Tesi sul tema "Language arts (secondary) – united states"
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1
Cox, Linda Carol. "Teaching vocabulary through integrated curriculum improves reading comprehension". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2626.
Testo completoAbstract (sommario):
This investigation was designed to determine if teaching vocabulary through integrating English and Social Studies curricula would provide tenth grade students who are poor readers with strategies to improve their reading comprehension. The strategies used were designed to support struggling readers and English language development students to connect denotative and connotative meanings of words found in the novel Animal Farm to their social studies class' content.
2
Snyder, Mark Robert. "The transition from industrial arts to technology education in the United States: a historical perspective". Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/26101.
Testo completoAbstract (sommario):
The intent of this historical study is to document the change from the educational program known as Industrial Arts to what is now titled Technology Education. A synthesis of prior historiographical perspectives on the evolution of industrial arts, including some new information, provides a basis for understanding the more recent history that is the primary focus of this study. The portion of this study dealing with the transition to technology education explores the individuals, events, and other factors that compelled the movement to begin and the issues surrounding the acceptance of technology as the motive for the profession. The primary program and policy goals of technology education will be examined and concerns and projections will be expressed for the future of technology education.Ph. D.
3
Walbridge, Michael Norman. "Primary language use in secondary content classes and academic achievement: A study of adolescent immigrant math students". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/826.
Testo completo
4
Kaplan, Carolyn Shemwell. "Secondary Foreign Language Teachers’ Cognitions and Practices Related to Classroom-Based Student Assessment". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1428265120.
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5
Blanco, Katie Briana. "Factors Influencing ESL Students' Selection of Intensive English Programs in the Western United States". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7697.
Testo completoAbstract (sommario):
Intensive English Programs (IEPs) play an important role in helping speakers of other languages gain necessary language, cultural, and educational skills to succeed in an English-speaking environment (Hamrick, 2012; Toner, 2017). Previous research has investigated factors that influenced student choice of IEPs located in the southeastern portion of the U.S. (Williams, 1994) and in California (Jones, 2013). This study identified factors that influenced ESL students who chose to further their English language education at IEPs located in the western United States. Particular influences that were probed included program, location, student services, and marketing factors. Moreover, this study examined the previously uninvestigated relationship between factors that influence student choice and the size of the program in which students enroll. A Qualtrics survey was used to gather data and was modeled on the questionnaires of previous studies investigating IEP students' choice of program (Jones, 2013; Williams, 1994). Results indicated that with regard to program factors, participants highly valued IEPs that provided an intense learning experience, were well respected, and had excellent teachers. Location factors of greatest importance were the safety of the school and community, and the good reputation of the city where the program is located. Students perceived that the most important student services that programs offered were academic or personal counseling, immigration services, and out of class activities. The marketing factors that were rated highest in importance were the program's website, referrals from former students, and the ability to communicate online with the school. A surprising finding was that social media appeared to be of minimal to moderate importance in influencing students' decisions, but of the platforms investigated, Facebook was identified as the most influential. Implications of these findings are then discussed for program directors of IEPs seeking to attract new students as well as maintain and grow their respective programs.
6
Huang, Sharon Hsiao-Shan. "The relationship between computer use and academic achievements". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9084/.
Testo completoAbstract (sommario):
Computer technology has been used in education for years, and the government budgets large amounts of money to foster technology. However, it is still a debated whether computer technology makes a difference in students' learning outcomes. The purpose of this study is to find if any relationship exists between computer use by teachers and students and the students' academic achievement in math and reading for both traditional populations and English language learner (ELL) tenth graders. Computer use in this study included the computer activities by students and teachers, in terms of the time, frequency, activities types, the places students use computers, teachers' computer activities, and the training teachers received. This study used data gathered from tenth grade students from the dataset Education Longitudinal Study of 2002 (ELS:2002) of the National Center for Education Statistics (NCES). Fifteen thousand, three hundred and sixty-two students were randomly selected to represent all U.S. tenth-graders attending schools in 2002. The findings showed diverse relationships consistent with the literature. Based on the findings, some suggestions were made to teachers and parents about the quality of school work and computer use by students and teachers.
