a student focus group.
The sample of students consisted of 30 students - 9 students in mainstream science classes and 21 students in sheltered ESL science classes. Students were chosen to participate in the study based on their Assessing Comprehension and Communication in English State-to-State (ACCESS) scores. Study participants had a composite score of between 3.0 and 4.9 on the ACCESS test. Study participants’ nine weeks grades, along with other data, were compared to determine if class placement made a significant difference in ELL student achievement in science.
The results revealed that students in sheltered ESL science classes achieve at higher levels than those in mainstream classes. While all except two study participants in sheltered science classes met or exceeded proficient as defined by this study (75% or higher), only three study participants in mainstream science classes met or exceeded proficient. An analysis of students’ overall nine weeks grades in biology and physical science revealed that ELLs in a sheltered setting average a 45% higher grade than those in a mainstream setting in biology and a 14% higher grade than those in a mainstream setting in physical science.
16
Otsuki, Yumiko. "Being an "Other": The Significance of Teachers' Lived Experiences in Working with Culturally and Linguistically Diverse Students." PDXScholar, 2009. http://pdxscholar.library.pdx.edu/open_access_etds/3135.
Full textAbstract:
The study's goal was to understand what contributes to the formation of teachers' perspectives regarding the education of culturally and linguistically diverse students. Its focus was to portray through teachers' stories the experiences in their lives that may have contributed to constructing who they are as people and as educators.
Four teachers from one rural district participated. Using qualitative methods, the study explores and describes incidents in teachers' lives, looking at the way their life experiences are reflected in their relationships with students. In considering ways in which those experiences may have helped shape teaching philosophies and practices, the study also considers the teachers' reported statements about their classroom teaching methods to see how what they may have learned from early life experiences are incorporated.
Despite each teacher's individual uniqueness, similarities emerged during data analysis. Examining these similarities contributed to an understanding of these teachers and what processes and attitudes made them good teachers of ELLs.
The study reports three broad findings: (a) that the teachers possess a risk- and challenge-taking nature; (b) they are life-long learners; and (c) that the teachers had two different kinds of cultural experience during their lives, one that the researcher labeled "Regular" cultural experiences and a second kind which she labeled "Otherness" cultural experiences.
The teachers were judged to share a willingness to make choices involving challenges, many of which proved to be learning opportunities, and they tried to instill in their students the same resiliency and willingness to take risks.
All the teachers personally had both "regular" and "otherness" cultural experiences. "Regular" cultural experiences helped them understand new or unknown cultural values and practices by observation and participation. Through "Otherness" cultural experiences, each experienced the emotion of "being different" and "being marginalized" via the personal, lived experience of being an "Other." This was judged to have contributed to shaping each teacher's ability to better understand the experiences of culturally and linguistically diverse students, enabling greater compassion for them and teaching them more effectively.
17
Mashav, Asuka H. "An Exploration of the Reasons and Purposes of Non-Japanese Undergraduate Students for Taking a Beginners’ Japanese Language Course." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2305.
Full textAbstract:
This study took place at Florida International University (FIU), a large public research university in Miami, Florida and one of largest Hispanic serving institutions in the United States. The purpose of this study was to explore the motivations of non-Japanese undergraduate students for taking a beginners’ Japanese language course. In-depth one-hour semi-structured interviews were conducted with 12 participants before the fall semester of 2014 (Phase I) and 10 after the semester (Phase II). Two major themes emerged from the inductive analysis of the data: attraction to Japanese culture and utility of using the Japanese language. Sub-themes for attraction to Japanese culture were anime and manga, martial arts and various types of games. Sub-themes for utility of using the Japanese language were study abroad and employment which both require residing in Japan. In particular to Phase II, three other themes emerged: a sense of community, openness to others, and investment of time.
The findings were analyzed through the lens of L2 motivational-self system. L2 is a foreign language that is not the native language of the speaker. The L2 motivational self-system supports the idea that the images of a possible future-self as a successful learner in L2 acquisition which directs a language learner to have motivating behavior The researcher saw significant changes in participants’ motivational level during qualitative comparative analysis of Phase I and II, especially for those who had and/or gained possible future L2 ideal-self during L2 learning experience.
The findings might be used by policy makers or curriculum developers for Japanese language education to refine, enhance or strengthen the competency-goals for Japanese instructions. Moreover, the findings suggested that by creating a personally relevant and inspiring vision of possible-future ideal L2 self, the students will be inherently motivated, which then allows the instructors to be more productive and effective in their teaching.
18
Ellis, Jacqueline Caroline. "English Language Learners: A Correlational Study of the Relationship Between A Proficiency Level Assessment and End of Course Test Scores at one Georgia High School." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1847.
