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Gotowa bibliografia na temat „Language arts (secondary) – united states”

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Data publikacji: 26 lipca 2024

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Artykuły w czasopismach na temat "Language arts (secondary) – united states"

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Sewell, William C. "Entrenched Pedagogy: A History of Stasis in the English Language Arts Curriculum in United States Secondary Schools". Changing English 15, nr 1 (28.02.2008): 87–100. http://dx.doi.org/10.1080/13586840701825345.

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Rothwell, Gregory, i Michael Shaffer. "eSports in K-12 and Post-Secondary Schools". Education Sciences 9, nr 2 (15.05.2019): 105. http://dx.doi.org/10.3390/educsci9020105.

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eSports is a rising modality of sports entertainment in the United States and has growing implications for education. Providing competitive eSports teams in schools satisfies the growing desire to train and educate students on the skills emphasized in STEM and Career Technical Education (CTE) education, as well as in programs such as English and Language Arts. eSports develop the soft skills universities and employers like to see in a student graduating from high school. As the market continues to grow for eSports, opportunities for post-secondary education as well as for prospective employment will increase. The popularity of eSports will continue to grow, and this popularity will be reflected in the schools.
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Spanke, Jeff. "Research: Viral Loads and Downward Spirals: English, Citizenship, and a Context of Crises". English Education 53, nr 2 (1.01.2021): 123–44. http://dx.doi.org/10.58680/ee202131087.

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This study examines five novice teachers’ perceptions of their preparation, interests, and abilities to integrate citizenship education into their secondary English language arts classrooms. The English teachers in this study highlight the difficulty in promoting progressive, social justice curricula without first grounding that pursuit in personal and participatory citizenship. Thus, as the United States awaits its return to normalcy after COVID-19, this study considers how English teacher educators may anchor courses in ideas of personal, participatory, and justice-oriented citizenship.
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Schey, Ryan. "The Queer Temporalities of (Im)Possible School Futures: Transness, Christian Epistemologies, and Racial Anxiety in a Secondary Classroom". Research in the Teaching of English 58, nr 2 (1.11.2023): 129–55. http://dx.doi.org/10.58680/rte202332789.

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Drawing on a yearlong ethnography I conducted at a public, urban, comprehensive high school in the midwestern United States, in this article I analyze a classroom instructional conversation about gender and trans identities in a sophomore humanities (grade 10) course that combined English language arts and social studies. In the conversation, youth constructed temporalities (i.e., relationships among pasts, presents, and futures) that were out of sync with the temporalities sanctioned by the school. In doing so, they drew on ideologies about gender, religion, race, sexuality, and class. Yet different youth offered futures that were incommensurate, particularly because they clashed over whether temporalities were rigid, fixed, and unchangeable or fluid, variable, multiple, and thus open to change. Being out of sync signaled possibilities, but not guarantees, of more just futures and suggested a need for literacy educators and researchers to rethink the roles of (un)certainty, (in)stability, and (non)linearity in classroom instruction with respect to sexual and gender diversity. In making this argument, I integrate queer and trans theorizations of temporality and futurity with adolescent queer literacies scholarship, specifically the concept of literacy performances.
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Everett, Sakeena. "“Know Who They Have in Front of Their Eyes”: A Justice as Praxis Paradigm for Teaching and Learning". Gifted Child Today 43, nr 2 (18.03.2020): 101–7. http://dx.doi.org/10.1177/1076217519898243.

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Inequitable access to learning opportunities has intersectional consequences for Black students in general and gifted education. Equally important, all students (regardless of race, ethnicity, gender, socioeconomic class, and grade-level), more often than not, lack invaluable opportunities to learn about the innumerable contributions of students and families of color in the United States and worldwide. To address these injustices, Ladson-Billings advocated for a shift from “justice as theory toward justice as praxis.” In this article, I unpack the components of justice as praxis work, and I discuss how I engaged in this work in my secondary English Language Arts (ELA) classroom. I address the following questions: What does it mean “to be seen” from the perspective of a Black male academically high-achieving student? What is needed for teachers to adopt a justice as praxis paradigm to improve their teaching and learning with students who have not been well served in public schools?
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Wheeler, Brannon M. "Report on the International Workshop on the Integration of lslamic Studies into Liberal Arts Curricula". American Journal of Islam and Society 15, nr 2 (1.07.1998): 159–66. http://dx.doi.org/10.35632/ajis.v15i2.2192.

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On March 6-7, 1998 the incipient program in Comparative IslamicStudies at the University of Washington (UW) hosted an internationalworkshop on the Integration of Islamic Studies into Liberal ArtsCurricula. This workshop was sponsored by the Department of NearEastern Languages and Civilization, the Walter Chapin SimpsonCenter for the Humanities, the Henry M. Jackson School forInternational Studies, the Comparative Religion Program, the MiddleEast Studies Program, and the South Asian Studies Program. Aims of the WorkshopThe general aim of the workshop, discussing the integration of Islamicstudies into liberal arts curricula, can be divided into three areas. First,the workshop brought together about forty teachers and scholars, abouttwenty from the UW and twenty from across the United States andCanada. Most of these participants were professors teaching IslamicStudies or related discipliies at private and public colleges and Universities,although some secondary-level teachers also participated. The disciplinesrepresented ranged from religion, art history, geography, ethnomusicoIogy,history, comparative literahm, women’s studies, anthropology,biblical studies, and political science. This meeting allowed foropen cornmetion and the exchange of ideas among scholars who areotherwise separated from one another by institutional boundaries ...
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Turner, Herbert, Robert Boruch, Mackson Ncube i Annette Turner. "Protocol for a Systematic Review: Teach For America (TFA) for Improving Math, Language Arts, and Science Achievement of Primary and Secondary Students in the United States: A Systematic Review". Campbell Systematic Reviews 12, nr 1 (styczeń 2016): 1–32. http://dx.doi.org/10.1002/cl2.169.

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Phelps, Richard P. "Test Frequency, Stakes, and Feedback in Student Achievement: A Meta-Analysis". Evaluation Review 43, nr 3-4 (czerwiec 2019): 111–51. http://dx.doi.org/10.1177/0193841x19865628.

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Background: Test frequency, stakes associated with educational tests, and feedback from test results have been identified in the research literature as relevant factors in student achievement. Objectives: Summarize the separate and joint contribution to student achievement of these three treatments and their interactions via multivariable meta-analytic techniques using a database of English-language studies spanning a century (1910–2010), comprising 149 studies and 509 effect size estimates. Research design: Analysis employed robust variance estimation. Considered as potential moderators were hundreds of study features comprising various test designs and test administration, demographic, and source document characteristics. Subjects: Subjects were students at all levels, from early childhood to adult, mostly from the United States but also eight other countries. Results: We find a summary effect size of 0.84 for the three treatments collectively. Further analysis suggests benefits accrue to the incremental addition of combinations of testing and feedback or stakes and feedback. Moderator analysis shows higher effect sizes associated with the following study characteristics: more recent year of publication, summative (rather than formative) testing, constructed (rather than selected) item response formats, alignment of subject matter between pre- and posttests, and recognition/recall (rather than core subjects, art, or physical education). Conversely, lower effect sizes are associated with postsecondary students (rather than early childhood–upper secondary), special education population, larger study population, random assignment (rather than another sampling method), use of shadow test as outcome measure, designation of individuals (rather than groups) as units of analysis, and academic (rather than corporate or government) research.
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Bogdanova, E. S. "Hypertext journey as a method for working on secondary school students’ conceptual sphere and speech in Russian language lessons". Russian language at school 85, nr 3 (15.05.2024): 7–16. http://dx.doi.org/10.30515/0131-6141-2024-85-3-7-16.

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The article discusses the current issue of methodological support for a Russian language lesson designed in line with the linguoconceptocentric approach. The research aims to justify the feasibility and the way of employing the hypertext journey method in the language education of secondary school students. Understanding hypertext as a non-linear text with hyperlinks, the author indicates its didactic purpose, i. e. to create conditions for students to receive additional information, audiovisual materials that contribute to the understanding of the linguistic concept(s) of the source text. Based on the analysis of scientific, methodological, and philological experience, texts of different genres, students’ creative works in conjunction with empirical research, a hypertext journey model was developed. It is as follows: a linguistic concept – the main (source) text – reference materials characterising the semantic fields of the word-concept (such as comments, dictionary entries) – aphorisms, proverbs – conceptually (thematically, ideologically, axiologically) related texts – works of audiovisual arts – own text (a conceptocentric essay). The paper describes didactic material, i. e. hypertext. It is comprised of fragments of literary (prose and poetic) and non-fiction texts united ideologically, axiologically, and thematically (conceptually). Such texts are characterised by linguistic importance and philosophicality which are subjected to interpretive, philological, and conceptual analysis. Attention is given to the technique of hypertext composition. The research determines the stages in following the hypertext journey method in the classroom: from presenting a concept to writing a conceptocentric essay. Testing carried out on the example of the hypertext journey ‘Art’ shows that this method significantly enhances schoolchildren’s semantic basis. Moreover, it helps them structure their art knowledge system, provides material for students’ own creative works, teaches them to use what they read as an argument in an argumentative text, and promotes speech development. As a result, this method enriches schoolchildren’s conceptual sphere.
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Martin, Shea wesley, i Henry “Cody” Miller. "The Category Is “Pandemic Queer”: Reading, Connecting, and Reimagining Literacy with LGBTQ+ Youth in the Age of COVID-19". Radical Teacher 124 (2.12.2022): 13–23. http://dx.doi.org/10.5195/rt.2022.1094.

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The COVID-19 pandemic, coupled with the ensuing lockdown and political turmoil, ruptured many young people’s experiences and well-being, particularly students who face additional marginalization due to systemic oppression. A national survey conducted by the Trevor Project (2021) found that nearly 70% of LGBTQ youth noted that their health was “poor” most or all of the time during the COVID-19 pandemic. Factors contributing to this deterioration include LGBTQ youth being isolated from the supportive communities formed at school, lacking access to social services provided by schools, and being quarantined with family members who were unsupportive (Cohen, 2021; Valencia, 2020). These fissures in support and resource structures curtailed potentially affirming and integral education, social, and emotional experiences, particularly for LGBTQ youth who thrived in traditional schooling settings. However, it is also important to note that even prior to the COVID-19 pandemic, many schools were not idealized institutions for LGBTQ youth. K-12 schools, situated in the broader socio-political landscape of the United States, are bastions of homo-, trans-, and queerphobia (Mayo, 2014). Still, many LGBTQ young people employed resilience and ingenuity to create affirming and loving social circles, which were thus interrupted by restrictions, trauma, and isolation during the pandemic. As LGBTQ educators we sought to co-create an online community that could reflect the brilliance and joy of LGBTQ youth during the 2020-2021 school year. Through both our own experiences and the research, we know that LGBTQ youth find ways to construct community through online avenues, even when said avenues are limited and flawed, such as Tumblr (Cavalcante, 2019; Haimson, et al., 2021; Wargo, 2017). Building on our experiences as secondary English language arts teachers, we constructed a national online book club dedicated to reading, analyzing, and celebrating LGBTQ young adult literature with LGBTQ youth. After a summer of planning, we launched the online book club that resulted in over 125 secondary students from across the United States (and some international students) joining us for a year to engage in readings of Abdi Nazemian’s Like a Love Story (2019), Dean Atta’s Black Flamingo (2019), Gabby Rivera’s Juliet Takes a Breath (2016), and Mark Oshiro’s Anger is a Gift (2018). This article details how we structured a community of readers who worked to analyze young adult literature through intersectional and anti-oppressive lenses (Blackburn & Smith, 2010; Durand, 2015; Herman-Wilmarth & Ryan, 2015), deepen their critical consciousness relating to contemporary LGBTQ socio-political topics (Kelly & Currie, 2020), and leveraged social media and online avenues to construct community that expanded the boundaries of school hallways (Lucero, 2017; Mayo, 2014). Collectively, we seek to illustrate how LGBTQ+ communities (and queer pedagogies) can flourish and develop outside the limitations of K-12 institutions.
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Rozprawy doktorskie na temat "Language arts (secondary) – united states"

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Cox, Linda Carol. "Teaching vocabulary through integrated curriculum improves reading comprehension". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2626.

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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.
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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.

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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.
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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.

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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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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.

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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.
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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/.

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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.
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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/.

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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.
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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.

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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.
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Henson, Roberta Jeanette. "Collaborative education through writing across the curriculum". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941579.

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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
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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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Książki na temat "Language arts (secondary) – united states"

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S, Amberg Julie, red. Making language matter: Teaching resources for meeting the English language arts common core state standards in grades 9-12. New York: Routledge, 2013.

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Beach, Richard. Teaching to exceed the English language arts common core state standards: A literacy practices approach for 6-12 classrooms. New York: Routledge, 2012.

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Dave, Stuart. A non-freaked out guide to teaching the common core: Using the 32 literacy anchor standards to develop college and career ready students. San Francisco, CA: Jossey-Bass & Pfeiffer Imprints, Wiley, 2014.

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Giouroukakis, Vicky. Getting to the core of English language arts, grades 6-12: How to meet the common core state standards with lessons from the classroom. Thousand Oaks, California: Corwin Press, 2012.

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Fly, Jones Beau, red. Teaching thinking skills: English/language arts. Washington, D.C: Nea Professional Library, National Education Association, 1987.

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Common core literacy lesson plans: Ready-to-use resources, 9-12. Larchmont, NY: Eye On Education, 2012.

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W, Smith Michael. Going with the flow: How to engage boys (and girls) in their literacy learning. Portsmouth, NH: Heinemann, 2006.

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Association, Delaware Task Force on Assessment of the International Reading. Standards for the assessment of reading and writing. Newark, Del: International Reading Association, 2010.

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Association, International Reading, i National Council of Teachers of English., red. Standards for the assessment of reading and writing. Newark, DE: International Reading Association, 2010.

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Irvin, Judith L. Taking Action on Adolescent Literacy. Alexandria: ASCD, 2009.

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Części książek na temat "Language arts (secondary) – united states"

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Xiang, Xuehua. "The Teaching of Chinese to Heritage Language Learners at the Post-Secondary Level". W Chinese Language Education in the United States, 167–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21308-8_9.

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Troyer, Robert A. "Agency and Policy: Who Controls the Linguistic Landscape of a School?" W Educational Linguistics, 89–119. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39578-9_5.

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AbstractAgency has been an ongoing topic of concern in Linguistic Landscape (LL) studies since the field’s emergence while more recently notions of top-down vs. bottom-up power have been questioned in favor of more nuanced appreciations of the multiple factors that influence a local LL actor’s selection and emplacement of public language. Agency in public schools in the United States exists at the nexus of policy (determined at national, state, and local district levels) and the many decisions made by administrators at individual schools while teachers and support staff, students, and other stakeholders act according to and sometimes against explicit and implied policies. Previous studies of the LL of schools (schoolscapes) have demonstrated the role that public displays of language play in constructing identities, agency, diversity, and ideologies that affect multilingualism and literacy practices. This chapter reports findings of a mixed-methods study of all three elementary schools and the two secondary schools in a mid-sized public school district in Oregon. The combination of photographs, video-recorded walking tours led by schoolscape actors, and interviews with teachers and administrators documents the district’s schoolscapes and provides insight regarding their composition. This data leads to a classification of the functions of schoolscape signage and comparisons across the three elementary schools and across educational levels in terms of languages present, attitudes, policies, and agency. A Nexus Analysis focuses on the ideological positioning of Spanish relative to English and the construction of collective identities primarily as they affect English Language Learners and Spanish heritage speakers in the district.
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Rodesiler, Luke, i Barbara G. Pace. "Preparing Pre-Service Secondary English Language Arts Teachers to Support Literacy Learning with Interactive Online Technologies". W Teacher Education Programs and Online Learning Tools, 318–34. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1906-7.ch017.

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In this chapter, the authors present the framework and methods they employ to integrate online learning opportunities into an English teacher education program at a large, public university in the southeastern United States. The authors focus on their efforts to extend pre-service secondary English language arts teachers’ understandings of what constitutes literacy and what counts as text in the secondary English language arts classroom in a blended technology- and media literacy-focused methods course, a required component of a three-semester English Education Master’s degree program. Specifically, the authors document the ways they nudge pre-service teachers to consider the kinds of literacy events they might design and the types of literacy practices they might promote to support literacy learning with interactive online technologies and popular media in English language arts classrooms.
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Xu, Lihua, Read Diket i Thomas Brewer. "Bringing the Arts as Data to Visualize How Knowledge Works". W Big Data, 1647–67. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9840-6.ch075.

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Professional audiences, scholars, and researchers bring varied experiences and expertise to the acquisition of new understandings and to problem solving in visual art and literary contexts. The same breadth of experience and learning capability was found for students at eighth grade, sampled from the national population of students in the United States who were queried in the National Assessment of Educational Progress (NAEP) about formal knowledge, technical skills, and abstract reasoning in visual art and in language arts. This chapter explores statistical data relating to the presence of art specialists in the sampled eighth grade classrooms. In particular, schools with specialists in place varied in density across the country as is demonstrated through geographic mapping. Secondary analysis of NAEP restricted data showed that students in schools with art specialists performed significantly better than students in schools with other types of teachers, or no teacher. The authors surmise that art specialists conveyed something fundamental to NAEP 2008 Response scores. An aspirational model of assessment assumes broad audience clarity through knowledge visualization technology, via thematic mapping. The authors explore through analog Deleuze and Guattari's double articulation of signs in natural and programming languages and demonstrate through knowledge representation the means by which complex primary and secondary statistical data can be understood in a discipline and articulated across disciplines. This chapter considers NAEP data that might substantiate a general model of aspirational learning and associates patterns in perception discussed by researchers and philosophers.
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Xu, Lihua, Read Diket i Thomas Brewer. "Bringing the Arts as Data to Visualize How Knowledge Works". W Handbook of Research on Maximizing Cognitive Learning through Knowledge Visualization, 515–34. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8142-2.ch019.

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Professional audiences, scholars, and researchers bring varied experiences and expertise to the acquisition of new understandings and to problem solving in visual art and literary contexts. The same breadth of experience and learning capability was found for students at eighth grade, sampled from the national population of students in the United States who were queried in the National Assessment of Educational Progress (NAEP) about formal knowledge, technical skills, and abstract reasoning in visual art and in language arts. This chapter explores statistical data relating to the presence of art specialists in the sampled eighth grade classrooms. In particular, schools with specialists in place varied in density across the country as is demonstrated through geographic mapping. Secondary analysis of NAEP restricted data showed that students in schools with art specialists performed significantly better than students in schools with other types of teachers, or no teacher. The authors surmise that art specialists conveyed something fundamental to NAEP 2008 Response scores. An aspirational model of assessment assumes broad audience clarity through knowledge visualization technology, via thematic mapping. The authors explore through analog Deleuze and Guattari's double articulation of signs in natural and programming languages and demonstrate through knowledge representation the means by which complex primary and secondary statistical data can be understood in a discipline and articulated across disciplines. This chapter considers NAEP data that might substantiate a general model of aspirational learning and associates patterns in perception discussed by researchers and philosophers.
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Wilson, Sondra Kathryn. "Fifty Years & Other Poems". W The Selected Writings of James Weldon Johnson, 363–79. Oxford University PressNew York, NY, 1995. http://dx.doi.org/10.1093/oso/9780195076455.003.0032.

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Abstract Introduction Of the hundred millions who make up the population of the United States ten millions come from a stock ethnically alien to the other ninety millions. They are not descended from ancestors who came here voluntarily, in the spirit of adventure to better themselves or in the spirit of devotion to make sure of freedom to worship God in their own way. They are the grandchildren of men and women brought here against their wills to serve as slaves. It is only half-a-century since they received their freedom and since they were at last permitted to own themselves. They are now American citizens, with the rights and the duties of other American citizens; and they know no language, no literature and no law other than those of their fellow citizens of Anglo-Saxon ancestry. When we take stock of ourselves these ten millions cannot be left out of account. Yet they are not as we are; they stand apart, more or less; they have their own distinct characteristics. It behooves us to understand them as best we can and to discover what manner of people they are. And we are justified in inquiring how far they have revealed themselves, their racial characteristics, their abiding traits, their longing aspirations-how far have they disclosed these in one or another of the several arts. They have had their poets, their painters, their composers, and yet most of these have ignored their racial opportunity and have worked in imitation and in emulation of their white predecessors and contemporaries, content to handle again the traditional themes. The most important and the most significant contributions they have made to art are in music,-first in the plaintive beauty of the so-called “Negro spirituals”-and, secondly, in the syncopated melody of so-called “rag-time” which has now taken the whole world captive.
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McNeal, Kelly. "Using Media Literacy to Teach and Learn the English Language Arts/Literacy". W Advances in Media, Entertainment, and the Arts, 291–305. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9667-9.ch014.

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Forty-three states out of fifty states in the United States of America have adopted the Common Core State Standards in English language arts/literacy as a means of setting attainment levels of what students should know at different benchmarks during their schooling. The Common Core State Standards will be viewed through the lens of how they can be taught and learned by utilizing digital literacy media. This chapter will discuss how the goals of digital media literacy are aligned with the Common Core State Standards, how resources can be used to teach teachers and school district personnel about the Common Core State Standards, and finally how digital media can aid in helping students learn the standards and can aid in helping community members learn and then teach these standards. This chapter will conclude with questions and controversies about the Common Core State Standards and how media literacy education can alleviate many of the fears and challenges associated with the growing debate on this topic.
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"Psychological Implications of Health Disparities". W Examining and Solving Health Disparities in the United States, 67–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3874-6.ch004.

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The psychological implications of health disparities are damaging as humans of different religions, genders, races, cultures, and socioeconomic backgrounds seek entry into healthcare systems and receive poor quality of treatment related to health care workers' and healthcare providers' conscious and unconscious biases. Linguistics, a cultural aspect of diversity, also impacts healthcare disparities, as language barriers affect health literacy. Psychologically impaired by both perceived and overt expressions of discrimination, affected persons can develop discomfort in seeking health care treatment secondary to a history of maltreatment by healthcare workers and providers. However, this pattern of maltreatment can be altered when healthcare workers are educated about unconscious biases and how, if not brought to awareness and removed from the daily interactions with others, they impact the physical and mental health of generations of people.
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Bhattacharya, Alpana. "Preparing Preservice Teacher Candidates for Educating Culturally and Linguistically Diverse Learners". W Beyond Language Learning Instruction, 76–103. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1962-2.ch004.

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Over the past 30 years, the ethnic and racial representation of students in P-12 grades across the United States has shifted, with increasing number of students coming from households where a language other than English is used. Despite increase in the number of English language learners in recent years, many education stakeholders are of the position that the academic learning of culturally and linguistically diverse students has not been addressed effectively. Teacher preparation programs therefore are compelled to reimagine their curriculum for preparing teachers to educate diverse learners.This chapter describes a teacher preparation course focused on preparing preservice teachers to teach culturally and linguistically diverse students in secondary school grades. Culturally and linguistically relevant practices drawn from course assignments and clinical experience are described as approaches for preparing teachers to teach culturally and linguistically diverse students, specifically the English language learners.
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Cho, Hyesun. "The Pitfalls and Promises of Electronic Portfolio Assessment With Secondary English Language Learners". W Applications of CALL Theory in ESL and EFL Environments, 111–30. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2933-0.ch007.

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This chapter discusses the pitfalls and promises of electronic portfolio assessment for English language learners in high school classrooms in the United States. In a three-year federally funded program designed to improve academic performance among culturally and linguistically diverse students at an urban high school in Honolulu, Hawaii, the author implemented electronic portfolio assessment (EPA) into academic English and heritage language classrooms. This chapter delineates how EPA was developed to enhance academic and linguistic abilities of adolescent ELLs while embracing their multifaceted and hybrid identities. It also presents both challenges and benefits that teachers and students experienced in the process of EPA. It concludes with suggestions for developing and implementing EPA for English language learners in similar contexts.
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Streszczenia konferencji na temat "Language arts (secondary) – united states"

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Duthely, Lunthita, Harashita Sunaoshi i Olga Villar-Loubet. "Book: Venture into a New Realm of Cross-Cultural Psychology Meditation, Mantric Poetry, and Well-being: A Qualitative, Cross-Cultural, Cross-Disciplinary Exploration with American Secondary and Japanese Post-Secondary Adolescents". W International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2018. http://dx.doi.org/10.4087/xlul1485.

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Higher well-being correlates positively with multiple psychological and social outcomes, including workplace success and better academic outcomes for students. Poetry and meditation, independently, have been demonstrated in prior studies to increase well-being in a variety of contexts, including physical and mental health challenges. To our knowledge, this is the only published cross-cultural study that merged contemplative practices and poetry within the well-being paradigm, particularly among general, non-clinical adolescent populations. The purpose of this exploratory study was to examine the use of meditation and mantric poetry in a cross-cultural, educational context. The materials included <em>The Jewels of Happiness:</em><em> </em><em>Inspiration and Wisdom to Guide your Life-Journey</em> paperback and audiobook—a collection of poetry and prose to enhance positive emotions. A content analysis was conducted with post-secondary student essays and secondary students’ comments, subsequent to an experience of meditation and mantric poetry in their respective academic settings. Post-secondary students (n = 34) were enrolled in an English as a Second Language (ESL) course in Japan, and secondary students (n = 30) were enrolled in an English Language Arts (ELA) class in the United States. The most commonly occurring themes that emerged across the two cohorts were <em>inner peace, happiness, life-changing experience, </em>and<em> overcoming a challenge.</em>
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Goodwyn, Andy. "Language Arts Teachers' Adaptive Agency in the United States, England, and Australia, Committed to Equity". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887265.

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Thompson, Tobi, i Ingrid Massey. "Preparing Effective Literacy Educators Through Professional Development". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8246.

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Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. Purposeful sampling was used to recruit 6 elementary education students who had taken the SSAT and 4 full-time reading and language arts faculty members who participated in semistructured interviews. Analysis of coded data indicated themes of preference for experiential learning, intensive strategy instruction, and a review of tested content. Based on study findings, a 3-day professional development training was created to provide students a review of tested subject matter through embedded strategy instruction and opportunities for hands-on application of learning.
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Xia, Henian, i Xiaopeng Zhao. "Bifurcation and Control of Cardiac Alternans". W ASME 2010 Dynamic Systems and Control Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/dscc2010-4242.

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Cardiac alternans is a marker of sudden cardiac arrest, the leading cause of death in the United States that kills hundreds of thousands of Americans each year. In the language of nonlinear dynamics, the onset of cardiac alternans is induced by a period-doubling bifurcation. In this work, we explore the bifurcation and control of cardiac alternans in a fiber based on numerical analyses of the seminal amplitude equation derived by Echebarria and Karma. First, we seek the solution of the amplitude equation using a series expansion. Then, detailed numerical bifurcation analyses are carried out to illustrate the spatiotemporal patterns of cardiac alternans. We demonstrate that secondary bifurcations lead to multiple unstable patterns, which impose difficulties in feedback control of alternans. Effects and limitations of feedback control algorithms are explored. The theoretical analyses here help to improve the understanding of the mechanisms of alternans in cardiac tissue.
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