7
Lee, Eunah Kim. "Effects of Three Interventions with International College Students Referred for Adjustment and Language Difficulties: A Preliminary Study". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3649/.
Testo completoAbstract (sommario):
This quasi-experimental study examined the effects of three interventions with international college students referred for adjustment and language difficulties. Fifty-four international students were assigned to treatment groups including expressive group counseling (n = 14), group speech therapy (n = 14), interdisciplinary counseling/speech intervention (n = 13), and the no treatment control (n = 13). Three null hypotheses were analyzed using a two factor repeated measures analysis of variance to determine whether the four treatment groups behaved differently across time according to pre- and posttest results of the ASR Total and Internalizing Problems scales and the CCSR total scores. Two null hypotheses were rejected at the alpha .05 level of statistical significance with large treatment effects. Post hoc analyses were conducted when a statistically significant interaction effect was found. The no treatment control group was established as a baseline to examine how each intervention group performed over time when compared to the no treatment control group. Results of the post hoc analysis for Total Problems indicated that international students in all three treatment groups demonstrated statistically significant improvements in total behavior problems at the alpha .025 level (Expressive counseling: p = .002, Speech: p = .01, and Interdisciplinary: p = .003) and large treatment effects (partial η2 = .33, .24, and .31, respectively), thus indicating all three may be considered effective mental health treatments to target international students' total behavior problems. Results of the post hoc analysis for Internalizing Problems indicated that the interdisciplinary counseling/speech intervention was statistically significant (p = .02) in lowering internalizing problems and had a large treatment effect (partial η2 = .22). The expressive group counseling intervention also demonstrated a large treatment effect (partial η2 = .15) although not a statistically significant level (p = .04). The large treatment effects obtained for both interventions highlight the benefit of expressive group counseling as a sole intervention, as well as when combined with group speech therapy, for ameliorating international students' internalizing problems.
8
Watkins, Kathryn Anne. "Identifying Language Needs in Community-Based Adult ELLs: Findings from an Ethnography of Four Salvadoran Immigrants in the Western United States". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8526.
Testo completoAbstract (sommario):
The United States is home to hundreds of thousands of refugees and immigrants who desire to learn English. In contrast to academically-focused English language learners (ELLs), or international students, refugee and immigrant ELLs are often dealing with the stresses of poverty and/or a precarious immigration status, giving them a diverse and complex set of needs that are often not adequately met by ESL programs. Building off a foundation of Activity Theory, Sociocultural Theory, and Language Ecology, which emphasizes an approach to language learning and teaching that does not separate language from the authentic contexts from which it arises (Van Lier, 2002; Leather & Van Dam, 2003; Pennycook, 2010; Swain & Watanabe, 2012; among others), I seek to uncover and address these needs in-context through an ethnography of six Spanish-speaking immigrant ELLs in the western United States. I detail the results of an in-depth analysis of 116 hours of participant observation with these women, paying special attention to their daily routines and how, where, and why they employ English or Spanish. I show how the women's daily routines and participation in Latinx communities curtail much of their need for daily English, how they employ various strategies to get by when they do need English, and how their expressed motivations to learn English are often thwarted by their current life circumstances. I end by summarizing key observations about the ELLs in the study and making general recommendations to ESL programs for how to apply these observations.
9
Henson, Roberta Jeanette. "Collaborative education through writing across the curriculum". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941579.