Full textAbstract:
Understanding the language of one’s cultural environment is important for effective communication and function. As such, students entering U.S. schools from foreign countries are given access to English to Speakers of Other Languages (ESOL) programs and they are referred to as English Language Learner (ELL) students. This dissertation examined the correlation of ELL ACCESS Composite Performance Level (CPL) score to the End of Course tests (EOCTs) and the Georgia High School Graduation Tests (GHSGTs) in the four content courses (language arts, mathematics, science, and social studies). A premise of this study was that English language proficiency is critical in meeting or exceeding state and county assessment standards.
A quantitative descriptive research design was conducted using Cross-sectional archival data from a secondary source. There were 148 participants from school years 2011-2012 to 2013- 2014 from Grades 9-12. A Pearson product moment correlation was run to assess the relationship between the ACCESS CPL (independent variable) and the EOCT scores and the GHSGT scores (dependent variables).
The findings showed that there was a positive correlation between ACCESS CPL scores and the EOCT scores where language arts showed a strong positive correlation and
mathematics showed a positive weak correlation. Also, there was a positive correlation between ACCESS CPL scores and GHSGT scores where language arts showed a weak positive correlation.
The results of this study indicated that that there is a relationship between the stated variables, ACCESS CPL, EOCT and GHSGT. Also, the results of this study showed that there were positive correlations at varying degrees for each grade levels. While the null hypothesis for Research Question 1 and Research Question 2 were rejected, there was a slight relationship between the variables.
19
Nelson, Delore. "Meeting the Needs of English Language Learners in Mississippi Through Professional Development." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5108.
Full textAbstract:
The problem addressed in this study is that Native American and Hispanic English language learners (ELLs) in a rural Mississippi school district are not performing at the same level as non-ELLs. The purpose of this qualitative case study was to investigate the perceived causes of ELL failure and low academic performance on district and state assessments and in general education classes. Guided by Vygotsky's theory of development, which supports teachers and students remaining active in the learning process, research questions focused on what instructional practices general education teachers use to provide instruction for Spanish/Choctaw-speaking ELLs. General education teachers' use of professional learning communities (PLCs), instructional and assessment practices, knowledge of ELLs' instructional needs, and perceptions of professional development (PD) were examined. The purposeful sample for surveys included 33 Kindergarten through12 general education teachers who met the criteria of having the experience of providing instruction to ELLs. Teacher participants completed an online anonymous survey through SurveyMonkey. Six English Language Arts (ELA) teachers and 1 administrator participated in face-to-face interviews. The responses were open coded then analyzed using NVivo 11. Seven themes emerged from the data: differentiation is critical for ELL instruction, assessment should drive instruction, ELLs benefit from evidence based instructional strategies, PLCs support general education teachers, PD is inadequate to support ELLs and teacher needs, PD is needed on ELLs background, and administrators' support PLCs for ELLs' instruction. A 5-day PD project was designed and positive social change promoted by providing staff with evidence based ELL instructional support, resulting in improved ELL learning and achievement.
20
Smith-Justice, Ella M. "Foreign language teacher self-efficacy: A descriptive study of high school foreign language teachers in central Appalachia." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503071224694554.
Full text
21
Alvero, Aaron J. "Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2569.
Full textAbstract:
This thesis explored the integration of automated essay scoring (AES) software into the writing curriculum for high level ESOL students (levels 3, 4, and 5 on a 1-5 scale) at a high school in Miami, Fl. Issues for Haitian Creole speaking students were also explored. The Spanish and Haitian Creole speaking students were given the option to write notes, outlines, and planning sheets in their L1.
After using AES in the middle of the writing process as a revision assistant tool, 24 students responded to a Likert Scale questionnaire. The students responded positively to the AES based on the results of the Likert scale questionnaire: 71% responded “agree” and “strongly agree” to the question “Other students would benefit from using writing software before handing in a final draft.” Also, the majority reported that they valued teacher feedback. None of the students chose to use their L1 to write notes/outlines.
22
Song, Timothy. "Putting Educational Reform Into Practice: The Impact of the No Child Left Behind Act On Students, Teachers, and Schools." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2187.
Full textAbstract:
This thesis seeks to investigate the effects of the No Child Left Behind Act (NCLB) on U.S. student achievement and teacher effectiveness. By combining the results from various data sources, I am able to indicate the levels of student preparedness, school spending, and specific classroom practices. After an analysis of my results, I suggest that NCLB has found moderate success in increasing the level of math preparedness for younger students from historically disadvantaged backgrounds. On the other hand, the data also suggests that there have been no statistically significant gains in reading achievement after the implementation of NCLB. Additionally, spending by school districts increased a significant amount and NCLB raised teacher pay and the number of teachers entering the profession with graduate degrees. Within schools, NCLB appears to have directed instruction towards math and reading and away from other subjects as teachers strove to achieve proficiency on the new accountability measures implemented by NCLB.
23
Eger, Katharine. "An Analysis of Education Reform in Sub-Saharan Africa." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1419.
Full textAbstract:
Sub-Saharan Africa continues to fall behind other developing regions regarding educational attainment, despite recent progress in enrollment. This thesis examines a variety of external conditional factors that could contribute to a country’s relative success, in terms of years spent in school using a prediction model that compares years enrolled in secondary education as a foundation to determine over- and under-performing countries in sub-Saharan Africa.
