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Title: Attitudes towards multilanguage use among Latino and Asian immigrants in the United States.
Creator: Le, Cuong T., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study was designed to measure the relation of education and ethnic identity to attitudes towards bilingualism in two different ethnic groups, Asian and Latinos in the United States. In order to do this, an instrument was developed to measure attitudes towards bilingualism. No significant relations were found among education or ethnic identity and attitudes towards bilingualism in either group, but analyses revealed several other significant relationships. The two subscales of ethnic...
Show moreThis study was designed to measure the relation of education and ethnic identity to attitudes towards bilingualism in two different ethnic groups, Asian and Latinos in the United States. In order to do this, an instrument was developed to measure attitudes towards bilingualism. No significant relations were found among education or ethnic identity and attitudes towards bilingualism in either group, but analyses revealed several other significant relationships. The two subscales of ethnic identity, MEIM-R Commitment and Exploration, were related to each other both within Asian and Latino groups and in all participants combined. In the combined sample, education levels of participants' mothers was correlated with the MEIM-R subscale of Exploration. In addition, participants with a Bachelors Degree or above were found to have significantly higher ethnic identity levels of MEIM-R Commitment than participants with an Associates Degree or below. Participants with mothers who possess a Bachelors Degree or above were found to have significantly higher ethnic identity levels of MEIM-R Exploration than participants with mothers who possess an Associates Degree or below. Finally, Asian participants were found to have lower levels of MEIM-R Commitment when compared to Latino participants.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360953
Subject Headings: Second language acquisition, Bilingualism in children, Education, Bilingual, Social aspects, Group identity, Languages in contact, English language, Study and teaching, Foreign speakers, Ethnic relations
Format: Document (PDF)

Title: A comparison of the writing products of students with learning disabilities in inclusive and resource room settings using different writing instruction approaches.
Creator: Curry, Kimberly Ann., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: The teaching of writing has become a major research focus in the field of education. In general education classrooms, the teaching of writing is increasingly being taught as a process, in which students write for authentic purposes and develop a community of writers. This study was designed to investigate the effects of teaching students with learning disabilities (LD) writing using four different instructional approaches. These approaches included a process-writing approach called Writers'...
Show moreThe teaching of writing has become a major research focus in the field of education. In general education classrooms, the teaching of writing is increasingly being taught as a process, in which students write for authentic purposes and develop a community of writers. This study was designed to investigate the effects of teaching students with learning disabilities (LD) writing using four different instructional approaches. These approaches included a process-writing approach called Writers' Workshop, writing strategies, Writers' Workshop/strategies, and a skills-based model. This study also focused on the educational setting in which the student with LD was taught. A pull-out resource room (PO) or a self-contained classroom and an In-Class Direct (ICD) model called inclusion that provides educational services for students with disabilities in a general education classroom with their peers without disabilities. A total of 99 fourth grade students with LD from 15 different elementary schools in the Beach County, Florida School District participated in this study. Forty-three students were in the PO service delivery model and 56 were in the ICD delivery model. Twenty-seven students received strategies instruction, 24 received Writers' Workshop instruction, 21 received skills-based instruction and 27 received Writers' Workshop/strategies instruction. All subjects wrote a response to a narrative prompt from the Florida Writes! assessment for a pretest and posttest measure. The results of this study were analyzed using an ANCOVA design; the pretest score was the covariate. The instructional program was significant at the selected alpha level of.05; F\ (3)=5.022,\ p.05 and the interaction of educational setting with instructional program was non-significant, F\ (3)=2.109,\ p>.05. A Scheffe analysis was conducted and pairwise differences indicated that Writers' Workshop/strategies instructional program made a significant difference in the writing products of the students in this study. There was a significant difference in the results of the subjects who participated in the strategies model and the subjects who participated in the skills-based model.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12529
Subject Headings: Learning disabled children--Education, English language--Study and teaching (Primary), Resource programs (Education), Inclusive education
Format: Document (PDF)

Title: Writing, elementary teachers, and English language learners: a case study of teacher reported pedagogical knowledge and collaborative inquiry in a title 1 school.
Creator: East, Jill A., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative case study was conducted to investigated whether selected 3rd-5th teachers in a Title 1 school increased their understanding as they described and used their pedagogical Content Knowledge (PCK) in writing aligned with the Common Core Anchor Standards 1-6. It also examined how the teachers collaborated to advance their knowledge in the area of ELs in the classroom. Qualitative data were collected in the form of 15 participant interviews and 15 Learning Team Meeting (LTM)...
Show moreThis qualitative case study was conducted to investigated whether selected 3rd-5th teachers in a Title 1 school increased their understanding as they described and used their pedagogical Content Knowledge (PCK) in writing aligned with the Common Core Anchor Standards 1-6. It also examined how the teachers collaborated to advance their knowledge in the area of ELs in the classroom. Qualitative data were collected in the form of 15 participant interviews and 15 Learning Team Meeting (LTM) observations. The data from the interviews and observations were used to investigate how participants implemented the Common Core Anchor Standards (CCAS) 1-6 in their classrooms. The data also sought to examine how the participants’ collaboration in LTMs contributed to the selected 3rd-5th grade teachers’ PCK with respect to CCAS 1-6 and support for their English language learners (EL). The findings indicated that participants recognized various EL instructional strategies embedded in the subject matter of writing. Further, the data indicated that the dual language participants collaborated as an effective means for delivering various EL instructional strategies.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004441, http://purl.flvc.org/fau/fd/FA00004441
Subject Headings: Early childhood education -- Philosophy, English language -- Composition and exercises -- Study and teaching (Elementary), English language -- Study and teaching as a second language, Inquiry based learning, Language arts (Elementary), Language experience approach in education, Pedagogical content knowledge, Second language acquisition
Format: Document (PDF)

