Academic literature on the topic 'Language arts (Elementary) – Research – United States'

Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has become the norm in the United States. The research literature finds that ELLs are statistically behind their monolingual peers on such key language and academic development indicators as writing. Educators and researchers then turn to collaborative writing with the assistance of online technology. Although it is shown in literature to be a worthwhile endeavor for students of all ages and ability levels, no studies have investigated the differences it makes, namely, in comparison to traditional face-to-face collaboration in the classroom, and to anonymous online collaboration in the virtual space. Methodology: Through face-to-face, online, and anonymous writing activities, a rubric, and a survey, this quantitative study asks if anonymous collaborative writing, com-pared to other modalities, equalizes participation among students of varying language fluencies, and if anonymous collaborative writing, compared to other modalities, affect student comfort levels. Contribution: This builds on research of online collaborative writing tools and suggests that using such tools (Google Docs in particular) is beneficial, especially for students who are building their language abilities. The study further reveals varied degree of success and student comfort level in participating writing tasks in three modalities. Findings: We ascertain that students of varying language fluencies participated more equally when they were able to remain anonymous. Face-to-face writing exhibited the highest overall scores, and students enjoyed working on Google Docs. Recommendations for Practitioners: Future and current teachers are encouraged to be open to new technologies and be creative in the use of technology to facilitate student learning. They should have the opportunity to participate in the discussion on how, not if, integrating technology impacts the cognitive, social, and cultural dimensions of teaching. Recommendation for Researchers: After this initial quantitative study on students’ reactions to various modalities of technology-supported writing formats, the next questions to ask may be how students were engaging in dialogues during face-to-face sessions or chat features of Google Docs trials, and what types of edits students are making. Researchers should turn their focus on secondary school classrooms where there is an increasing impact of technology-assisted collaborative writing on student learning and teaching pedagogy. Impact on Society: As online technology has become an integral part of daily life, it is beneficial to educators, policy makers, and classroom teachers to understand how technology can be integrated in writing programs and to what extent the integration can help boost student motivation and participation. Future Research: More longitudinal research on online assisted collaborative writing and addi-tional quantitative data are needed to further understand the complexities of the writing process in-group online writing and the nature of collaboration.


 
 
 Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model.
 Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies
 Reference:
 
 
 
 Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409
 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401
 Asrifan, A. (2015). The Use of Pictures Story in Improving Students’ Ability to Write Narrative Composition. International Journal of Language and Linguistics, 3(4), 244. https://doi.org/10.11648/j.ijll.20150304.18
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 Barbot, B., Randi, J., Tan, M., Levenson, C., Friedlaender, L., & Grigorenko, E. L. (2013). From perception to creative writing: A multi-method pilot study of a visual
 
 
 
 
 
 
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We replicate prior research into the determinants of English language proficiency among immigrants using a dataset that controls for potential biases stemming from selective emigration, omitted variables, and the mismeasurement of key constructs. In general, we reproduce the results of earlier work, leading us to conclude that despite inherent methodological problems, research based on cross-sectional censuses and surveys yields fundamentally accurate conclusions. In particular, we find unambiguous evidence that English proficiency rises with exposure to U.S. society, and we reaffirm earlier work showing a clear pattern of language assimilation among Mexican migrants to the United States.

Public schools in the United States (US) have become more linguistically diverse. With the rise of English as a global language, English Language Learners (ELLs) experience “transnationalism”, which requires them to gain a critical and reflective knowledge of diverse cultures and the valuing of a new language and culture. Many teachers do not recognize the importance of language as a tool for teaching academic subjects. Teachers struggle to shape and guide conversations using language to help ELLs further their development. The purpose of this study was to explore elementary physical education (PE) teachers’ experiences with teaching ELLs. Based on positioning theory, this study employed an interpretive case study research design. Six PE teachers volunteered to participate in the study. Data were collected from a survey questionnaire, face-to-face interviews and follow-up e-mails. Three major interrelated and complex themes emerged from the data analysis. These recurrent themes were (a) race and cultural-based stereotype, (b) social inclusion and communication challenges, and (c) PE teachers’ learning experiences. Although each of the PE teachers expressed the view that there were challenges in working with ELLs, they believed that they should implement effective pedagogical methods (inclusive pedagogy), address social justice and diversity issues of ELLs, and develop a positive learning atmosphere for all students.

In this book, Slavin and Calderón demonstrate that school-age Hispanic students in the United States can realize their academic expectations and in the process become capable members of society when they are trained in quality educational programs. The authors' educational research expertise presents readers with a selection of recent studies of elementary and secondary instructional programs targeting Latino students. The book's 10 chapters advance a commanding body of performance data that illustrate how Latino students, like any other students, can be successfully educated and empowered and can even excel in an antagonistic American educational culture. The programs researched include numerous educational models specific to Hispanic students as well as adaptations of other national programs.