By exploring various educational policies, historical patterns, and projects executed in Rwanda, South Africa, Ghana, and Botswana, this thesis sheds light on four main challenges that can impact educational attainment: ethnic and racial tensions, an acute shortage of learning materials and trained teachers, inappropriate curricula, and high costs of education. Some of these challenges have been met with an array of policies, with mixed results in terms of the soundness and fairness of policies as well as the effectiveness of implementation.
This thesis argues that to facilitate the creation of an effective school system, education policies must focus on more appropriate reallocations of funding, improved teacher-training quality throughout rural regions, applicable and localized curricula, conditional cash transfer programs, and long-term improvements in the job market.
24
Alvarez, Sara P. "NUESTROS SONIDOS: A CASE STUDY OF BILINGUAL MUSIC AND PLAY AMONG PRIMARY-SCHOOL AGE HERITAGE LANGUAGE LEARNERS." UKnowledge, 2014. http://uknowledge.uky.edu/english_etds/7.
Full textAbstract:
The demographics in the United States continue to show a dramatic increase of immigrant students who speak a language other than English at home (Smitherman; U.S. Census); however, schooling ideologies and practices continue to treat developing bilingualism as a detriment to students entering school rather than a resource (Canagarajah; Heath; Matsuda; Valdés et al; Richardson; Santa Ana; Street). In this case study, conducted in the “Nuevo New South” (Mohl; Rich and Miranda), I observed how bilingual music and play in school-like settings can promote bilingual literacy practices and bridge gaps between traditional schooling practices and communities ways of languaging. Engaging in structured music and play practices creates spaces that can generate moments of felicidad and meta-construction of heritage language users as bilinguals.
25
Conroy, Jessica Helene. "School Counselors' Perceived Multicultural Competence, Adherence to the ASCA National Model, and Students' Performance." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1338.
Full textAbstract:
Multicultural competence (MCC), despite its integral part in school counseling and the school setting, is not applied within the American School Counselor Association (ASCA) national model (NM). Rather, the ASCA NM is a guideline that is expected of school counselors with limited opportunity for deviation. Without incorporating multicultural practices in the school setting, student performance may suffer. Student performance affects everyone who is learning, working, or has a child who is or will be at the middle school level. The purpose of this study was to identify if perceived MCC, as measured by the MCCTS-R, and/or adherence to the ASCA NM, as measured by the SCPIS, could predict student performance and if there was a relationship between the perceived MCC and adherence to the ASCA NM. The school counseling and multicultural counseling theories were used together as a lens for the study. Florida middle school counselors (N = 115) were invited to participate electronically. Results were compiled in PsychData anonymously and transferred into SPSS. Multiple linear regression and Pearson correlation statistics revealed that perceived MCC and adherence to the ASCA NM collectively predict students' GPAs. Recommendations for future research include expanding to different educational levels and states. The results indicate that the ASCA NM would benefit from multicultural concepts within the guidelines, implicating positive social change for future learning, school counseling practices, and educational practices.
26
Gardenhour, Allison L. "Student Achievement in Response to Intervention Groups." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3009.
Full textAbstract:
The purpose of this study was to identify components of Response to Intervention (RTI) groups associated with increased student growth on progress monitoring tests. The relationship between student growth scores and fidelity of implementation scores, types of groups, types of interventionists, group setting, group time, and various demographic groups were examined. Seven hundred fifteen students enrolled in reading and math groups in an RTI program at 8 schools in an Upper East Tennessee school system participated in this study. Ten research questions and null hypotheses were analyzed using Pearson correlations, independent t tests, and one-way Analyses of Variance. Results indicated significant gains for RTI students in every type of reading and math intervention group and every demographic population. These results contradicted current nationwide studies on RTI in which students made limited gains in intervention.
27
de, Varona Amanda G. "The Response to an ESL Population Boom in the Beaufort County, South Carolina School System: A Case Study." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1568.
Full textAbstract:
The purpose of this case study was to examine the why the English language learners (ELLs) in the Beaufort County, South Carolina school system have been so successful. This school system has recently experienced a boom in its ESL student population, and this population has performed very well on standardized tests. This study used critical theory as its theoretical framework and examined why the students have been successful rather than marginalized in Beaufort County schools. This phenomenon was investigated using semi-structured interviews with the ESOL Coordinator for Beaufort County, 4 ESL-lead teachers, and 6 mainstream teachers.
Data were collected using semi-structured interviews with Sarah Owen, the Beaufort County ESOL, Gifted and Talented, and World Languages coordinator. Based on the results of her interview, 4 themes emerged that were used for the semi-structured interviews with ESOL and mainstream teachers. The interviews centered on the themes of ESL policy, ESL leadership, and teacher training. The ESL and mainstream teacher interviews also revealed several subthemes that included teacher attitude, why Beaufort County has been successful with the ELLs, and the teachers’ recommendations for other schools systems trying to successfully accommodate a large ESL student population in mainstream classrooms.
