Dissertations / Theses: 'English Language Arts (ELA) Instruction'

1

Keith, Karin. "Promoting Community in the English Language Arts Classroom." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1010.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Nelson, Elaine Michelle. "Teachers' Perceptions on English Language Arts Proficiency of English Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.

Full text

Abstract:

English learners (ELs) at a middle school in California were not meeting federal accountability requirements in English language arts (ELA). ELs lacking proficiency in ELA often drop out of high school and live in poverty as adults. The purpose of the study was to examine teachers' perceptions of their self-efficacy to implement effective pedagogical strategies to help ELs develop ELA proficiency. A case study design was used to investigate the problem through the lens of second language acquisition theory. The purposeful sample included 11 middle school language arts teachers. Participants completed an online anonymous survey, and responses were analyzed using open coding and analytical coding. The following 3 themes emerged from the data: teachers varied in their perceptions of their efficacy to support ELs, teachers perceived their teacher preparation and professional development experiences to be inadequate in preparing them to support ELs, and teachers blamed students and parents for the lack of proficiency in ELA. A professional development project was designed to address the findings and to help build teachers' pedagogical skills and self-efficacy in instructing ELs. Positive social change may be promoted by increasing teachers' ability to effectively instruct ELs, which will increase their efficacy with this population. ELs will benefit by possessing the reading, writing, and communication skills necessary for high school and postsecondary success and to be competitive in the workforce.

APA, Harvard, Vancouver, ISO, and other styles

3

Keith, Karin. "No Time for Science: Integrating STEM Hands-On Activities with English Language Arts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1023.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Mims, Pamela J., and Carol Stanger. "Using Technology and Systematic Instruction to Teach English/Language Arts Skills and Content." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/178.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Chippa, Onaiza. "Using Picturebooks to Enhance Third Grade Science Instruction and Meet the English Language Arts Core State Standards." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1549.

Full text

Abstract:

Teachers are constantly being asked to use innovative ways to teach core subjects, especially science. Teachers need to get students engaged and actively learning, at all times and that is not an easy task. The purpose of this project was to explore the use of quality children’s literature in enhancing science instruction in the third grade curriculum while implementing and helping students meet the English Language Arts Common Core State Standards (ELA CCSS). I researched how using children’s literature in the science curriculum may be beneficial for students. I have created a handbook that third grade teachers can use as a resource to enhance their science curricula. This handbook breaks down the four bodies of knowledge (Life Science, Earth and Space Science, Physical Science, and Nature of Science) and eleven big ideas for the third grade NGSSS. It includes titles and short descriptions of picturebooks that relate to those benchmarks. It also relates the third grade science benchmarks to the ELA CCSS through activities teachers can use to teach any given benchmark.
B.S.
Bachelors
Education and Human Performance
Teaching, Learning and Leadership

APA, Harvard, Vancouver, ISO, and other styles

6

Mims, Pamela J. "English/Language Arts Instruction for Middle/High School Learners with Moderate-to-Severe Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/322.

Full text

Abstract:

This course is part of the Nancy McKinley Lecture Series, Aligning Literacy Instruction to Standards for Students with Moderate-to-Severe Disabilities (Including Autism), and is presented in partnership with University of Wisconsin-Eau Claire. This course will provide attendees with best practices to teach grade aligned middle and high school English/Language Arts (ELA) content. The best practices highlighted have been derived from rigorous studies conducted with a wide range of students with moderate to severe intellectual disabilities and autism.

APA, Harvard, Vancouver, ISO, and other styles

7

Mims, Pamela J., and Lynn Ahlgrim-Delzell. "Using Technology and Systematic Instruction to Promote Grade Aligned English/Language Arts Instruction for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/163.

Full text

Abstract:

We share the results from a year-long randomized control trial study targeting a comprehensive approach to teach grade aligned ELA via an App for middle school students with significant disabilities. Participants will learn about the embedded evidence-based practices that led to significant outcomes.

APA, Harvard, Vancouver, ISO, and other styles

8

Mims, Pamela J., and Linda Schreiber. "English-Language Arts Instruction Aligned to Standards for Middle School Students With Moderate-to-Severe Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/187.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Keith, Karin. "No Time for Science: Integrating No Time for Science: Integrating STEM Learning with English Language Arts and Math." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1026.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Mims, Pamela J., and Linda Schreiber. "Aligning English Language Arts Instruction to CCSS for Middle School Students with Moderate to Severe Disabilities." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/202.