Testo completoAbstract (sommario):
Social reform in the 1960's initiated growth in two seemingly separate educational movements in response to dissatisfaction with the traditional positivistic education system. These two movements, writing-across-the-curriculum (WAC) and homeschooling, share pedagogy and methodology based upon social epistemology, and they share two teaching techniques stemming from this methodology: collaboration and writing. While homeschooling was the successful method of education for centuries, the last two centuries have seen an evolution through the one-room schoolhouse to present day positivistic educational institutions. Language-centered teaching techniques have existed as long, beginning with such educators as Isocrates and continuing with such educators as Aristotle, Quintilian, Augustine, Erasmus, George Campbell, and Fred Newton Scott, and during the past two decades, WAC proponents have incorporated the use of collaboration and writing as instruments of learning in every discipline. Unfortunately, it is difficult to measure the effectiveness of these teaching techniques in existing WAC programs because of the number of variables involved. These techniques were measured in a homeschool situation, however, where the variables could be controlled. This ethnographic study, which took place during the Spring 1994 semester with three ninth-grade female students placed in a homeschool situation, used both quantitative and qualitative methods to measure the effectiveness of collaboration and writing in all disciplines. Pre-tests revealed that, at the beginning of this study, these three students performed at very different levels of ability ; regardless of ability, however, each experienced dramatic increases in learning. The quantitative measures, Wechsler Individual Achievement Test and Ennis-Weir Critical Thinking Essay Test, revealed unprecedented gains in math reasoning, reading comprehension, listening comprehension, oral expression, written expression, language composite, and critical thinking skills. These pre/ post-tests, triangulated with assessment of reading journals, daily journals, individual essays, collaborative essays, and video-taped sessions, produced a narrative which describes each student's characteristics, learning style and response to these learning/teaching methods. The results imply that homeschool education has been successful due to collaboration and writing. Furthermore, this study strongly suggests that collaboration and writing effect learning in all disciplines and recommends restructuring of traditional education to implement these teaching/learning techniques.Department of English
10
Knopp, Eva M. [Verfasser]. "From Bilingual to Biliterate: Secondary Discourse Abilities in Bilingual Children’s Story Telling : Evidence from Greek Heritage Language Speakers in Germany and the United States / Eva M. Knopp". Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2019. http://d-nb.info/1193391997/34.
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11
Mullican, Carey. "Multiple Intelligences in the Text: Examining the Presence of MI Tasks in the Annotated Teacher's Editions of Four High School United States History Textbooks". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4178.
Testo completoAbstract (sommario):
The current state of the social studies classroom comprises one of uninspired students using unexciting textbooks as their guide for learning U.S. history (Hope, 1996; NCES, 1993; Banks, 1990; Wakefield, 2006). With multiple intelligences gaining popularity in education, renewed hope exists for social studies to produce quality textbooks with differentiated instruction to reach all learners. The purpose was to design a rubric for measuring the presence of multiple intelligences structured tasks in teacher's editions of four 11th grade U.S. history textbooks. Using 1995 to 2007 as a purposeful sample of consistent authorships and similar publications, the study looked at teacher's editions of U.S. history textbooks to create a reliable and valid rubric for measuring the presence of multiple intelligences tasks in the teacher's editions of four high school history textbooks. Using this analytical rubric, the researcher analyzed trends of tasks offered in teacher's editions of textbooks to determine whether multiple intelligences tasks were being offered. Findings suggested that teacher's editions do reflect a MI/directive framework over a non-directive framework, with MI/directive tasks appearing much more frequently. However, linguistic/verbal tasks were more likely to appear as the MI/directive task of choice over other categories. Changes were noted in number of tasks found in mid-1990s editions to mid-2000s editions with a decrease in verbal/linguistic and spatial/visual tasks in The Americans. Yet Pathways to the Present saw an increase in spatial/visual tasks. Hence, it is implied that textbook publishers have not embraced MI whole-heartedly and have not met all learner's needs in terms of curriculum design. Furthermore, textbooks authors and publishers need to incorporate more variety in learning tasks to include other categories of multiple intelligences.
12
Rayneard, Max James Anthony. "Performing Literariness: Literature in the Event in South Africa and the United States". Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/12083.