The findings from the teachers’ interviews revealed that additional training for the teachers without ESL experience helped them become comfortable instructing ELLs. This training should be conducted by the ESOL teachers for those without ESOL certification or endorsement. As the teachers had more training, they had better attitudes about teaching ESOL students in their classes. Finally, those who utilized the additional ESOL training and ESOL accommodations saw better student achievement in their classes.
Based on the finding of this study, the researcher proposed a model for other school systems to follow in order to replicate the success of Beaufort County’s ELLs. The implications of this study focus on other schools systems and why ELLs are not obtaining the same level of success as those in Beaufort County’s schools. Finally, recommendations for further research are provided.
28
MORALES, MARIA ISABEL. "Parent Involvement in Contested Times: A Brief Analysis of the Effects of Anti-Immigrant Policies on Latinx Immigrant Parent Involvement." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/135.
Full textAbstract:
How do perceived community and school cultural values affect Latinx immigrant parents’ decisions to engage with their children’s schools? What lessons might their experiences have for our understanding of parent involvement beyond the parameters of traditional models of parent involvement? Engaging parents as advocates for school success in the home is particularly important for English Language Learners (ELs). Tapping into the experiences of EL parents is a resource educators can use to increase parental involvement and, consequently, student academic achievement.
This qualitative case study grounded in Critical Inquiry and Cultural Historic Activity Theory examined the perceptions and experiences of 5 working-class Latino immigrant mothers whose children were enrolled in two elementary schools in southern California. Parents were purposively selected from two predominantly Latinx urban Elementary schools to participate in individual interviews and focus groups. This study addresses an urgent need to survey the current context of immigrant families and, because most research on the subject of parent involvement takes a subtractive or deficit approach that often devalues the experiences and perceptions of Latinx immigrant parents, it responds to a need for studies that approach the subject from an asset based perspective that includes the voices of the parents themselves. Examining the narratives of the parents from their own perspectives, this study provides a platform from which parent voices can be heard and creates a space where the historical and current particulars of home and community practices, histories, and activities become as relevant as those of the dominant culture(s), thus creating equitable conditions where the social justice mission of education—which is to provide quality education for all—is more likely to be fulfilled.
29
Alzimami, Hessah Khaled. "EVALUATING INTERCULTURAL COMMUNICATIVE COMPETENCE USING MEDIATED SELF-REFLECTION IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/422.
Full textAbstract:
In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate effectively with others using both their native and target languages, as well as their native and target cultures. Hence, there is a need for ICC, mediational tools, such as translanguaging pedagogy, as well as use of a peer-coaching process. Also, there is a need to evaluate ICC use through various kinds of assessment, such as self-assessment (which includes self-reflection), identity assessment, formative assessment, and summative assessment.
In order to find the validity of various aspects of ICC, the mediational tools, the peer-coaching process, various kinds of assessment, and self-reflection, the researcher used a mixed-method study that contained quantitative and qualitative data. The study was conducted over the summer of 2016, and the participants were graduate students in the Teaching English to Speakers of Other Languages (TESOL) program at California State University, San Bernardino (CSUSB). This thesis validates aspects of ICC, mediational tools, and assessments, as well as the importance of self-reflection in evaluating and improving individuals’ ICC.
30
Hendry, Isabella. "La Educación Como Camino Hacia la Revitalización de Lenguas Indígenas: Problemas y Prospectivas." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/417.
Full textAbstract:
Many indigenous languages have suffered irreparable damage or even extinction due to the violence of colonization and the violences that continue to be perpetrated by its successor institutions of neo-liberalism and global “development” projects. This thesis focuses on the attempts of two groups of indigenous people, the Imazighen (or Berbers) of Algeria and Morocco and the Runa (or Quechua) of Peru and Bolivia, to break these cycles of repression and revitalize their languages. A close comparison of these two groups’ struggles reveals the difficulty of transcending this assimilationist, imperialist framework, but it also highlights several successes that bode well for future efforts. Through their attempts to introduce indigenous languages into the classroom, and into the public sphere more broadly, these peoples have articulated alternate cosmologies which challenge the biases and assumptions that form the basis of western education. These cosmologies imply a direct challenge to western-occidental notions of modernity and to the institution of the modern nation-state.
31
Jackson, Ronnie. "A Study of the Relationship between Key Influencers as Motivators to Attendance, Behavior, Engagement, and Academic Achievement among Middle School Students in Metropolitan Atlanta Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/4.
Full textAbstract:
This study examines middle school students’ perceptions of the relationship between key influencers on student attendance, student behavior, student engagement, and academic achievement. Three hundred (300) survey participants were used in this mixed methods design, which consisted of an analysis of the independent variables affecting overall student motivation operationalized as Student Attendance, Student Behavior, Student Engagement, and Academic Achievement of eighth grade students. The survey participants were composed of two urban middle schools in a large public school system and a private middle school in the same county. African-American male students were isolated to analyze correlation relationships among variables. Findings of the study indicated that among other outcomes, African-American male students have definite perspectives about teacher quality and the impact of parental involvement.