Full text

Abstract:

This session presents a researched curriculum for middle school students with signiﬁcant disabilities (including early symbol users and/or those nonverbal) that aligns English/language arts instruction and content to Common Core Standards; it will include demonstrations of evidence-based teaching procedures (including use of AAC) and age-appropriate content.

APA, Harvard, Vancouver, ISO, and other styles

11

Mims, Pamela J., Angel Lee, Tracie-Lynn Zakas, and Diane M. Browder. "Access Language Arts iPad App." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/321.

Full text

Abstract:

A researched and standards-based program for secondary students learning language arts skills Product Features: Complements Teaching to Standards: English Language Arts Includes eight pieces of adapted literature with read-aloud function Features age-appropriate literature likeHoles and Number the Stars Provides vocabulary, prediction, and reading activity for each story Incorporates progress monitoring, constant time-delay procedure, and least intrusive prompting Also available as the Access Language Arts Software

APA, Harvard, Vancouver, ISO, and other styles

12

Tai, Chih-Che, Karin Keith, Laura Robertson, and Renee Rice Moran. "Sound and Waves: An Integrated K–8 Hands‐On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/993.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Mims, Pamela J. "Using Technology and Systematic Instruction to Promote Grade Aligned ELA Skills." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/172.

Full text

Abstract:

This presentation will inform participants of the results from a year-long randomized control trial study targeting a comprehensive approach to teach grade aligned ELA via an App for middle school students with significant disabilities. Participants will learn about the embedded evidence based practices that led to significant outcomes. By the end of this session, participants will be able to: a) identify instructional strategies that lead to increases in grade aligned ELA skills. b) discuss ways to provide meaningful grade aligned access to ELA skills for students with significant disabilities from diverse backgrounds c) incorporate technology (ipad) and grade aligned adapted fictional and nonfiction novels that address complex and diverse themes into ELA instruction as a means for increasing engagement and access for students with significant disabilities.

APA, Harvard, Vancouver, ISO, and other styles

14

Mims, Pamela J. "A Technology and Systematic Instruction Based Approach to Teaching Grade Aligned ELA Skills: Results from a Year Long Randomized Control Trial." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/168.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Keith, Karin, Renee Rice Moran, and H. Hong. "Using Photo Elicitation to Understand ELA Teacher Decision Making in the Age of Common Core." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/995.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Mims, Pamela J., P. Young, and J. DeMarco. "Technology-based Intervention for Promoting Grade Aligned ELA Instruction for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/166.

Full text

Abstract:

Students with moderate/severe intellectual disabilities/autism have been underexposed to grade aligned ELA content. This session highlights research to guide participants practice in implementing meaningful grade aligned ELA content such as opinion writing, comprehension of fiction and nonfiction text, and student led research via technology for students with low incidence disabilities.

APA, Harvard, Vancouver, ISO, and other styles

17

Mims, Pamela J., and Carol Stanger. "ELA Instruction for Students with Significant Disabilities: Fictional Novels Taught Through an iPad App." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/192.

Full text

Abstract:

This presentation will inform participants on three studies targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of 3 single case studies, participants will learn about supports to make accessing the general curriculum motivating and easy to use while promoting best practices. Learner Outcomes: • This presentation will provide an interactive session on the use of the iPad app for use in grade aligned ELA instruction for students with significant disabilities from diverse backgrounds; • Participants will learn about the results will learn about the results of 3 single case studies conducted on the app (1 using nonfiction text and 2 using fictional text depicting characters from diverse backgrounds) with students with significant intellectual disabilities/autism; and • Participants will gain information about the scripted lesson that promotes best practices in teaching ELA.

APA, Harvard, Vancouver, ISO, and other styles

18

Gravel, Jenna W. "A disciplined application of Universal Design for Learning (UDL): Supporting teachers to apply UDL in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33051610.

Full text

Abstract:

This qualitative study used design-based research to explore how teachers can be supported to apply Universal Design for Learning (UDL) in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners. Using a purposive sampling strategy, I recruited three upper-elementary teachers who were interested in exploring the intersection of UDL and disciplinary thinking in ELA. This study occurred over eleven months and included three phases: 1) establishing a baseline for each teacher in terms of current practice and current understandings of UDL and disciplinary thinking; 2) collaboratively designing, implementing, and refining an individualized intervention with each teacher; and 3) reflecting on our collaboration. Data were collected throughout these phases via classroom observation, collection of instructional materials and student work, teacher interviews, and regular meetings. The analytical framework for this study joins CAST’s UDL Guidelines and common themes of disciplinary thinking in ELA distilled from the literature and piloted in my qualifying paper. Data were analyzed to determine how teachers’ practice, understandings, and beliefs evolved; how students’ disciplinary thinking evolved; and which aspects of the interventions were useful in developing teachers’ practice, understandings, and beliefs. A case study approach was used to dive deeply into each teacher’s journey, and a cross-case analytic approach was used to uncover common and divergent themes. The findings underscore the potential synergy between UDL and disciplinary thinking and reveal the rich student thinking that is possible when UDL is leveraged for disciplinary aims. Further, the findings contribute to existing conversations on teacher change by exploring the influence of teachers’ preexisting practices and beliefs on their learning trajectories and by identifying the factors and conditions of the interventions that facilitated teacher growth: developing the lenses to “see” evidence of student thinking, leveraging tools for specific aims, and attending to the affective nature of the learning process. Together, these findings have potential to inform leaders in schools, districts, and organizations who seek to support teachers to apply UDL to encourage all learners to engage in disciplinary thinking in ELA—and who seek to support teacher learning at a broader level as well.

APA, Harvard, Vancouver, ISO, and other styles

19

Jennings, LaShay, Renee Rice Moran, Laura Robertson, and Chih-Che Tai. "Teaching for the Future: The Integration of ELA and STEM in the Secondary Classroom." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3609.

Full text

Abstract:

This hands-on, interactive session will demonstrate how to integrate English language arts and STEM at the secondary level. Participants will leave this session with a tool kit of ideas to assist in the melding of argumentation and close reading with STEM through the use of informational texts.

APA, Harvard, Vancouver, ISO, and other styles

20

Robertson, Laura, Harold Kelley, Scott Honeycutt, and Kari Eubanks. "From Molecules to Organisms (LS1): An Integrated, Hands-on Approach Supporting NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1309.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Mims, Pamela J., and Carol Stanger. "Grade Aligned Language Arts: Access through an iPad App." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/197.

Full text

Abstract:

This presentation will inform participants on a study targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of a single subject study, participants will learn about apps to make accessing the general curriculum motivating and easy to use while promoting best practices. Learner outcomes: • This presentation will provide an interactive session on the use of the iPad app for use in grade aligned ELA instruction for students with significant disabilities from diverse backgrounds; • Participants will learn about the results of the single subject study conducted on the app with students with significant intellectual disabilities including autism; and • Participants will gain information about the scripted lesson, which promotes best practices in teaching ELA.

APA, Harvard, Vancouver, ISO, and other styles

22

Robertson, Laura, Renee Rice Moran, Chih-Che Tai, LaShay Jennings, Huili Hong, and Diana O'Neal. "Force and Motion: An Integrated K-8 Hands-On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1312.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Robertson, Laura, LaShay Jennings, Kari Eubanks, and Scott Honeycutt. "Photosynthesis and Cellular Respiration (LS1): A Hands-On Approach Supporting the NGSS and ELA CCSS." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1313.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Mims, Pamela J. "Accessing Grade Aligned Language Arts: Researching an Ipad App." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/195.

Full text

Abstract:

This presentation will inform participants on a study targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of an IES SBIR grant funded single subject study, participants will learn about apps to make accessing the general curriculum motivating and easy to use while promoting best practices and future directions for inclusive practices. At the end of this session participants will be able to: Identify evidence based practices built within an English/ Language Arts app to for students with significant disabilities (e.g., story based lessons, constant time delay, system of least prompts). Gain knowledge on creation and research behind the app. Identify strategies to teach grade aligned Common Core standards in English/ Language Arts, such as adapting grade appropriate texts, and embedding target vocabulary, target comprehension across Blooms Taxonomy. Gain knowledge about future directions for expansion of the app to cover more English/ Language Arts standards. Identify resources for meaningful access to the general curriculum using a variety of text depicting diverse populations for individuals with significant disabilities, including autism.

APA, Harvard, Vancouver, ISO, and other styles

25

Mims, Pamela J. "Accessing grade-aligned English/Language Arts." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/175.