Testo completoAbstract (sommario):
x, 208 p.In this dissertation "literariness" is defined not merely as a quality of form by which texts are evaluated as literary, but as an immanent and critical sensibility by which reading, writing, speaking, learning, and teaching subjects within the literary humanities engage language in its immediate aesthetic (and thus also historical and ethical) aspect. This reorientation seeks to address the literary academy's overwhelming archival focus, which risks eliding literary endeavor as an embodied undertaking that inevitably reflects the historical contingency of its enactment. Literary endeavor in higher education is thus understood as a performance by which subjects enact not only the effect of literary texts upon themselves but also the contingencies of their socio-economic, national, cultural, and personal contexts. Subjects' responses to literature are seen as implicit identity claims that, inevitably constituted of biases, can be evaluated through the lens of post-positivist realism in terms of their ethical and pragmatic usefulness. Framing this reoriented literariness in terms of its enactment in higher education literature classrooms, this dissertation addresses its pedagogical, methodological, and personal implications. The events of the South African Truth and Reconciliation Commission (TRC) and the literature arising from it serve as a pivotal case study. The TRC Hearings, publically broadcast and pervasive in the national discourse of the time, enacted a scenario in which South Africans confronted the implications for personal and national identities of apartheid's racial abuses. The dissertation demonstrates through close reading and anecdotal evidence how J.M. Coetzee's Disgrace and Antjie Krog's Country of My Skull formally reactivate this scenario in the subject in the event of reading, while surveys of critical responses to these texts show how readers often resisted the texts' destabilizing effects. A critical account of the process that resulted in Telling, Eugene - a stage production in which U.S. military veterans tell their stories to their civilian communities - analyzes the idea of literariness in the U.S. and assesses its potential for socially engaged literary praxis.
Committee in charge: Linda Kintz, Chairperson; Suzanne Clark, Member; Michael Hames-Garcia, Member; John Schmor, Outside Member
13
Rifai, Irfan. "Using Process Drama Strategies to Support Students’ Co-Construction of Meanings from Literary and Religious Texts: The Experience of an Islamic School in the United States". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555492130233059.
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14
Weaver, Patricia A. (Patricia Ann). "Local Models of the Curriculum Planning Process for Secondary English: A Descriptive Study". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331072/.
Testo completoAbstract (sommario):
In an era of accountability and increased state control of curriculum, curriculum guides have become important legal documents, and many local districts seek to produce documents as a framework for both district and state objectives . Such curriculum development is a complex process. This study examined the curriculum procedures, roles of the participants , decision-making processes, and perceptions of the resulting documents in five school districts.
Qualitative data collection included taped interviews using a focused in-depth interview schedule, field notes, observation, and document collection. The study included central administrators, building administrators, and teachers.
Data Analysis was an interative, on-going process using a constant-comparative analysis of coded categories emerging from the transcribed data. This comparison examined curriculum models, curriculum trends, and teacher and administrator perceptions.
The study of the curriculum processes in each district resulted in the development of a five-step curriculum model: pre-planning, planning, writing, implementation, and revision. Naturalistic models developed in each district as the curriculum was impacted by various pressures and influences.
Within the five areas of each curriculum model, several patterns emerged. Each district had some impetus for a new curriculum direction. All districts reported some kind of data gathering within the planning stage and intensive training of teachers during the writing stage. The curriculum writers spoke of developing goals, objectives, strategies and of deciding upon content and document format. Many mentioned a negotiation system for decision-making. During curriculum planning and development, central office administrators formulated and approved policy, teachers documented district policy, and building administrators monitored its implementation.
The emerging themes suggest the effects of a school district's environment on the curriculum process and the importance of an influential person to monitor all stages of the procedure. The themes indicate the strong move toward centralization of curriculum as a result or increasing state mandates, and demonstrate that teachers derive a sense of satisfaction and "ownership" of curriculum documents as they take part in curriculum planning and writing.
15
Bancroft, Susan Anne. "Violence prevention: Teaching peace, tolerance, caring, and the value of all life to the eighth grade language arts student". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1290.
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Mogos, Mulubrhan Fisseha. "Translation and Adaptation of the Center for Epidemiologic Studies-Depression (CES-D) Scale Into Tigrigna Language for Tigrigna Speaking Eritrean Immigrants in the United States". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3251.
Testo completoAbstract (sommario):
ABSTRACT
Depression is one of the oldest known mental health conditions. It is acknowledged to be a global health problem that affects people from any culture or ethnic group. The prevalence of depression widely varied across countries and cultures. The cross-cultural relevance of the concept of depression, its screening or diagnosis, and cultural equivalence of items used to measure symptoms of depression has been area of research interest. Differences in prevalence rates in depression have been suggested as being due to research artifacts, such as use of instrument developed for one culture to another culture. With the current trend of globalization and increased rate of immigration, the need for measurement scales that can be used cross-culturally is becoming essential. Translation and adaptation of existing tools to different languages is time saving and cost effective than developing a new scale. The Center for Epidemiologic Studies Depression Scale [CES-D; (Radloff, 1977)] has been widely used as a screening tool for depressive symptoms in community and clinical settings. It has been widely accepted and translated to multiple languages and its measurement equivalence tested across groups. This study was designed as a mixed method study. The purpose of this study was three fold: (a) translate and adapt the CES-D scale into Tigrigna Language for use by Tigrigna speaking Eritrean immigrants in the United States using the forward backward translation and cognitive interview techniques (b) test the psychometric properties of the Tigrigna version CES-D scale using confirmatory factor analysis under the framework of structural equation modeling and (c) test measurement equivalence of the scale by comparing data collected from 253 Eritrean immigrants using the Tigrigna version CES-D scale with a secondary data collected from 1918 non Eritrean US citizens using the English version CES-D scale in a separate study. The baseline four factor CES-D scale model originally suggested for the general population fitted the data from both samples. The fit indices for the Tigrigna sample were (χ2 = 299.87, df = 164, RMSEA = .06, SRMR = .06, GFI = .89, and CFI = .98) and for the English sample (χ2 = 1496.81, df = 164, RMSEA = .07, SRMR = .04, GFI = .92, and CFI = .98). The Multi-group confirmatory factor analysis showed reasonably adequate fit (χ2 (328) = 1796.68, RMSEA= .07, SRMR = .06, GFI = .89, CFI = .98). Fourteen of the 20 CES-D items were invariant across the two samples suggesting partial metric invariance. Partial full factor invariance was also supported. In conclusion, the findings of this study provide adequate evidence in support of the applicability of the four factor CES-D scale for measuring depressive symptoms in Tigrigna speaking Eritrean immigrants/refugees in the United States.
17
Morgan, Chodaesessie Wellesley-Cole. "Cervical Cancer Screening Disparities in an Ethnically Diverse Population of Women Residing in the United States in 1999: A Secondary Analysis of Data from the 1999 Behavioral Risk Factor Surveillance System". [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001202.
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18
Gibson, Michael K. "Enhancing the social studies: A literature based program for fifth grade". CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/338.
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19
Sweatman, Timothy Augustus. "The Athens of the West: Education in Nashville, 1780-1860". TopSCHOLAR®, 1996. https://digitalcommons.wku.edu/theses/3038.
Testo completoAbstract (sommario):
Nashville, Tennessee, is known as the Athens of the South because of its reputation as a center of learning. The city’s commitment to education goes back to the days of its founding as a village on the extreme Western frontier of the United States. In 1785, five years after Nashville was first settled, Davidson Academy, an advanced classical school, was established. At the same time, numerous private schools operated in the Nashville area, providing many of the region’s children with a basic education.
During the first quarter of the nineteenth century Nashville moved closer to becoming a major educational center. In 1806 Davidson Academy was rechartered as Cumberland College. Financial problems forced Cumberland College to suspend operation in 1816, but it reopened in 1825 and was rechartered as the University of Nashville the following year. In 1817 the Nashville Female Academy, which by 1860 was the largest and one of the most renowned schools for females in the nation, opened. Other private schools served Nashville as well; most were simple grammar schools that taught the basics, but some advanced schools operated as well. During the 1820s and 1830s, there were some efforts to establish state supported schools for the poor, but they failed because many poor parents refused to send their children to these “pauper’s schools,” as the state supported schools were commonly called.
By 1850 Nashville’s educational landscape was on the verge of change. Financial difficulties forced the University of Nashville to close in 1850, but in 1855 it resumed operation after merging with the Western Military Institute and flourished until the Civil War. During the 1850s, the Medical Department of the University of Nashville and Shelby Medical College opened. Both schools enjoyed great success, and by 1860 Nashville was second only to Philadelphia as a center of medical learning. Also, during the 1850s Nashville established a successful system of public schools for all the city’s children. However, the Civil War would interrupt the city’s progress in education.