32
Falkenberg, Carol Ann. "The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/298.
Full textAbstract:
This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance. Throughout baseline and all phases, participants followed typical classroom procedures, brought their homework to school each day and gave it to the general education teacher. During Phase I of the intervention, participants self-monitored with a daily sheet at home and on the computer at school in the morning using KidTools (Fitzgerald & Koury, 2003); a student friendly, self-monitoring program. They also participated in brief daily conferences to review their self-monitoring sheets with the investigator, their special education teacher. Phase II followed the same steps except conferencing was reduced to two days a week, which were randomly selected by the researcher and Phase III conferencing was one random day a week. Maintenance data were taken over a two-to-three week period subsequent to the end of the intervention. Results of this study demonstrated self-monitoring substantially improved spelling and math homework completion and accuracy rates of students with disabilities in an inclusive, general education classroom. On average, completion and accuracy rates were highest over baseline in Phase III. Self-monitoring led to higher percentages of completion and accuracy during each phase of the intervention compared to baseline, group percentages also rose slightly during maintenance. Therefore, results suggest self-monitoring leads to short-term maintenance in spelling and math homework completion and accuracy. This study adds to the existing literature by investigating the effects of self-monitoring of homework for students with disabilities included in general education classrooms. Future research should consider selecting participants with other demographic characteristics, using peers for conferencing instead of the teacher, and the use of self-monitoring with other academic subjects (e.g., science, history). Additionally, future research could investigate the effects of each of the two self-monitoring components used alone, with or without the conferencing.
33
Mandel, Peggy Lee. "The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1006.
Full textAbstract:
Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the students affect their early language learning experiences which expose them to the academic language needed to succeed in school. Teachers can help students acquire academic language by introducing words that are within their Zone of Proximal Development and increasing exposure to and use of academic language. This study investigated the effects of increasing structured activities for students to orally interact with informational text on their scientific academic language development and comprehension of expository text.
The Academic Text Talk activities, designed to scaffold verbalization of new words and ideas, included discussion, retelling, games, and sentence walls. This study also evaluated if there were differences in scientific language proficiency and comprehension between boys and girls, and between English language learners and native English speakers.
A quasi-experimental design was used to determine the relationship between increasing students’ oral practice with academic language and their academic language proficiency. Second graders (n = 91) from an urban public school participated in two science units over an 8 week period and were pre and post tested using the Woodcock Muñoz Language Survey-Revised and vocabulary tests from the National Energy Education Project. Analysis of covariance was performed on the pre to post scores by treatment group to determine differences in academic language proficiency for students taught using Academic Text Talk compared to students taught using a text-centered method, using the initial Florida Assessment for Instruction in Reading test as a covariate. Students taught using Academic Text Talk multimodal strategies showed significantly greater increases in their pre to posttest means on the Woodcock Muñoz Language Survey-Revised Oral Language Totals and National Energy Education Development Project Vocabulary tests than students taught using the text-centered method, ps < .05. Boys did not show significantly greater increases than girls, nor did English language learners show significantly greater increases than the native English speakers.
This study informs the field of reading research by evaluating the effectiveness of a multimodal combination of strategies emphasizing discourse to build academic language.
34
Casteloes, Sylvia. "GRAPHIC MATHEMATICAL MEDIATED STRUCTURE: THE LINK FOR HISPANIC/LATINO AND ENGLISH LEARNERS' MATHEMATICAL SUCCESS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/760.
Full textAbstract:
This project’s goal is to promote and improve the mathematical literacy of fourth-grade Hispanic/Latino and English learners through the use of a graphic mathematical mediated structure. Current California Common Core data finds fourth-grade Hispanic/Latino and English learners significantly behind White and Asian students in mathematics, especially in understanding written word problems.
Research supports the assumption that as a tool, a graphic mathematical mediated structure could: 1) foster conceptual understanding; 2) build content terminology; 3) allow students opportunities to justify their solutions; 4) integrate writing in math; and 5) provide a platform for discourse. This innovative pedagogical project specifically focused on how fourth-grade Hispanic/Latino and English learners could navigate through a graphic math organizer in order to understand how to add and subtract fractions in word problems.
The work presents six teacher models of graphic mathematical mediated structures. Each model provides a fourth-grade word problem related to fractions. Respectively, teacher and student templates, lists of content vocabulary, and suggestions to teach each problem-solving exercise using the graphic mathematical mediated structures that were created and developed are included.
Struggling Hispanic/Latino and English learners’ need a pedagogical structure and process to succeed in solving math word problems. Hence, the need for a graphic mathematical mediated structure to diminish the groups’ prevalent mathematical achievement gap and to increase their achievement in mathematics.