Full text

Abstract:

English/language arts (ELA) is one of the core content areas of the general curriculum. Through ELA instruction, students gain a means for accessing and understanding the various forms of text they encounter in daily life as well as skills in research and communication. The overarching goals of ELA focus on effective communication, including comprehension: a goal critical to students with significant disabilities. Typical ELA curriculum creates opportunities for students to communicate in different contexts, for different purposes through exposure to culturally diverse text (Browder & Spooner, 2014). The challenge in developing language-arts instruction for students with significant disabilities, however, is that they may have few skills to engage with text (Mims et al., 2012). Recent research has helped to bridge the gap between the incoming skill set of individuals with a significant disability and the gains in effective literacy skills, communication, writing and comprehension skills. This presentation will highlight some of the most recent research that features strategies for providing meaningful-access, grade-aligned fiction and nonfiction text depicting diverse cultural and socioeconomic themes, but adapted for greater student access. Highlighted strategies will include a discussion of how grade-aligned adapted books and systematic instruction such as response-prompting strategies, error correction, positive reinforcement, data collection and graphic organisers can promote student gains in literacy, communication, writing, student-led research and comprehension across Bloom’s Taxonomy. In addition, this presentation will discuss ways to meaningfully adapt grade-appropriate text for students who have limited-to-no reading ability, as well as provide resources for fiction and nonfiction texts that have already been adapted. Finally, this presentation will provide participants with strategies to promote personalised learning in concert with maintaining a high level of rigour for students with intellectual disability and autism. - See more at: http://sydney.edu.au/education_social_work/professional_learning/teachers/2016/major-events/successful-learning-conference.shtml#sthash.hTRDzYbP.dpuf

APA, Harvard, Vancouver, ISO, and other styles

26

Mims, Pamela J. "English Language Arts, Introductory Kit." Digital Commons @ East Tennessee State University, 2013. https://amzn.com/B00DWIZ138.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Mims, Pamela J., Angel Lee, and Diana D. Browder. "Access Language Arts: WRITE iPad Application." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/320.

Full text

Abstract:

A researched and standards-based approach for secondary students practicing reading and writing skills Product Features: Prompts students to write grade-aligned opinion paragraphs for nonfiction and fiction Improves reading comprehension and vocabulary development Use as a complement to Teaching to Standards: English Language Arts or a stand-alone program Also available as the Access Language Arts: WRITE iPad App

APA, Harvard, Vancouver, ISO, and other styles

28

Sirotkin, Sage Echo. "Secondary English Language Arts Teachers' Experiences Using Social Media for Instruction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7078.

Full text

Abstract:

Social media has provided innovative ways for teachers to engage students in the learning process but has created a challenge for teachers to incorporate these applications in a manner that is both meaningful to the learning objectives and acceptable to their administration. While social media in education has been the focus of many studies, research on the implementation of social media within English language arts (ELA) classrooms is limited, leaving ELA teachers and school administrators without a full scope of the educational potential or best practices when using social media for instruction. Accordingly, this study explored the experiences of secondary ELA teachers using social media as an instructional tool. Using a basic qualitative design, this investigation was framed by the concepts of connectivism and convergence culture. The study employed in-depth interviews of 9 teachers chosen through a purposeful sampling of ELA teachers within the United States. Data analysis began with a priori coding of the interview transcripts based on the conceptual framework, followed by a secondary analysis through in vivo coding. The results indicated that social media networks provided teachers with an engaging and relevant approach to connect their content and instruction to students' lives. Results also revealed that while the teachers faced challenges similar to those noted in previous research, these challenges were viewed as opportunities to teach digital literacy within the ELA content rather than as a deterrent. The results of this study may allow teachers to use social media networks as educational tools in alignment with instructional practices to improve student performance.

APA, Harvard, Vancouver, ISO, and other styles

29

Tang, Ming-sum. "Learning English through language arts the perceptions of form one students of a newly established Chinese-as-the-medium-of-instruction (CMI) school /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41263303.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Mims, Pamela J. "Targeting Grade Aligned ELA Skills via an iPad App." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/180.

Full text

Abstract:

Students with moderate/severe intellectual disabilities/autism have been underexposed to grade aligned ELA content. This session highlights research to guide participants practice in implementing meaningful grade aligned ELA content such as opinion writing, comprehension of fiction and nonfiction text, and student led research via technology for students with low incidence disabilities.

APA, Harvard, Vancouver, ISO, and other styles

31

Steele, Dorothy Diane. "Relationship Between Teacher Instructional Preparedness and English Learner Language Arts Performance." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4684.