Despite Nashville’s prominence in education, no comprehensive study of the city’s antebellum educational development exists. Based on several primary sources, most of which are available in the Tennessee State Library and Archives, and numerous secondary sources dealing with antebellum Nashville, this thesis represents an attempt to describe antebellum Nashville’s educational development.
20
Dye, Angel. "JOOK: RENT PARTY POEMS". UKnowledge, 2019. https://uknowledge.uky.edu/english_etds/93.
Testo completoAbstract (sommario):
Jook is a spirited collection of historical persona poems situated in the vibrant rent party scene of 1920s Harlem. The Harlem Renaissance of New York was a decade of black innovation, artistry, and cultural expansion spanning 1920-1930. During this post-Emancipation, Great Migration era, black families leaving the South moved north only to encounter new forms of oppression. They were fleeing the lynchings, racism, and segregation that they experienced back home. In Harlem, black families earned disproportionately lower wages and paid much higher rents for subpar housing conditions compared to white families. To supplement their low incomes and to make the rent for the month, tenants hosted house-rent parties, also called social whist parties, in their apartments. They offered southern food, jazz and blues music (often live), and bootlegged liquor. Party guests paid a modest cover fee of 25 or 30 cents to enjoy the amusements, thus helping the hosts to pay their rent. The resistance work of this black joy in the face of economic, environmental, and social racism fascinates me and led me to research and uplift these narratives via persona poetry.
The central figure in these poems is a 20-year-old Georgia migrant named Mae Lynne King. Mae has moved north with her older sister Maddy. The daughters of a southern preacher and a seamstress, the women find their footing in New York in very different ways. Mae works as a domestic and takes in laundry and sewing on the side while 24-year-old Maddy Jane becomes a streetwalker. The two young women live together and quickly become immersed in the rent party phenomenon while working to build a life away from the strict religious upbringing they knew back home. Mae and Maddy struggle against racism, sexism, and poverty discovering their roles as lovers, friends, and members of a new black Harlem. Mae’s journey through Harlem is one of revelation and awakening, and Maddy’s is one of self-actualization, autonomy, reclamation. Both women embody the womanist attitudes and practices, blackness, and sexual fluidity that are central to my work overall and that were highly visible during the Renaissance.
While swaths of literature celebrate the art, music, and culture of the Harlem Renaissance, no contemporary collections of poetry contend with the oppression that African American people who migrated from the racially segregated South to Harlem faced. Jook is an offering of history, memory, language, and research to bridge that gap. This collection draws from Langston Hughes’ poetry and autobiography The Big Sea, Zora Neale Hurston’s novels and dramas, all of Harlem’s “negro literati,” jazz and swing music, photography, and archival materials from The Schomburg Center for Research in Black Culture and Yale University. Jook traverses free verse and formal boundaries while championing persona and a unique Harlemese vernacular in order to celebrate the fierce subversion that African Americans in 1920s Harlem engaged in via their rent party gatherings.
I enter these poems with music and memory at the fore of my creative process and craft employments. I call on forms such as Ruth Ellen Kocher’s Gigan, the jazz sonnet, contrapuntal, and the ghazal to illustrate the simultaneous artistry and travailing that defined the Renaissance for African American people. I also borrow from the narrative elements of fiction to explore a specific arc within the lives of a cadre of imagined personas. The aim of this project is to recover and celebrate the unexplored stories of rent parties and to acknowledge the suffering and striving that these gatherings were born out of.
21
Martin, Hugh J. "On Leave". Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1615464229027344.
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22
Gabriel, John. "The experiences of language minority students in mainstream English classes in United States public high schools: A study through in-depth interviewing". 1997. https://scholarworks.umass.edu/dissertations/AAI9809335.
Testo completoAbstract (sommario):
Using phenomenological interviewing as a methodology, this study reconstructs the urban high school experiences of sixteen language minority students through the participants' words. Three sixty-minute interviews were conducted with each of the participants. The study explores the social, cultural, and educational experiences of the participants before they entered high school, their experiences in ESL classrooms, the transition from ESL to the mainstream, and the mainstream English classroom. The study finds that participants learned English in a variety of ways, both inside and outside the classroom. In both the ESL and mainstream classrooms, talking, reading, and vocabulary study were considered the most important of all literacy activities, writing less so, and grammar the least. Participants considered reading aloud as vital to their learning English and they cited the short story and the plays of Shakespeare among the most compelling literary genres. In addition to how and what they were taught, participants wanted teachers who listened to, cared for, and respected them. The study suggests that secondary English teachers, within a social construction of literacy perspective, need to contextualize language learning more in accord with students' sociocultural and ethnolinguistic backgrounds and experiences. They also need to integrate an instructional skills and a whole language approach to language learning, not one or the other; to sound out, enact, and present language with a range of instructional strategies and methods; and to listen to, care for, and respect students. Generally, teachers and administrators should communicate continually to ensure the social and academic success of this growing population. Further, preservice and inservice English teacher education programs should make curricular changes to address the academic and affective needs of an increasing language minority student population. Finally, future research should focus on more in-depth studies of specific cultures or ethnicities, such as the Vietnamese who come from an Eastern to a Western culture, to gain a deeper understanding of their lives and their particular needs and goals. Educational researchers need to continue to interview students to bring their voices, concerns, and knowledge into educational dialogue and debate.
23
Prater, Kathryn Ann Hooper 1963. "Readers' theater is "so much more than fluency" : collaborative work among teacher, students and researcher". 2003. http://hdl.handle.net/2152/12363.
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Steedly, Kathlyn M. "Living wide-awakeness: high school drama teachers creating opportunities for powerful encounters with the arts". Thesis, 2003. http://hdl.handle.net/2152/962.
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Fuhrken, Charles David. "Preservice teachers' perceptions of preparation and practices for teaching reading/language arts: three case studies". Thesis, 2006. http://hdl.handle.net/2152/2865.
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Austin, Kenneth Ray. ""I must get free": a student cry to address authentic creativity in secondary visual arts education". Thesis, 2005. http://hdl.handle.net/2152/1502.
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27
Kaylor, Maria 1967. "Sustaining the use of anchored instruction". 2003. http://hdl.handle.net/2152/12203.
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28
Sailors, Misty Wilhelm. ""Placing children in the middle of literacy" instructional practices in a print-rich second grade classroom where all readers succeed /". Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3126115.
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Gilman, Allison. "The effects of using an electronic talking book on the emergent literacy skills of preschool children". Thesis, 2005. http://hdl.handle.net/2152/1838.
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30
Nagaoka, Yoshiko. "A descriptive study of Japanese biliterate students in the United States: Bilingualism, language-minority education, and teachers' role". 1998. https://scholarworks.umass.edu/dissertations/AAI9909196.
Testo completoAbstract (sommario):
Japanese student in the United States have an opportunity to receive education in American public schools and in Japanese weekend supplementary schools guided by the Ministry of Education in Japan. This "bi-schooled" situation emphasizes positive aspects of educating biliterate children. However, developing literacy skills in both English and Japanese is a complicated task for students. Focusing on maintenance and development of literacy skills in Japanese as a first language, this study provides an intensive description of the Japanese writing experiences and practices of four ninth graders and of teaching experiences of three Japanese teachers in one weekend school in the United States. The students are native-born Japanese who have received more than five years of education in both American and the Japanese weekend school. All three teachers have experience teaching in Japan and have lived in the United States for over seven years. There is gap between the present situation of Japanese bi-schooling students and these teachers' standards in the weekend school. Investigating these students and teachers allows us to perceive this gap. Data collected through a phenomenological in-depth interview method is presented in the following three aspects: students' self-understanding, their positive perspectives on learning two languages, and their difficulties under current conditions of bi-schooling. Also from teachers' perspectives, the teachers' observations of problems in the students' essays, their perception of problems in the students' bi-schooled situation, their strategies for instruction in Japanese composition, and their understanding of the role of Japanese weekend schools are examined. The examinations of thirteen students writing samples by the teachers were included in the interviews. The findings identify important insights and approaches in the following areas: bilingual education, language-minority education, and teachers' roles, including their academic expectations of students, in educational settings. This study has implications for meaning of bilingual education, issues of language-minority education, the importance of teachers' awareness of issues and problems faced by language-minority students, the importance of parental involvement in education. In addition, it has ramifications for Japanese education in the United States as well as Japanese bilingual education in Japan.
31
Bedard, Carol. "The relationship between talk in peer-response groups and students' writing in fifth-grade classrooms". Thesis, 2004. http://hdl.handle.net/2152/1466.
Testo completo
32
Davis, Kay Mathews. "Language and learning : a case study of a Vietnamese unaccompanied minor in a post secondary setting". Thesis, 1995. http://hdl.handle.net/1957/34590.
Testo completoAbstract (sommario):
This study was an ethnographic case study of a
Vietnamese unaccompanied minor in a post secondary setting.
There were two guiding questions for the study: (1) How
does the subject perceive language as it relates to
educational experience? (2) What kinds of observable
personality, cognitive, or affective factors have
contributed to his language and educational experience, and
in what way have they contributed?
The subject for this study was selected because he had
declared himself an unaccompanied minor and immigrated to
the United States as a young adult. He was an ESL student
who graduated from an American high school within two years
of arrival. He was deemed successful by the academic
community based on hours of completed course work and grade
point average. The subject was extremely motivated to
receive a four year degree, but was hampered by college
requirements in classes which required high levels of
English proficiency and competence.
The theoretical base for this research was
phenomenology. The subject, purposefully selected, was
observed for six months in three different classroom
settings: philosophy, physics, and English composition.
Validity/replicability was obtained through triangulation
of personal interviews and written questionnaires,
interviews with faculty and other college personnel, and
examination of artifacts such as school records, diaries,
and journals. With the exception of school records,
portions of artifacts are included in this thesis.
The subject exhibited unusual abilities to comprehend
complex written and oral material, relate information
across disciplines, and adapt to instructional requirements
and methodologies. Based on the results of this case
study, three hypotheses were generated:
1) Listening skills and memory/recall, or auditory
memory, appear to be essential to the subject's
academic success.
2) General information about learning styles and
strategies may be less useful than specific
strategy application in academic situations for
this subject.
3) Explicit, structured writing instruction may be
more useful than process writing for this subject.Graduation date: 1996
33
Lakey, Sonya J. "Making the Case for Degree Credit EAP Courses". Thesis, 2009. http://hdl.handle.net/1805/1996.
Testo completoAbstract (sommario):
Indiana University Purdue University Indianapolis (IUPUI)The issue of whether or not English for Academic Purposes (EAP) courses should carry undergraduate degree credit has been long-debated. The current work attempts to demonstrate that these courses should contribute toward degree requirements in the same way that other foreign language courses do, on the basis of curricular consistency in liberal arts, language, and academic mission, as well as in keeping with goals toward multiculturalism and internationalization. Utilizing a review of existing EAP or English as a Second Language (ESL) course credit structures at 41 U.S. universities, and a survey of ESL/EAP program administrators, recommendations are made for proposing degree credit for EAP courses. Finally, a proposal is included for changing the EAP course credit structure at Indiana University Purdue University Indianapolis.
34
Vetter, Amy Maurine. "Creating new spaces: investigating opportunities for identity exploration in a high school English classroom". Thesis, 2007. http://hdl.handle.net/2152/3059.
Testo completo
35
Vetter, Amy Maurine 1976. "Creating new spaces : investigating opportunities for identity exploration in a high school English classroom". 2007. http://hdl.handle.net/2152/13238.
Testo completo
36
Ariza, Eileen Nancy. "An exploratory research project of factory workers in the ESL worksite classes: The effects of immigration on high-status/low-status immigrants to the United States". 1992. https://scholarworks.umass.edu/dissertations/AAI9219400.
Testo completoAbstract (sommario):
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.
37
Erk, Miranda Richelle. "Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación”". Thesis, 2013. http://hdl.handle.net/1805/3200.
Testo completoAbstract (sommario):
Indiana University-Purdue University Indianapolis (IUPUI)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.