35
Salas, Maya. "Young Chicanx on the Move: Folklórico Dance Education as a Mechanism of Self-Assertion and Social Empowerment." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1042.
Full textAbstract:
In the context of Chicanx experiences in the United States, where varying generations of Chicanxs experience bicultural realities, this study shows how embodied knowledge performed through the body’s movements in folklórico dance by Chicanx youth from multiple generations, acts as a mechanism for reconnecting youth to cultural ties, reevaluating educational practices, and emplacing within youth, the ability to foster the confidence to express and create imagined futures. Data collection incorporated a series of interviews with eight Chicanx youth and adults who have either taught or danced folklórico in the Phoenix, Los Angeles, or Coachella Valley areas. Interview participants revealed a strong sense of cultural orgullo that acts as a bedrock for their cultural identity affirmation and reclamation. This orgullo and other cultural knowledges such as familismo and collective consciousness were emphasized through pedagogies of embodiment. Dancers described learning these cultural knowledges not just through the embodiment of physical dance steps but through the embodiment of social customs honored by their folklórico communities. Much of these social customs centered around fostering and maintaining relationships of genuine, holistic caring. These relationships were foundational for personal, mental, and emotional growth of dancers. Through these relationships, individual identities found the support to thrive within collective communities. Given the influx of educational pedagogies that attempt to depersonalize, depoliticize, and de-emotionalize the education through the implementation of tracking systems, standardized tests, and culturally inaccessible curriculums, these stories suggest alternate forms of learning that may account for students’ entire well-being. While this project is very much about reclaiming historical pasts, it is also about re-envisioning educational possibilities, discovering inner potentials and building collective communities that recognize and rejoice in those potentials. Through this study, a deeper understanding of the functions of movement and dance will strengthen platforms that push arts education and ethnic studies to greater educationalist agendas.
36
Burke, Edward C. "Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3008.
Full textAbstract:
English Learners experience challenges related to comprehension of science text particularly at the high school level. The language of science differs significantly from that of conversation and expository text. Students benefit from collaborative interpretation of readings. Additionally, there appears to be a need to train adolescents in the oral language skills requisite for academic discourse.
This study employed a sample of high school physical science students (N = 75) whose first language was Spanish and who were currently developing English language proficiency. It used quasi-experimental methodology with treatment and comparison groups, during the normal operations of the public school classroom. It tested the effect of training with a textbook summarization method and with an academic conversation strategy on the comprehension of state-adopted science textbook readings. Posttest scores of both groups were analyzed using an ANOVA. Posttest scores of treatment group members were analyzed in relation to prior science knowledge, reading level, gender, and level of English proficiency using a factorial ANOVA.
Findings suggest that the treatment had a positive impact on the achievement of students who had a low level of English language proficiency. In light of the at-risk nature of this population, given low socioeconomic status and that a high percentage of families are migrant workers, this in encouraging. The basic premise of the treatment appears promising. Evidence collected pertaining to its effect relative to students’ general ESOL level, science background knowledge, literacy skills, and gender neither confirmed nor denied the viability of the strategy. The further significance of this study is that it adds to the body of research on strategies to support English Learners.
37
Hishmeh, Amber Lee. "Neurolinguistic programming as observational and mediational strategies in teaching primary-level English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2882.
Full textAbstract:
This project serves as a resource for kindergarten ESL educators to explore more creative multisensory teaching strategies. The five methodologies presented are Neurolinguistic Programming, Suggestopedia, music, storytelling and Total Physical Response.
38
Zhang, Yun. "TEACHERS’ SELF-EFFICACY BELIEFS IN RELATION TO PERCEIVED ENGLISH PROFICIENCY AND TEACHING PRACTICES: AN INVESTIGATION OF CHINESE PRIMARY ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3644.
Full textAbstract:
Research on self-efficacy has been a productive field and abundant research has shown that teachers’ self-efficacy beliefs influence teachers’ actions and performances and thus affect students’ learning outcomes. However, there is a lack of literature on EFL teachers’ self-efficacy beliefs and even less research was set in Chinese EFL contexts. On the one hand, this study was conducted to provide a general picture of the current status of EFL teachers’ perceived English proficiency, self-rated self-efficacy beliefs and self-reported teaching practices in terms of some demographic perspectives; On the other hand, it aimed to explore the correlations among Chinese primary EFL teachers’ perceived English proficiency, self-efficacy beliefs and teaching practices.
The quantitative study surveyed 217 in-service primary EFL teachers. The descriptive results showed that: (1) EFL teachers varied in perceived English proficiency in terms of age, years of teaching experience and college major; (2) age and teaching experience did while college major didn’t make a difference for EFL teachers’ self-efficacy beliefs; (3) the surveyed EFL teachers, in general, had a greater preference to communication-oriented language teaching (COLT) than form-oriented language teaching (FOLT). The results from the correlational statistics showed that: (1) perceived English proficiency (PEP), on the whole, had a significant predictive effect on self-efficacy beliefs (SEB). It was striking that among the four skills (listening, speaking, reading, and writing) of English language, speaking had the most significant predictive effect on self-efficacy beliefs; (2) EFL teachers’ self-efficacy beliefs (SEB) had a predictive effect on COLT practices whereas not on FOLT practices; (3) The mediation model of showing the causal impacts of PEP (through SEB) on COLT was tested. i.e. Chinese primary EFL teachers’ self-efficacy beliefs played a complete mediating role between perceived English proficiency and communication-oriented language teaching.
The findings of the present study added on the compelling evidence that self-efficacy beliefs matter in the realm of primary EFL teaching in China. In light of these findings, implications were generated to primary EFL teacher education and in-service EFL teacher training programs, such as courses related to improving English proficiency, especially speaking skills, should be offered for non-English major EFL teachers; training courses related to improving self-efficacy beliefs, especially on classroom management strategies, and the recommended communicative-oriented language teaching practices should be offered to pre-service and inexperienced in-service EFL teachers.
39
Lee, Kirk T. "Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3103.
Full textAbstract:
Parental involvement plays an essential role in the United States (U.S.) educational system. However, parental involvement poses many challenges for Hmong parents in American schools. Many assumptions are made on the parts of teachers, staff, and Hmong parents about parents' roles pertaining to their involvement in their children's education. Hmong parents struggle to reconcile beliefs, attitudes, and values that they bring with them from Laos with the expectations found in the U.S. due to their unfamiliarity with the U.S. educational system.
This study employed the used a qualitative, descriptive case study approach to examine the perceptions of Hmong parents involvement at a K-6 Hmong American charter school in Northern California. The primary data collection method used in this study was interviews with four school-community stakeholder groups.
The purposeful-selected interview participants included two administrators, four teachers, six parents, and four students. The interviews were dialogically coded and nine themes were developed related to parental involvement. These nine themes were: communication with parents, committee involvement, flexibility of staff, enrichment programs non-traditional school schedule, importance of field trips, cultural events and presence of other cultures, recommend school to others, and positive behavioral reinforcement. The study concludes with a presentation of the implications of the nine themes on the design of parent involvement models and recommendations are offered related to policies and connected strategies for how to design culturally relevant supports for parent involvement in education.
40
Gomez, Jorge. "The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/936.
Full textAbstract:
Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students.
Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year.
Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models.
Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.
41
Boffa, Joseph W. "UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/88.
Full textAbstract:
Many researchers have attempted to identify best practices, habits, and conditions of English Language Learners (ELs, ELLs) pertaining to school success. It is clear EL students pose unique and significant challenges, yet unclear what strategies and program models educators can implement to motivate learning, improve educational experiences, and appropriately acknowledge and reward these learners’ accomplishments. Few studies have attempted to determine the difficulties and challenges associated with academic success and probability of graduation for Late-entry English Learners (LEELs), defined as those entering the school system as eighth-through-twelfth grade students. Their test scores weigh heavily on high-stakes standardized testing accountability measures. Late-entry ELs are often shortchanged when it comes to resources and teachers. The California Commission on Teacher Credentialing reports nearly 7500 teachers currently teaching EL students without proper authorization as there simply are not enough teachers to meet the need. This study will give LEELs a voice to describe their educational experiences and perceptions of pertinent hurdles. They will share recommendations of best practices for Late-entry ELs and for the administrators and educators who serve them. The study draws attention to LEEL experiences, honoring them, while informing educational leaders regarding practices that may alleviate educational obstacles. Additionally, the study seeks to ascertain the best way to foster academic success for LEELs. This research is valuable as EL populations continue to grow in California and across the nation.
42
Winiger, Jill. "High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2470.
Full textAbstract:
The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee regarding their schools’ academics, climate, culture, parent engagement, and their English Language Learners’ school experiences. The researcher sought to ascertain if significant differences exist between the perceptions of different groups of educational professionals in the school, with those groups to include school administrators, guidance counselors, and classroom teachers. Data were analyzed from 50 survey questions with 42 of those questions measured on a 5-point Likert scale, 5 questions as multiple choice, and 3 questions as open-ended. Data were collected through an online survey program, Survey Monkey. The survey was distributed to 12 school districts consisting of 39 high schools. There was a 23% response rate among administrators, a 29% response rate among counselors, and a nearly 10% response rate among teachers. There were no significant variations of the participants’ perceptions of their schools’ conduciveness to ELLs’ success with regard to classroom practice, student resilience, school climate, school culture, and the strength of home and school partnership.
43
Moulana, Sultana Jesmine. "SYNERGY: GAME DESIGN + QUR'AN MEMORIZATION." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5199.