Full text

Abstract:

English language learners (ELLs) are the fastest-growing population in California schools, with a high percentage of students not meeting the standard of the English language arts performance on the California Standardized Test (CST). This project study investigated the problem in a California school district where it was unknown whether the intervention strategies provided to teachers gave them the curricular skills needed to address the instructional needs of ELLs. The purpose of this quantitative study was to determine whether teachers' self-reported instructional preparedness to teach ELLs was related to ELLs language arts performance. The study was grounded in Marzano's model of teaching effectiveness, which guided the anonymous survey given by the district to assess teacher instructional needs for ELL and helped define the independent variables. Archival data from the teacher survey and the CST were analyzed by using a simple linear regression and factor analysis in response to the research questions, which explored whether a relationship existed between self-reported teacher preparedness and the standardized test scores of ELLs students. Findings indicated no relationships between teacher preparedness to instruct ELLs and language arts performance on the CST. A significant finding on the teacher self-reported survey was that English language arts is a topic of concern to teachers and warrants additional training. To address this, a professional development project was created and influenced by Marzano's model of teaching effectiveness to address the best instructional practices for ELLs. Better preparation of teachers to instruct ELLs may promote positive social change by increasing student performance in English language arts and providing better opportunities for college and career that ultimately benefit the community.

APA, Harvard, Vancouver, ISO, and other styles

32

Langley, M. L. "Secondary English Teachers' Perceptions of Differentiated Instruction for Limited English Proficient Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/496.

Full text

Abstract:

In a suburban high school, an average of 50% of limited English proficient (LEP) students did not meet the required standard on the 9th grade literature and composition end of course test (EOCT), and an average of 46% of LEP students did not meet the required standard on the American literature and composition EOCT in the years 2008-2011. LEP students were expected to meet the same standards as their native-born peers in order to pass courses and ultimately graduate. Using the professional learning community (PLC) model and the concept of differentiated instruction, the purpose of this qualitative case study was to investigate how 7 regular education English teachers from 2 different schools described the ways they differentiated instruction for LEP students in their regular education classrooms. Data were collected by using open-ended questions, member checking, and reviewing documentary data they related to professional development on differentiation and then analyzed by transcribing and coding for emerging themes. Findings revealed that the participants wanted to have meaningful professional development where differentiated instruction is modeled for them in their content area with the time to implement and collaborate on the effectiveness of the lessons. Results of the project study will be shared at the local schools to encourage teachers to see the benefits of differentiated instruction with LEP students. This study has the potential for social change for English teachers, by revealing how to integrate differentiation, help students increase scores on required standardized tests, and thereby maximize their students' learning potential.

APA, Harvard, Vancouver, ISO, and other styles

33

Mims, Pamela J. "Aligned English/Language Arts Instruction via an iPad App for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/190.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Wright, Amy. "Quantitative Study on the Performance Gap in Reading and English Language Arts." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975617.

Full text

Abstract:

This quantitative research project identifies if a performance gap exists between student performance and student expected performance on the last two administrations of the FCAT 2.0 in Reading and the first two administrations of the FSA ELA for 9th and 10th grade students using descriptive statistics to identify the mean and distribution of the data for three distinct groups. This research project also evaluates if there have been any changes to the performance gap with the implementation of the new standardized assessments. This study evaluates the performance gap for six large high schools in the State of Florida, three of which are Title 1 schools and three of which are Non-Tile 1 schools. This study evaluates the difference in student performance from year to year and between the school types. This study analyzes archival student performance data for approximately 25,000 students in 9th and 10th grades. This research study found that a performance gap exists specifically with students attending Title 1 schools which results in a performance gap for the group as a whole. This study also found that over the course of time evaluated the performance gap has widened and the performance of students attending Non-Title 1 schools has dropped almost to the level of creating a performance gap.

APA, Harvard, Vancouver, ISO, and other styles

35

Uhrig, Ashley. "A Comparison of Individual and Dyad Instruction for Spanish-Speaking Siblings." Wittenberg University Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1242405674.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Mora, Harder Maribel G. "English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/242.

Full text

Abstract:

This study was designed to provide information on the reading instructional practices of 36 first grade teachers in nine schools that serve predominantly Spanish-speaking and ELL students in a southeastern U.S. school district. The purpose of this investigation was to describe teaching practices employed during English language arts instruction and to examine their use in relation to instructional grouping strategies, teacher language use, and student engagement. Participating classrooms were observed three times throughout the 2006-07 school year. Data were collected via the Timed Observations of Student Engagement/Language (TO/SEL) classroom observation instrument (Foorman & Schatchneider, 2003). Paired sample t-tests, multivariate analyses of variance (MANOVA), and multiple regression analyses were employed to investigate the relationship among the following observed variables: allocation of reading instructional time, grouping strategies, teacher language use and student engagement. Several key findings emerged. Participating teachers spent a greater amount of time on meaning-focused reading instruction (i.e., writing, reading texts, reading comprehension) than on code-focused reading instruction (i.e., word work, spelling, reading fluency, phonemic awareness), both during all four observed grouping strategies and after controlling for individual student seat work. In addition, of five key collapsed instructional variables (word work/spelling, oral language, writing, reading texts, and reading comprehension), teachers spent most time on word work/spelling (19%) and writing (18%). Reading texts and reading comprehension instruction together comprised 26% of total instructional time. Whole class instruction was the grouping strategy of choice among teachers (65% of total observed time); in sharp contrast, teachers spent 11% of observed time engaged in small group instruction, despite research findings supporting the effectiveness of sound grouping instruction. In addition, as little as 1% of teachers' total instructional time was spent in oral language/discussion, and 6% of total instructional time was spent in vocabulary instruction. The results also demonstrated little variation in teacher language use. Thus, evidence of "codeswitching" was not significant. Student engagement was high- 91% of total time students were observed; and was highest during writing and word work/spelling instruction. More longitudinal research is warranted that further explores precisely documented teacher reading instructional practices in relation to student outcomes with culturally and linguistically diverse student populations. Implications for practice include teacher training and professional development on managing small group instruction, and incorporating additional oral language/discussion, vocabulary and meaningful tasks into daily classroom activities.

APA, Harvard, Vancouver, ISO, and other styles

37

Bourassa, Nicole Marie. "Student perspectives on teaching and learning in my high school English language arts class: a qualitative study." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106257.

Full text

Abstract:

This qualitative self-study explores student perspectives on teaching and learning in a high school English language arts classroom located in a Montreal suburb, serving suburban and rural student clientele. The study took place in my classroom and the participants were grade eleven senior English students, thus facilitating site entry and exit. Data were collected through observations, interviews and the assembly of artifacts over one semester, for a period of thirteen weeks. The findings of this study suggest that teachers play a crucial role in the academic success of their students. Perceptions of the teaching and learning in my classroom are described as nurturing, engaging, motivating, enlightening and empowering. These qualities are perceived to be attributes that establish strong connections between the student and teacher on both an academic and personal level. My teaching methods were seen to differ from traditional models. Thus, the metaphor that most aptly describes the dynamic that exists in my classroom is that of guide, wherein the student travels through space and time through the vehicle of text. The learning journey encompasses the following characteristics: supportive and caring interaction; creation of safe and secure non-threatening learning spaces; promotion of self-expression; fostering critical thinking skills; validation; feedback; opportunities for revision; multi-literacy; multiple modes of transmission; creative and multi-disciplinary learning and evaluation situations. This study is unique in that it explores student perceptions of a teacher's practice. Whereas much of the literature revolves around observation of professionals by peers, this examines classroom practice from the student perspective directly addressing the role of the teacher in the learning process and academic success of their students.
Cette recherche qualitative explore l'optique des élèves sur l'enseignement de l'anglais, langue maternelle, en salle de classe, dans la région du Grand-Montréal. L'étude s'est déroulée dans ma salle de classe personnelle et les participants étaient mes élèves de cinquième secondaire de mon cours d'anglais, ce qui a grandement facilité la collection des données. Celles-ci ont été accumulées et synthétisées par des observations, des entrevues ainsi que des artefacts, sur une période totale de treize semaines. Les conclusions de cette étude révèlent que les enseignants jouent un rôle décisif dans le succès académique de leurs élèves. Ces derniers ont pu décrire l'enseignement et l'apprentissage au sein de ma salle de classe comme étant stimulants, incitants, incitatifs, motivants et édifiants. Ces qualités ont été attribuées en se basant sur les faits qui démontrent les liens solides qui unissent l'enseignante à ses élèves, tant sur le plan académique que personnel. Mes méthodes d'enseignement furent perçues comme étant différentes des modèles traditionnels. Ainsi, la métaphore qui dépeint le mieux la dynamique existante dans ma classe est celle d'être une guide, par laquelle les élèves voyagent dans le temps et l'espace à travers les subtilités de texte. Ce périple pédagogique a été vécu en cohésion avec des intéractions chaleureuses et soutenues, la création d'un environnement sain, sécuritaire et propice à l'apprentissage, la promotion de l'expression individuelle, la stimulation du jugement critique, la validation, l'autorégulation et la rétroaction, une litératie variée, de multiples modes de transmission ainsi qu'avec des situations d'évaluation et d'apprentissage créatives et interdisplinaires. Cette recherche est unique car elle se base sur la perceptions des élèves sur les méthodes d'enseignement de leurs enseignante. La plupart des études s'articulent davantage autour des observations consignées par des pairs provenant du même milieu ou de domaines connexes. Cette recherche examine les pratiques pédagogiques en salle de classe du point de vue des élèves, adressant directement le rôle indispensable que joue l'enseignant dans le processus d'apprentissage et le succès académique du corps étudiant.