Mexican American students constitute the largest group of Latina/os in the United States and have been subjected to a number of educational and social injustices, particularly with relation to how their cultural and linguistic assets are viewed within public schools. This qualitative case study considers culturally responsive leadership in a Mexican American immigrant community and examines two primary research questions: (a) What principal actions support creating a culturally responsive school partly through dual language education; and (b) What leadership challenges arise in the development of a more culturally responsive school?

This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners). The study is part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for improving the school achievement of upper elementary grade students. Standardized achievement student data were gathered from ( N = 74) randomized teachers’ classrooms. Preliminary ordinary least squares analyses of the intervention appear promising for English language arts in general. Limitations in baseline equivalency for students after teacher randomization are discussed along with strategies to overcome them and implications concerned with the education of all students, notably those whose parents speak languages other than English at home.

The problem this research addresses is that, regardless of training, educational background or social status, with or without work experience, most non- or limited-English speaking immigrants are forced to begin their American careers at the bottom of the occupational ladder. This study focuses on the comparison of the lives of English as a Second Language (ESL) students/warehouse workers before and after migration to try to ascertain whether these individuals have experienced upward or downward mobility. The approximately 80 participants in this study are workers in a garment distribution warehouse in Worcester, Massachusetts. The participants have been drawn from the worksite ESL classes offered during their lunch or dinner hours and extended one-half hour into work time donated by the company. A questionnaire was distributed to voluntary participants. The information gleaned was used to tabulate statistics and analyze hypotheses regarding the socio-economic transition of immigrants to the United States. As a result of this study, the following questions were addressed: (1) How do immigrants perceive the effects of immigration? (2) When immigrants come to the United States, do they feel their lives improve or worsen socioeconomically? (3) If studies prove that high-status immigrants become downwardly mobile upon entrance to the United States, does that imply that lower-status immigrants become upwardly mobile? (4) How do immigrants compare their lives in their native country to their lives in their new country? The objective of this study was to evaluate the ramifications of migration to the United States with respect to upward and downward mobility of higher- and lower-status immigrants. The population consisted of ESL students/warehouse workers from 13 different countries. This group of immigrants was chosen because, regardless of background, education, English language facility, experience, degree of literacy, or previous socioeconomic class, they were now all thrust together, doing the same job, earning the same salary, and on an equal footing here in the United States. Based on this premise, the researcher wanted to study their perceptions of life in the United States compared to their previous countries to see if, in their estimation, they had indeed bettered themselves or their lots in life by migrating to the United States, or whether their lives had taken a downward turn by coming here.

Indiana University-Purdue University Indianapolis (IUPUI)<br>Este estudio analiza las percepciones de mejoría en el español y de conocimiento cultural de los participantes en un programa de ayudantes de inglés, Auxiliares de Conversación, mientras trabajaron en escuelas primarias y secundarias en varias regiones de España. Los participantes provenían de varios países anglófonos, entre ellos los Estados Unidos, el Reino Unido, Canadá, Nueva Zelanda, Australia. Varios participantes rellenaron encuestas a través de internet para evaluar su crecimiento lingüístico y cultural durante el programa, experiencia en los centros educativos y alojamiento. Además, plantearon varias sugerencias para el programa para futuros auxiliares y profesores. Seis auxiliares fueron entrevistados sobre los mismos temas en mayor profundidad.

Professional audiences, scholars, and researchers bring varied experiences and expertise to the acquisition of new understandings and to problem solving in visual art and literary contexts. The same breadth of experience and learning capability was found for students at eighth grade, sampled from the national population of students in the United States who were queried in the National Assessment of Educational Progress (NAEP) about formal knowledge, technical skills, and abstract reasoning in visual art and in language arts. This chapter explores statistical data relating to the presence of art specialists in the sampled eighth grade classrooms. In particular, schools with specialists in place varied in density across the country as is demonstrated through geographic mapping. Secondary analysis of NAEP restricted data showed that students in schools with art specialists performed significantly better than students in schools with other types of teachers, or no teacher. The authors surmise that art specialists conveyed something fundamental to NAEP 2008 Response scores. An aspirational model of assessment assumes broad audience clarity through knowledge visualization technology, via thematic mapping. The authors explore through analog Deleuze and Guattari's double articulation of signs in natural and programming languages and demonstrate through knowledge representation the means by which complex primary and secondary statistical data can be understood in a discipline and articulated across disciplines. This chapter considers NAEP data that might substantiate a general model of aspirational learning and associates patterns in perception discussed by researchers and philosophers.

The English Language Arts (ELA) curriculum in United States (US) schools is failing students from ethnically and economically diverse communities. Standards for ELA have been accused of perpetuating inequality and causing a spiral of marginalization to continue for diverse learners. The current conceptualization of ELA and literacy does not reflect the complex set of diverse social, cultural, and linguistic dynamics inside and outside the classroom that influence the curriculum. Changes in the literacy curriculum need to be made that mirror changes in the world. The present chapter proposes an ELA curriculum that is flexible enough to respond to the socio-cultural synergy between language, identity, and power to combat diverse learner school resistance, misevaluation, and barriers to higher levels of literacy knowledge. There is an urgent need for a curriculum based on a universal and dynamic curriculum that acknowledges the identity and needs of each student. Our theoretical framework is based on the classic works of Piaget and Vygotsky and traces the history of ELA research from the deficit-based theories regarding the oral-literate continuum to the inclusive research design and pedagogy of “new literacies.” Being cognizant of myriad reading and cognitive development theories is needed to guide ELA educators in teaching reading and literacy. We need to go beyond blaming students to transforming and expanding the ELA curriculum through critique and reflection. The ELA curriculum must itself be potentially transformative in that it will embrace diverse learner discourses and identities by integrating rather than assimilating diverse learners into the classroom.

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

Following the National Education Summit in 2000, the National Governors Association and the Council for Chief State School Officers proposed the Common Core State Standards for mathematics and English language arts. The rationale is to provide a consistent core curriculum for all schools in the United States. Each state has opportunity to contribute to the rigor, clarity, and specificity of the standards. Incentives for states to implement the national curriculum are identified in the Blueprint for ESEA, a federal initiative to implement education reforms. Policy makers and educators agree that achievement gaps between students in the U.S. and other higher performing countries must be closed. In addition, our children must be prepared for college classrooms and globally competitive careers. This chapter provides the history of standards-based education reform, the pros and cons of a nationally standardized curriculum, and current progress in implementation of Common Core State Standards.

Disparities in Information Science and Communication Technologies (ICT) skills exist both globally and nationally, between developed and developing countries and also between digitally included and digitally excluded students in developed nations such as the United States. Recent research and policy initiatives are recognizing the connections between achievement levels and Internet access. Students in families of poverty, minorities, immigrant children, and special needs students are more likely to have lower levels of academic success than their more affluent, white, non-disabled peers. This article addresses the need to provide effective ICT resources and teacher training to meet the specific needs of these groups of digitally excluded learners in elementary and secondary level American public schools: low socio-economic status (SES) students, minority students, English Language Learners (ELLs), and students with disabilities. Recommendations for moving from digital exclusion to digital inclusion are made at the end of the article.

With a joint commission by the Houston Grand Opera, the Kennedy Center for the Performing Arts, and Teatro alla Scala, Leonard Bernstein undertook a serious new endeavor he had long wished for: the composition of a serious opera. By collaborating with librettist Stephen Wadsworth, Bernstein sought to create an “American opera” that took on real-life issues of the contemporary United States and expressed them in a distinctly American language. He centered the opera A Quiet Place on the issues of gender, sexuality, and family, which drove American politics during this period. The rising New Right turned “family values” into an ideology, the battle over which was further fueled by the AIDS epidemic. In the highly charged political environment of Houston, where the opera premiered, Bernstein challenged the prevailing social mores and eloquently advocated for AIDS research and support.

In many college teacher preparation programs across the United States, students who want to become a general education teacher are required to take a course focused on teaching students who have disabilities. Typically, that course provides an overview of the Individuals with Disabilities Education Act and the characteristics of each of the 13 categories of disabilities. That course does not present various strategies a general education classroom teacher can use to educate these students, despite the fact that more and more disabled students are being educated in a general education classroom environment. Thus, this chapter provides resources and research-based reading, math, language arts, and social skills strategies general education teachers can utilize when educating a student with a specific learning disability in their classrooms. The resources presented in this chapter are not meant to take the place of special education teachers but to supplement practices for when they are not available.

Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. Purposeful sampling was used to recruit 6 elementary education students who had taken the SSAT and 4 full-time reading and language arts faculty members who participated in semistructured interviews. Analysis of coded data indicated themes of preference for experiential learning, intensive strategy instruction, and a review of tested content. Based on study findings, a 3-day professional development training was created to provide students a review of tested subject matter through embedded strategy instruction and opportunities for hands-on application of learning.