Full textAbstract:
The rise of digital technology has transformed nearly every part of our daily lives, including the way we learn and memorize. Such transformations raise interesting questions for one of the most long-standing and demanding memorization tasks in the world: the memorization of the Islamic holy book, The Qur’an. For Muslims, The Qur’an is a timeless, sacred text, cradling within its covers many profound images, stories, and parables. Despite rigorous research in the fields of game design and memorization techniques, very little work has been done in combining these two areas of research to create a game-based memorization experience of The Quran. This thesis synthesizes game design elements with existing memorization techniques to foster a more engaging, enriching, and inspiring Qur’an memorization experience.
44
Fabro, Dakota. "From Self-Doubt To Inner Peace: An Ethnographic Narrative." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/116.
Full textAbstract:
In the midst of honing my craft as an educator, this ethnographic narrative was done for the purposes of taking an introspective look at the many moving parts of becoming an effective educator as well as developing an ethnographic view of the students who will pass through my classroom during my tenure as an educator. This ethnographic narrative examines my individual background, the educational spaces within which I find myself, communities I serve, and the students I was given the privilege of building relationships with within the classroom. This project serves as an in-depth analysis of the implicit biases one might hold as a teacher and a vehicle for continual introspection on my part as an effective and culturally-aware educator.
45
Bailey-Iddrisu, Vannetta L. "Women of African Descent: Persistence in Completing A Doctorate." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/327.
Full textAbstract:
This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies.
46
Zhang, Jie. "Improving English language learners' oral and written language through collaborative discussions /." 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3363125.
Full textAbstract:
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009.Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Richard C. Anderson. Includes bibliographical references (leaves 84-91) Available on microfilm from Pro Quest Information and Learning.
47
Sprecher, Katharine Matthaei. "Decolonial Multiculturalism and Local-global Contexts: A Postcritical Feminist Bricolage for Developing New Praxes in Education." 2011. http://trace.tennessee.edu/utk_graddiss/1129.
Full textAbstract:
This dissertation presents a conceptual bricolage that explores complex, reflexive, and interrelated dimensions of educational praxes. My work is grounded in the assertion that the ever-changing, local-global nature of contemporary societies requires new approaches to curricula, pedagogies, policies, and practices in U.S. schools to meet the challenges and opportunities of a global era. Presenting my research and findings as four articles, I begin with a dialectical analysis of theoretical and pedagogical literatures to develop an adaptable framework for decolonial multicultural education. In Article 1, I demonstrate how this framework synergizes aspects of social reconstructionist and critical multicultural, global, and decolonial educations, while re-emphasizing possibilities for relational learning in local-global classrooms. In Article 2, I examine a unique local-global context: the matriculation of resettled refugee children into host country schools. This project integrates the decolonial multicultural framework with literatures on ecological interventions for refugee students to address grief, trauma, loss, poverty, acculturation, and host culture hostilities. The theoretical frameworks are infused with considerations concerning children’s lived experiences as complex beings rooted in multiple, fluid, and intersecting contexts. In Article 3, I present a pilot case study on students with refugee status who attended a public school in the South. I discuss qualitative data from participant observations and staff interviews. Using the framework I developed in Article 2 for ecological, decolonial multiculturalism, this study discusses the emergent themes of teacher training, ecological interventions, deficit and assimilationist approaches, and hostile school peer relations. Finally, in Article 4 I argue for a shift in the teacher professional role to include systemic support for ongoing teacher research as a way to address the complexity, multiplicity, and reflexivity of local-global classrooms. I propose postcritical ethnography and feminist praxis-based methodologies as tools to help teacher-researchers learn about and respond to their students. My dissertation thus entails four articles interconnected by the theme of decolonial multicultural education, and enriches framework considerations by exploring the local-global contexts of students with refugee status, specific refugee students in a U.S. school, and potential uses of postcritical and feminist qualitative methodologies for decolonial multicultural teacher-researchers.
48
Burns, Thomas. "An Investigation of Native and Non-Native Chinese Language Teachers and Their Pedagogical Advantages." 2014. https://scholarworks.umass.edu/masters_theses_2/76.
Full textAbstract:
The motivation for this thesis stems from my own personal decade long struggle learning Mandarin Chinese. The inherent difficulty of mastering this intricate language too often will leave students feeling bewildered, confused, frustrated, and even hopeless. Having walked down this path myself, I was inspired me to investigate how the Chinese language educational landscape could be improved. What are its shortcomings? What are its strengths? How can the journeys of future Chinese language learners be made easier?
The research investigates the ongoing discussion of native and non-native speaking teachers. Teacher surveys, student surveys, student classwork, and classroom observations are utilized to glean up close and firsthand insight into the advantages and disadvantages of a native Chinese speaking teacher versus a native English speaking teacher. The research involves native and non-native speaking Chinese language teachers in an effort to elicit organic, accurate data about teachers’ classroom habits.
The results of the experiments are not intended to “reveal the better teacher” among native and non-native speakers, rather they aim to contribute to an important discourse on the roles a native tongue plays in a foreign language classroom; a discourse that is still in its infancy. This contribution could be used by those who employ, evaluate, and administer Chinese language teachers and programs, and in turn improve the quality of Mandarin Chinese academic programs.