APA, Harvard, Vancouver, ISO, and other styles

38

Daniel, Mayra C. Rhodes Dent. "Theory and practice of writing instruction in the secondary foreign language classroom teachers' views vs. theory /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064490.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 2001.
Title from title page screen, viewed March 28, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Valeri Farmer-Dougan, Deborah Mounts. Includes bibliographical references (leaves 237-247) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

39

Bozeka, Jennifer L. "The Professional Development Experiences of Four Nationally Board Certified Teachers of Reading-English Language Arts." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1436472967.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Yoon, Hae-Lim. "A genre-based reading process in English as a foreign language reading instruction." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1360.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Furr, Cynthia JoAnn. "Comparison of effectiveness between Merit Software and traditional grammar instruction for ninth grade students." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2814.

Full text

Abstract:

Purpose of the project is to determine whether Merit Software program, "Write it right" could be effective in a whole class setting (using one computer) rather than in a computer lab. The further purpose was to identify if this strategy was more effective than the use of the traditional textbook method of grammar study in the ninth grade. Lesson plans and a software description are included.

APA, Harvard, Vancouver, ISO, and other styles

42

Moran, Renee Rice, Monica Billen, Huili Hong, Karin J. Keith, Audra Gray-Dowdy, and Stacey J. Fisher. "Participant-Driven Photo Elicitation: One Pathway to Understanding English Language Arts Common Core Implementation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3603.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Roth, Judith Myra. "Features of instruction which assist limited English proficient students in the elementary classroom." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2794.

Full text

Abstract:

Limited English proficient (LEP) students have been falling behind academically and are dropping out of school in record numbers. This "educational" problem in turn has created serious societal problems including unemployment and increased illegal activities. Are there methods that can help LEP students achieve school success and halt this cycle of failure? To discover what works, the following study was designed to provide a model for the successful engagement of students who do not speak the language of their teacher. In this report, instructional activities are described as experienced by four new immigrants in an elementary school classroom. The subjects of these observations were chosen from two language groups and paired by educational and language backgrounds and opposite gender. One pair of children were Spanish speaking and were in the third grade; the other pair spoke Vietnamese and were in fifth grade. The research was designed as a multiple case ethnography and involved classroom observations over a term of three months. Video and audio tapes were transcribed and added to classroom observations and interviews to determine patterns of interactive language learning. It was discovered that different classroom activities promoted distinct kinds of language practice. Whole group choral response routines encouraged the practice of linguistic systems of English, primarily syntax and phonology, whereas small group practices emphasized the skills of listening, speaking, reading and writing, and vocabulary acquisition. The use of varied materials which appealed to different senses and modalities of learning enhanced comprehension of content themes. Finally, the make-up of student groups influenced language use. Heterogeneous groups formed with children from different language backgrounds encouraged the use of English across content areas. Additional opportunities for lexical development as well as practice of letter names and sounds were provided in homogeneous groups. In both types of groups single word responses predominated and key vocabulary was emphasized. The findings of this study suggest a model for activities to encourage participation of LEP students. This participation can lead to practice of language skills as well as comprehension of grade-level academics. This report is offered to help guide teachers planning instruction for elementary school children who do not speak English.

APA, Harvard, Vancouver, ISO, and other styles

44

Mims, Pamela J., Ann Lee, and D. Browder. "Teaching Middle School Aligned ELA Skills to Students with Significant Intellectual Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/206.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Mims, Pamela J., and Ann Lee. "Teaching Middle School Aligned ELA Skills to Students with Significant Intellectual Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/205.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Rivera, Corbin Kalanikiakahi. "The Effects of Metacognitive Listening Strategy Instruction on ESL Learners' Listening Motivation." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7423.

Full text

Abstract:

Prior studies looking at the effects of listening strategy instruction on motivation have shown there to be a positive correlation between the two. However, the participants of these studies all shared a first language (L1) and were not enrolled in an intensive English program (IEP). This study aims to investigate the correlation between listening strategy instruction and listening motivation in an IEP classroom for students from different L1s. Listening motivation was recorded utilizing the English Listening Comprehension Motivation Scale (ELCMS) and strategy use was tracked with the Metacognitive Awareness Listening Questionnaire (MALQ). Pre- and post-test scores of 56 participants (control group, n=30; experiment group, n=26) were analyzed using a mixed-effects regression and paired t-test to determine differences after a 7-week treatment period. Results revealed that study participant motivation levels in both groups decreased over the treatment period, with the experiment group seeing a smaller decrease than the control group.