Title: Responding to the Florida Teacher Standards for the English as a Second Language Endorsement: A Study of Elementary Preservice Teachers’ Perceptions.
Creator: Shamon, Cheryl, Zainuddin, Hanizah, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this study was to examine preservice teachers' (PSTs) perceptions regarding their knowledge of the English as a Second Language (ESOL) domains as suggested in the Florida Teacher Standards for English as a Second Language Endorsement (FTSEE), their beliefs regarding the types of assessments and assignments that provided them with the best method of understanding the ESOL domains, and other factors they perceived as influencing their understanding. This mixed methods study...
Show moreThe purpose of this study was to examine preservice teachers' (PSTs) perceptions regarding their knowledge of the English as a Second Language (ESOL) domains as suggested in the Florida Teacher Standards for English as a Second Language Endorsement (FTSEE), their beliefs regarding the types of assessments and assignments that provided them with the best method of understanding the ESOL domains, and other factors they perceived as influencing their understanding. This mixed methods study collected both quantitative (survey) and qualitative (interview) data. Study participants were elementary education majors enrolled in an ESOL infused program model. Findings from the study indicated that PSTs had an overall understanding of the ESOL domains and were prepared to incorporate a wide variety of instructional strategies and methods into their lesson plans. While culturally competent, they had not yet developed the understanding of how to take an advocacy approach to empower their students in both the school and community. While some PSTs demonstrated a basic understanding of the components of oral language and literacy development in ELLs, many had not yet obtained an in-depth understanding of the specific language thresholds at each language proficiency level nor understanding of the grammatical and linguistic complexities of spoken and written English. These findings imply that further development is needed so that PSTs are better prepared in the following competencies: the ability to write language objectives across the content areas based on the output of oral and written language; the ability to select the appropriate instructional strategies, curriculum, and materials based on language proficiency levels; and the ability to interpret and make informed decisions based on ELLs' assessment results. PSTs valued assignments and activities that allowed them to integrate their own knowledge base into scenarios that might actually occur when they become teachers, or reflected scenarios encountered in teaching situations. They valued opportunities to observe and work with ELLs in the field and desired more opportunities to work with a larger variety of language proficiency levels and ages. Outside influences such as jobs, own school experiences, knowledge of another language, and societal interactions also contributed to their ESOL knowledge.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004546, http://purl.flvc.org/fau/fd/FA00004546
Subject Headings: Education, Bilingual -- Standards, Effective teaching, Language and languages -- Study and teaching (Elementary) -- Foreign speakers, Language teachers, Training of, Prediction of teacher success, Second language acquisition -- Standards
Format: Document (PDF)

Title: Creating Spaces For Culturally Responsive Pedagogy Amid Standards Driven Curriculum In Secondary School English/Language Arts Classes.
Creator: Leichtman, Anala, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This hermeneutic phenomenological study emerged from concerns about the ways teachers’ pedagogical practices are affected by growing diversity in their classrooms and continuous education reform. Drawing on the perspectives of critical pedagogy and postcolonial literary theory, this study also explored the tension that exists between what students ought to learn in schools and what they actually learn. Data was gathered through two interviews and a classroom observation with each of eight...
Show moreThis hermeneutic phenomenological study emerged from concerns about the ways teachers’ pedagogical practices are affected by growing diversity in their classrooms and continuous education reform. Drawing on the perspectives of critical pedagogy and postcolonial literary theory, this study also explored the tension that exists between what students ought to learn in schools and what they actually learn. Data was gathered through two interviews and a classroom observation with each of eight high school language arts teachers in South Florida to gain an understanding of how they use their pedagogical practices to navigate changes that occur in the practice field and create spaces to utilize culturally responsive pedagogy in their implementation of the current secondary school English/Language Arts curriculum. Teachers’ reflections on their experiences, descriptions of the climate of their practice and how teachers create spaces for culturally responsive pedagogy were analyzed to consider how their pedagogical practices conform to or challenge the structural and normative assumptions of the practice field. Findings revealed that despite the constraints imposed on their pedagogy by education reform, including standardization of their practice, all teachers used culturally responsive pedagogy in their classrooms to achieve state mandated goals, albeit at a foundational level. While teachers unencumbered by standardized testing expressed higher levels of freedom to make pedagogical choices in their classrooms, all participants suggested that prescribed curriculum and resources could do more to represent students’ needs and growing diversity in schools rather than standardized assessments. Furthermore in their implementations of culturally responsive pedagogy, teachers continue to use students’ voices to represent standardized curriculum and universal literary themes rather than establishing them as curriculum in their own right. As such, this study’s findings extend discussions by educational and postcolonial literary theorists regarding whose knowledge has legitimacy as a part of curriculum especially in a practice field that emphasizes student performance at state mandated levels above all else.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013084
Subject Headings: Culturally relevant pedagogy., Multicultural education., Language arts (Secondary) Study and teaching
Format: Document (PDF)

Title: The effects of a community language learning/comprehension processing strategies model on second language reading comprehension.
Creator: Shames, Roberta., Florida Atlantic University, Messmore, Peter
Abstract/Description: The purpose of the study was to measure the effects of a Community Language Learning/Comprehension Processing Strategies Model of reading instruction on the acquisition of English reading comprehension skills in Level 1 limited English-proficient students. The study was conducted in a high school English for Speakers of Other Languages (ESOL) program in Palm Beach County, Florida. A total of 58 students took part. The study compared the English language reading comprehension skills of...
Show moreThe purpose of the study was to measure the effects of a Community Language Learning/Comprehension Processing Strategies Model of reading instruction on the acquisition of English reading comprehension skills in Level 1 limited English-proficient students. The study was conducted in a high school English for Speakers of Other Languages (ESOL) program in Palm Beach County, Florida. A total of 58 students took part. The study compared the English language reading comprehension skills of students taught by traditional ESOL strategies with those taught by a Community Language Learning/Comprehension Processing Strategies Model. Results were measured by the IDEA IPT Reading/Writing Test, Level 3. A summary of the data gathered in the study indicated that Level 1 LEP students could significantly increase their English language reading comprehension through the use of the same comprehension processing strategies taught to native English-speaking students. A slightly better result was obtained when these comprehension processing strategies were taught in conjunction with Community Language Learning strategies. The results of the study suggest the need for further investigation in this area in order to determine the best path of English reading instruction for LEP students.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12575
Subject Headings: English language--Study and teaching--Foreign speakers, Community education--Evaluation, Curriculum evaluation
Format: Document (PDF)

Title: Spanish Language Learning as a Determinant of Knowledge of Hispanic Culture in Secondary Schools.
Creator: Balado, Carl R., Mealor, David J., Florida Atlantic University
Abstract/Description: The purpose of the study was to determine if the learning of the Spanish language is a determinant of knowledge of Hispanic culture in secondary schools. The consulted literature provided a dichotomy of opinion regarding the generally accepted statement that foreign language instruction does automatically afford students an opportunity to become aware of the cultural aspects of the targeted group in comparison to students who had never studied a foreign language. However, the literature also...
Show moreThe purpose of the study was to determine if the learning of the Spanish language is a determinant of knowledge of Hispanic culture in secondary schools. The consulted literature provided a dichotomy of opinion regarding the generally accepted statement that foreign language instruction does automatically afford students an opportunity to become aware of the cultural aspects of the targeted group in comparison to students who had never studied a foreign language. However, the literature also indicated that this assumption has not been substantiated by research. A total of 408 students (204 Spanish language students and 204 non-Spanish language students) from eight high schools in Brevard County, Florida, were selected to participate in the study. Half of these students had attended a minimum of two years and a maximum of three years of Spanish language classes. There was no attempt to control for sex, race, age, socio-economic status or measured intelligence. Since an appropriate commercial instrument to measure the intended goal was not located, the writer designed a data collection instrument. The instrument was validated by standard statistical procedure. The researcher found that no significant difference in knowledge of Hispanic culture existed between students in Spanish language classes and students in non-Spanish language classes. However, a significant difference did exist in knowledge of Hispanic culture between Spanish II and Spanish III students. Students in Spanish III language classes scored consistently higher than students in Spanish II language classes. It was also evident that when students in Spanish II were parcelled out and Spanish III students' performance on the test was compared with non-Spanish language students there was a significant difference in favor of Spanish III language students. Recommendations that a careful analysis of the Spanish language curriculum be undertaken and that there be developed and implemented cultural component objectives starting with the Spanish I course were among those growing out of the study.
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Date Issued: 1984
PURL: http://purl.flvc.org/fau/fd/FA00000647
Subject Headings: Spanish language, Civilization, Hispanic--Social life and customs, Education, Secondary
Format: Document (PDF)

Title: Teaching Reading Comprehension Skills Using A Science Textbook In A Charter School.
Creator: Mikes, Lisa, Kumar, David D., Florida Atlantic University
Abstract/Description: The present experimental study examined the effects of using a science textbook for the purpose of teaching reading comprehension skills to a sample of 99 fourth grade students from four classrooms at Pembroke Pines/Florida State University Charter School in Broward County, Florida. Ninety-nine students were assessed twice in word recognition, oral reading, silent reading, spelling, and word meaning using the Diagnostic Assessment of Reading. Approximately half of the students in the sample ...
Show moreThe present experimental study examined the effects of using a science textbook for the purpose of teaching reading comprehension skills to a sample of 99 fourth grade students from four classrooms at Pembroke Pines/Florida State University Charter School in Broward County, Florida. Ninety-nine students were assessed twice in word recognition, oral reading, silent reading, spelling, and word meaning using the Diagnostic Assessment of Reading. Approximately half of the students in the sample (n=49) were in the control group with the remainder (n=50) in the experimental group. Overall there was no significant difference between the experimental and control groups based on MANOVA, which tested an optimized composite of dependent variables. Scores for all subtests for both groups increased from the pretest to the posttest, and the highest scores were for the oral reading subtest. Upon individual ANOVA, statistically significant effect for time was found for word recognition, oral reading, spelling, and word meaning subtests, but no statistically significant group effect or interaction was observed.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000680
Subject Headings: Reading comprehension--Study and teaching, Lesson planning, Language arts (Elementary), Motivation in education
Format: Document (PDF)

Title: CONSIDERING THE AFFECTIVE POTENTIALS OF THE EMOTIONAL APPEAL IN PERSUASIVE DISCOURSE THROUGH MULTIMODALITY IN THE FIRST-YEAR COMPOSITION CLASSROOM.
Creator: Bain, Kimberly A., Barrios, Barclay, Florida Atlantic University, Department of English, Dorothy F. Schmidt College of Arts and Letters
Abstract/Description: In identifying ways to create inclusive spaces in the classroom, instructors should not be limited by singular modes of discourse to engage students. Particularly when teaching first-year students who seek to invent the university and claim their intellectual space within it, these considerations must be deeply integrated into the course curriculum and not seen as an extended project to be optional or added at the end of a semester. Rather, instructors must find ways to integrate multimodal...
Show moreIn identifying ways to create inclusive spaces in the classroom, instructors should not be limited by singular modes of discourse to engage students. Particularly when teaching first-year students who seek to invent the university and claim their intellectual space within it, these considerations must be deeply integrated into the course curriculum and not seen as an extended project to be optional or added at the end of a semester. Rather, instructors must find ways to integrate multimodal discourses in the first-year composition course as a foundation of learning. One way to do this is to engage students in multimodal practices of rhetorical appeals. This dissertation examines the theories and practices of emotional appeal, namely pathos, to construct meaning-making opportunities that transcend gatekeeping endeavors of singular modes of persuasion. Through the transmission of affect, students can be given the opportunity to affectively respond through various modes of discourse in applying emotional appeal to practices of persuasion.
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Date Issued: 2024
PURL: http://purl.flvc.org/fau/fd/FA00014381
Subject Headings: Education, Composition (Language arts)--Study and teaching (Higher), Curriculum change
Format: Document (PDF)

Title: Curriculum-based readers theatre as an approach to teaching English language learners: teachers’ perceptions after professional development and classroom implementation.
Creator: Uribe, Samantha N., Burnaford, Gail, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study investigated second through fifth grade teachers’ perceptions of Curriculum-Based Readers Theatre (CBRT) as a relevant approach for teaching English Language Learners (ELLs). Quantitative survey data were collected from 18 teachers who worked at the school with the largest population of ELLs in a large South Florida school district. The surveys investigated teachers’ current use of ESOL instructional strategies prior to participating in a CBRT professional development...
Show moreThis mixed methods study investigated second through fifth grade teachers’ perceptions of Curriculum-Based Readers Theatre (CBRT) as a relevant approach for teaching English Language Learners (ELLs). Quantitative survey data were collected from 18 teachers who worked at the school with the largest population of ELLs in a large South Florida school district. The surveys investigated teachers’ current use of ESOL instructional strategies prior to participating in a CBRT professional development session as well as their ability to identify ESOL instructional strategies embedded within the approach after professional development and classroom implementation. Qualitative data were collected in the form of interviews and discussion board transcripts from eight participants, who were also members of a school-based Readers Theatre Professional Learning Community (PLC). Transcripts were used to investigate how participants implemented CBRT in their classrooms as well as how they described their identification and application of ESOL instructional strategies during implementation. The impact of PLC participation on CBRT implementation and identification of ESOL instructional strategies was also investigated. The findings indicated that participants recognized various ESOL instructional strategies embedded in the CBRT approach. In addition, data indicated that participants viewed CBRT as an effective means for delivering various ESOL instructional strategies. Both quantitative and qualitative data analysis led to similar conclusions and revealed that CBRT incorporates various ESOL instructional strategies that are recognized as effective for teaching ELLs. Teachers reported using CBRT at various points during instructional units and across all content areas. Implications and suggestions for future research are offered for the instruction of ELLs, the benefits of CBRT and other similar approaches, the design of school-based professional development, and the infusion of ESOL instructional strategies within teacher education and inservice professional learning experiences.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004068
Subject Headings: Active learning, Drama in education, English language -- Study and teaching (Elementary) -- Foreign speakers, Language experience approach in education, Readers' theater, Second language acquisition, Teachers, Training of, Teaching -- Aids and devices
Format: Document (PDF)

Title: A comparison of the Boston Naming Test and Miami Naming Test in an Afro-Caribbean population over the age of 55.
Creator: Keane, Florence., Florida Atlantic University, Tappen, Ruth M.
Abstract/Description: The Boston Naming Test (60 items) and the newly developed Miami Naming Test (76 items) are designed to assess naming deficits and word-retrieval capacities. These two tests were compared in a sample of 106 Afro-Caribbean elders. Analysis included inter-rater, test-retest reliability and internal consistency using Cronbach's alpha. The correlation between the scores of both raters on the Boston Naming Test was r=.9974 and r=.9984 on the Miami Naming Test. The test-retest reliability scores...
Show moreThe Boston Naming Test (60 items) and the newly developed Miami Naming Test (76 items) are designed to assess naming deficits and word-retrieval capacities. These two tests were compared in a sample of 106 Afro-Caribbean elders. Analysis included inter-rater, test-retest reliability and internal consistency using Cronbach's alpha. The correlation between the scores of both raters on the Boston Naming Test was r=.9974 and r=.9984 on the Miami Naming Test. The test-retest reliability scores were r=.936 for the Boston Naming Test and r=.931 for the Miami Naming Test. The alpha level for the Miami Naming Test was .95 and the Boston Naming Test was .94. The individual items for both tests were evaluated for their level of difficulty and the scores on the Miami Naming Test were compared to the Boston Naming Test and the Mini Mental State Exam results. Results indicated acceptable levels of reliability for both the Boston Naming Test and the Miami Naming Test. This study shed light on which items should be replaced or deleted and future directions for research on assessment of dementia on older adults of Afro-Caribbean background. This study was supported by Minority Supplement grant #NR07744-01 and was guided by design of the parent grant Culture Bias in Expressive Ability in Dementia funded by the National Institute of Nursing research.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12178
Subject Headings: Language and languages--Examinations--Research, Aging--Psychological aspects, Medical care--Needs assessment, Dementia--Research--Cross-cultural studies, Educational tests and measurements
Format: Document (PDF)

Title: The effects of learning strategy training on the writing performance of college students with Asperger’s syndrome.
Creator: Jackson, Lynn, Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Individuals with Asperger’s Syndrome are entering institutions of higher education at an increasing rate. However, they may not be prepared to meet the academic and social demands of the postsecondary environment. Although studies have evaluated the impact of academic and social interventions for children and adolescents with Asperger’s Syndrome, little research has been conducted on the college population. The current study utilized a multiple baseline across participants design to evaluate...
Show moreIndividuals with Asperger’s Syndrome are entering institutions of higher education at an increasing rate. However, they may not be prepared to meet the academic and social demands of the postsecondary environment. Although studies have evaluated the impact of academic and social interventions for children and adolescents with Asperger’s Syndrome, little research has been conducted on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with Asperger’s Syndrome. Results indicated that the quality of the writing performance improved following strategy instruction. In addition, participants were able to generalize the use of the strategy to content specific writing tasks.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004294, http://purl.flvc.org/fau/fd/FA00004294
Subject Headings: Asperger's syndrome, Autistic children -- Education, English language -- Composition and exercises -- Study and teaching, Inclusive education, Learning ability, Learning disabled children -- Education, Learning strategies
Format: Document (PDF)

Title: Preparing Pre-service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods Textbooks.
Creator: Mann, David A., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Drawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a purposeful sample of five elementary-level English Language Arts (ELA) methods textbooks, utilizing a combination of quantitative and qualitative methods,...
Show moreDrawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a purposeful sample of five elementary-level English Language Arts (ELA) methods textbooks, utilizing a combination of quantitative and qualitative methods, revealed that authors overwhelmingly referred to EBs as English learners or English language learners, rather than bilinguals or dual language learners, and devoted less than 5% of the total content of four textbooks to topics about teaching methods, curriculum, and assessment for EBs. Evidence of five forms of curriculum bias was found, including invisibility, linguistic bias, fragmentation and isolation, stereotyping, and imbalance and selectivity. The findings suggest that textbook authors value knowledge about teaching EBs less than knowledge about teaching native English-speakers. EBs were stereotyped as a homogenous group of struggling readers and essentialized in terms of their limited English proficiency. One author conflated students’ language differences with physical limitations and learning disabilities, a troubling mischaracterization in the context of the overrepresentation of EBs in special education. Meanwhile, a preference shown for ESL methods over bilingual methods, based upon misconceptions about how EBs learn, suggests that textbook authors undervalue the cultures and linguistic skills that students bring from home. The hidden curriculum in ELA methods textbooks may influence a majority of pre-service teachers, who are typically monolingual and raised in the English-dominant mainstream culture, to develop a deficit view of EBs and utilize a one-size-fits-all approach towards ELA instruction. In order to prepare pre-service teachers to educate EBs for academic success, the teacher education curriculum must include material that explains linguistically responsive instruction and describes effective bilingual education models, within a critical pedagogical framework. Without this knowledge, pre-service teachers may continue instructional practices that contribute to a persistent “achievement gap” experienced by EBs. A transformation of the ELA methods curriculum is required so that pre-service teachers are prepared to implement a humanizing pedagogy that facilitates positive identity formation as it develops bilingual and biliterate students.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004747, http://purl.flvc.org/fau/fd/FA00004747
Subject Headings: Education, Bilingual., Second language acquisition., Language arts (Elementary)--Curricula., Education, Elementary--Curricula., English language--Study and teaching (Elementary)--Foreign speakers--Curricula., Teachers--Training of--Curricula., Psycholinguistics.
Format: Document (PDF)

Title: Festine Lente.
Creator: O'Daly, Barbara Hosie, Mitchell, Susan, Florida Atlantic University
Abstract/Description: The creative idea of this thesis did not start with a definitive theme. Instead, an appreciation of the modern Irish poets inspired the process. A creative endeavor has translated a bricolage of unconscious memories into a dream like flow of language. The visualization of dreams and the exploration of language measured in words, has become my muse. I like to let language shape itself from a visual realization inside the creative process and to whittle through words to breathe life into the...
Show moreThe creative idea of this thesis did not start with a definitive theme. Instead, an appreciation of the modern Irish poets inspired the process. A creative endeavor has translated a bricolage of unconscious memories into a dream like flow of language. The visualization of dreams and the exploration of language measured in words, has become my muse. I like to let language shape itself from a visual realization inside the creative process and to whittle through words to breathe life into the asynchronous sound of dreams. Most of this reconstruction is drawn from dormant memories. The journey has allowed me to dig down as if in an archeological site (of the mind) and use language in arbitrary words that come to express a subjective meaning. Transposing this to a more objective meaning will often result in an analytic conclusion. These conclusions are personal observations stemming from the root of the first flash of memory. The title suggests movement in a slow pattern that is often the way dreams occur. The result makes the journey that more imperative to reach a conclusion. At moments there is a repetition of the words, and that is what gives the bricolage substance if not theme. The journey has offered me a personal gift of time to slow down and grasp the essence of life. It is my hope that the reader will join my metaphorical caravan to find a dig of one's own in this creative language.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000943
Subject Headings: Irish poetry--Criticism and interpretation, English language--Rhetoric--Study and teaching, Creative writing (Higher education)
Format: Document (PDF)

Title: Concurrent Enrollment and Academic Performance of Community College English Language Learners.
Creator: Johnson, Stephen R., Floyd, Deborah L., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Community colleges provide open access and affordable options for higher education to a growing population of adult English Language Learners (ELLs) in the United States. Language minority groups, particularly native Spanish speakers, are currently the fastest growing demographic in the nation. Community college English as a Second Language (ESL) courses constitute a vital support for these students by providing adult ELL students with foundational college literacy skills. With the growing...
Show moreCommunity colleges provide open access and affordable options for higher education to a growing population of adult English Language Learners (ELLs) in the United States. Language minority groups, particularly native Spanish speakers, are currently the fastest growing demographic in the nation. Community college English as a Second Language (ESL) courses constitute a vital support for these students by providing adult ELL students with foundational college literacy skills. With the growing demand for college graduates in today's workforce, language minority students, like their native English-speaking (NES) counterparts, need to leave college with vendible work credentials. Community colleges need practical and affordable ways to improve learning and degree completion rates of their English language learners. College ESL programs face two key challenges in realizing this goal: (1) providing quality language preparation for college-bound E LLs, and (2) developing efficient ways to deliver curricula to a student population that has limited financial resources and time. This was a single institution case study that investigated two ESL curriculum models at a large urban community college. The study compared the academic performance and persistence of ELL students who studied in a sheltered ESL curriculum to ELL students who studied in a concurrent enrollment ESL curriculum that combined college-level courses with advanced ESL study. The researcher analyzed student data from college archives: transcript data, admission data, and course performance results. Data from three student groups were salient to the study -- students in concurrent enrollment courses (partially-mainstreamed ESL students), students in traditional ESL courses (not mainstreamed), and native English speakers in freshmen-level general education courses. The study described the relationship between the two types of ESL curriculum and the academic performance and persistence of ELL students in each program. Findings showed that advanced ELL students were able to successfully complete select college courses as they finished their ESL program. Results indicated that early access to college courses motivated students to persist. This study can help ESL practitioners and administrators in higher education determine if a concurrent enrollment curriculum model is a viable alternative for intermediate and advanced level ELL students.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004509, http://purl.flvc.org/fau/fd/FA00004509
Subject Headings: Academic achievement, Community colleges -- Administration -- Evaluation, Community colleges -- Curricula, English language -- Study and teaching -- Foreign speakers -- Education (Higher), Second language acquisition
Format: Document (PDF)

Title: The relationship between professional development and the changing reading practices of teachers in low-performing elementary schools.
Creator: Vaughan, Michelle., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing...
Show moreThe purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing reading practices they reported on an initial survey of 13 teachers. Interviews, observations, focus groups, and collection of archival data was completed over the course of 5 months in order to determine the influence of professional development on their reading practices. It was determined that teacher change following professional development is heavily influenced by the domain of power the directive or development is coming from. A continuum was developed to illustrate the relationship between these varying domains of power and their influence on changes made within reading practice. The changes were categorized as tending toward self-propelled or compelled changes. Teachers within this study reported higher levels of change when they were personally vested in professional development experiences and when those experiences met the immediate needs of their own personal growth or the growth of the students in their classroom.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/227978
Subject Headings: Teachers, Training of, Educational change, Language arts (Elementary), Reading, Study and teaching (Elementary)
Format: Document (PDF)

Title: An analysis of integrated science and language arts themes in software at the elementary school level.
Creator: Libidinsky, Lisa Jill., Florida Atlantic University, Kumar, David D.
Abstract/Description: There are many demands on the elementary classroom teacher today, such that teachers often do not have the time and resources to instruct in a meaningful manner that would produce effective, real instruction. Subjects are often disjointed and not significant. When teachers instruct using an integrated approach, students learn more efficiently as they see connections in the subjects. Science and language arts, when combined to produce an integrated approach, show positive associations that can...
Show moreThere are many demands on the elementary classroom teacher today, such that teachers often do not have the time and resources to instruct in a meaningful manner that would produce effective, real instruction. Subjects are often disjointed and not significant. When teachers instruct using an integrated approach, students learn more efficiently as they see connections in the subjects. Science and language arts, when combined to produce an integrated approach, show positive associations that can enable students to learn real-life connections. In addition, with the onset of technology and the increased usage of technological programs in the schools, teachers can use technology to support an integrated curriculum. When teachers use a combined instructional focus of science, language arts, and technology to produce lessons, students are able to gain knowledge of concepts and skills necessary for appropriate academic growth and development. Given that there are many software programs available to teachers for classroom use, it is imperative that quality software is used for instruction. Using criteria based upon an intensive literature review of integrated instruction in the areas of science and language arts, this study examines science and language arts software programs to determine whether there are science and language arts integrated themes in the software analyzed. Also, this study examines whether more science and language arts integrated themes are present in science or language arts software programs. Overall, this study finds a significant difference between language arts software and science software when looking at integrated themes. This study shows that science software shows integrated themes with language arts more often than does language arts software with science. The findings in this study can serve as a reference point for educators when selecting software that is meaningful and effective in the elementary classroom. Based on this study, it is apparent that there is a need to evaluate software for appropriate use in the classroom in order to promote effective education.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11985
Subject Headings: Education, Elementary--Computer-assisted instruction, Language arts (Elementary)--Juvenile software, Science--Study and teaching (Elementary)--Juvenile software, Interdisciplinary approach in education
Format: Document (PDF)

Title: Multicultural education and high school English teachers: a teacher awareness study.
Creator: Hamilton, Rebecca, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Multicultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school...
Show moreMulticultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school district participated in an online survey, and 11 of those respondents also participated in a follow-up personal interview. According to multiple scholars, there are three categories for multicultural education: Recognition, Transformation, and Action, with Recognition serving to recognize and respect other cultures without any change to the mainstream curriculum and instruction, Transformation serving to transform the curriculum and instruction to reflect students and their various cultures while introducing them to others and meeting the various instructional needs of the students, and Action motivating students to take action to bring about social justice. Overall, high school English teachers’ understanding of effective multicultural education is on the Transformation level. The survey found that high school English teachers use multicultural education on the Action level; however, the follow-up interviews did not support that finding. Also based on the interviews, teachers are willing and eager to learn more and would like the district to implement their suggestions to help with their learning.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004376, http://purl.flvc.org/fau/fd/FA00004376
Subject Headings: Cultural pluralism, Curriculum planning, Educational equalization, English language -- Study and teaching (Secondary), English literature -- Study and teaching (Secondary), Ethnicity -- Study and teaching, Multicultural education -- Case studies, Teachers, Training of
Format: Document (PDF)

Title: The impact of fluency intervention on the oral reading and fluency comprehension of middle school students with learning disabilities.
Creator: Russell, Janice M., College of Education, Department of Exceptional Student Education
Abstract/Description: Proficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001 ; NICHD, 2000a). One component of successful reading is the ability to read a text with appropriate speed, accuracy, and prosody. The National Assessment of Educational Progress (Pinnell...
Show moreProficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001 ; NICHD, 2000a). One component of successful reading is the ability to read a text with appropriate speed, accuracy, and prosody. The National Assessment of Educational Progress (Pinnell et al., 1995) reported that 44% of the nation's fourth grade students were not able to read at an acceptable level of fluency that was considered necessary for comprehension. Since the publication of that report, research has shown that with direct instruction and remediation of fluency, students in the elementary grades can increase their reading rate. One of the most common fluency intervention techniques is repeated readings (Samuels,1979). However, most of the studies completed include ele mentary students and were focused on increasing their reading rate. Some students are arriving at the secondary level with reading problems which include fluency and comprehension. Therefore, the purpose of this study was to determine the effect of repeated readings on the rate, accuracy, and comprehension of students with disabilities at the secondary level. This study involved a total of 35 students with learning disabilities in grades 6-9. A quasi-experimental design was used for this study. The treatment group received a total of 20 sessions of repeated reading with immediate feedback., goal setting, and independent practice with graphing of reading rate. The comparison group continued their reading instruction with no fluency intervention.The results indicate that this combination of repeated readings had a significant influence on reading rate only., The other two variables, accuracy and comprehension, did not improve significantly in the treatment group when compared to the comparison group.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3352833
Subject Headings: Reading (Middle school), Remedial teaching, Learning disabled children, Education, Reading comprehension, Language arts (Middle school), Content area reading, Study and teaching (Secondary)
Format: Document (PDF)

Title: The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes.
Creator: DiLorenzo, Kim E., College of Education, Department of Exceptional Student Education
Abstract/Description: Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive...
Show moreIntermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive strategies to comprehend expository text in settings that support collaboration and flexible application of comprehension strategies, and have meaningful opportunities for reading and writing (Mastropieri & Scruggs, 2004; Palincsar & Klenk, 1992). A method that includes these components is reciprocal teaching (RT; National Reading Panel, 2000). RT has been used during content area instruction to increase reading comprehension skills of intermediate elementary students without disabilities in general education classrooms (King & Johnson, 1999; Lederer, 2000; Lubliner, 2004). These reading comprehension gains have been maintained by students on follow-up tests after the RT intervention has been withdrawn (Palincsar & Brown, 1984; Westera & Moore, 1995). This study examined the effects of RT on the science literacy of intermediate elementary students (grades 4-5) participating in inclusive science classes. Students with learning disabilities (SWLD), students at-risk (AR), and students in general education (GE) participated in this study. General education teachers used RT with science texts to improve science literacy. Pre/post science quizzes were used to assess the effects of the RT intervention, and post/follow-up tests assessed potential maintenance of the RT. s, Analyses of the data showed that the RT intervention resulted in improved science comprehension overall, and for each student group. In addition, the results showed that the gains were maintained for the individual student grouping after the RT intervention was removed, although these gains were not found overall.The study demonstrated that the use of RT during science instruction in inclusive, intermediate elementary classes assisted students who are AR, SWLD, and students in GE to attain science knowledge using standard science texts and materials. These results extend the experimental literature on science literacy and reciprocal teaching, particularly among intermediate elementary students.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2975244
Subject Headings: Science, Study and teaching (Elementary), Thought and thinking, Study and teaching (Elementary), Language arts (Elementary), Correlation with content subjects, Inquiry-based learning, Cognitive learning, Academic achievement, Interdisciplinary approach in education
Format: Document (PDF)

Second language acquisition (11)	+ -
Study and teaching (6)	+ -
Academic achievement (4)	+ -
Education (4)	+ -
Education, Bilingual (4)	+ -

Educational tests and measurements (4)	+ -
English language (4)	+ -
English language -- Study and teaching -- Foreign speakers (3)	+ -
English language -- Study and teaching as a second language (3)	+ -
Foreign speakers (3)	+ -
Interdisciplinary approach in education (3)	+ -
Language arts (3)	+ -
Language arts (Elementary) (3)	+ -
Teachers, Training of (3)	+ -
Adult education (2)	+ -
Bilingualism in children (2)	+ -
Curriculum planning (2)	+ -
Education, Language and Literature (2)	+ -
Education, Secondary (2)	+ -
Educational equalization (2)	+ -
English language--Study and teaching--Foreign speakers (2)	+ -
Inclusive education (2)	+ -
Language and languages (2)	+ -
Language experience approach in education (2)	+ -
Language teachers, Training of (2)	+ -
Minorities (2)	+ -
Motivation in education (2)	+ -
Second language acquisition (2)	+ -
Sociolinguistics (2)	+ -
Spanish language--Study and teaching (2)	+ -

United States (4)	+ -
Florida (1)	+ -

Florida Atlantic University (30)	+ -
College of Education (18)	+ -
Department of Curriculum, Culture, and Educational Inquiry (9)	+ -
Department of Educational Leadership and Research Methodology (5)	+ -
Dorothy F. Schmidt College of Arts and Letters (5)	+ -

Burnaford, Gail (3)	+ -
Department of Exceptional Student Education (3)	+ -
Department of Languages, Linguistics and Comparative Literature (3)	+ -
Bogotch, Ira (2)	+ -
Charles E. Schmidt College of Science (2)	+ -
Department of English (2)	+ -
Department of Psychology (2)	+ -
Kumar, David D. (2)	+ -
Schoorman, Dilys (2)	+ -
ADAMS, JUDITH MARCEC (1)	+ -
Augustyn, Prisca (1)	+ -
Bain, Kimberly A. (1)	+ -
Balado, Carl R. (1)	+ -
Barrios, Barclay (1)	+ -
Beaulieu, Christopher A. (1)	+ -
Bridges, Kelly (1)	+ -
Briggs, Susan Ellen (1)	+ -
Bryan, Valerie (1)	+ -
CRIDER, LAURA ARBREE. (1)	+ -
Cassell, Mary Anne. (1)	+ -
Cook, Joseph B. (1)	+ -
Crawley, Sharon J. (1)	+ -
Cunningham, James Michael (1)	+ -
Curry, Kimberly Ann. (1)	+ -
Department of Teaching and Learning (1)	+ -

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