APA, Harvard, Vancouver, ISO, and other styles

47

Yeo, Inung. "Effective writing instruction for English-as-a-foreign-language university students in Korea." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2300.

Full text

Abstract:

Beginning with an analysis of current problems in English education in South Korea, this project is intended to suggest various ways to implement effective English education, especially for writing instruction. The project is designed for students who have low English proficiency in South Korean colleges and universities.

APA, Harvard, Vancouver, ISO, and other styles

48

Parris, Sheri Rene’. "Accomplished Teachers' Instructional Decisions About Shakespeare." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271873/.

Full text

Abstract:

Teachers' decisions are a powerful influence on student learning and it is important to fully document accomplished teachers' instructional decisions, as well as to investigate possible influences on those decisions. Shakespearean dramas are central to high school curricula across the U.S. and pose particular instructional challenges, therefore teachers' decisions about teaching these texts are of particular interest. There is limited empirical research, however, about these instructional decisions. Thus, the purpose of this study was to describe how four accomplished high school English teachers working on a single campus make instructional decisions about teaching a Shakespearean play. Specifically, research questions addressed teachers' decisions regarding the teaching of a Shakespearean play and various influences on those decisions (self-reports and inferences from the data). Case study methodology was used, including an inductive analysis of individual teacher interviews, classroom observations, focus group, instructional artifacts, and researcher's journal. The findings revealed that instructional activities described by these teachers addressed support for meaning-making during four stages of reading instruction: (a) before, during, and after; (b) before; (c) during; and (d) after. Comparison of these cases suggests that, although each teacher brings personal preferences and unique background knowledge to her instructional decisions, all make decisions to promote student engagement and student construction of meaning. Regarding influences on these teachers' decisions about teaching the Shakespearean play, four categories were identified: (a) response to students; (b) aspects of the text; (c) response to contextual constraints and supports; and (d) personal preferences and background experiences. Individual teacher differences are clearly a strong influence, even among this group of colleagues on the same campus. Also, two influences not reported explicitly by the teachers suggest a complex integration of these influences. One is their intuitive thinking, which deserves a closer investigation in future research. The other proposes that each teacher's decisions are influenced by her instructional interaction working model (IIWM), a conceptual framework that shapes each teacher's conversational patterns, non-verbal behaviors, and other interactional patterns. Further research should explore the use of such a model to describe and explain the complexity of teachers' decisions, particularly when teaching complex, challenging tasks and texts.

APA, Harvard, Vancouver, ISO, and other styles

49

Herraiz, Martínez Ana. "Functional adequacy: The effect of Englsih Medium Instruction, English Proficiency and previous language learning experiences." Doctoral thesis, Universitat Jaume I, 2018. http://hdl.handle.net/10803/664863.

Full text

Abstract:

This thesis analyses undergraduate learners' pragmatic development. The participants of the study were enrolled in English-medium instruction atlhree different Spanish universities. Pragmatic development is operationalised as "functional adequacy" (FA), which is a recent construct developed by Kuiken and Vedder (2016) to approach pragmatic competence. Moreover, the effect of English proficiency and previous language learning experiences on learners' FA is explored. Quantitative and qualitative results are taken ¡nto consideration in order to observe and further understand what happens in the EMI contexts under analysis.
Esta tesis doctoral analiza el desarrollo pragmático de estudiantes universitarios matriculados en contextos de instrucción en inglés (English-medium instruction). La competencia pragmática escrita se enmarca en la vertiente de "adecuación funcional" propuesta por los investigadores Kuiken y Vedder (2016). Por otra parte, también se analiza el efecto que tiene el nivel de inglés y las estancias con fines educativos realizadas previamente en el grado de "adecuación" de los textos escritos. Los resultados se analizan de manera cuantitativa y cualitativa para tener una perspectiva más amplia de lo que sucede en las aulas EMI de nuestras universidades.

APA, Harvard, Vancouver, ISO, and other styles

50

Lemelin, Nathalie. "A study of eight culturally and linguistically diverse secondary students' perceptions of first and second language writing instruction and second language learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43902.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'English Language Arts (ELA) Instruction'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles