Thesis (M.A.)--California State University, Dominguez Hills, 1999. / Typescript (photocopy). "Fall 1999." Includes bibliographical references (leaves 25-26) and abstract.

No description available.

This thesis is limited to a study of the language arts needs of pupils in the secondary school curriculum, a presentation of criteria for a sound curriculum in this area, presentation of data from studies in method and organization, and an evaluation of these data through application of the criteria.

The purpose of this study is to determine the weak points and the strong points of the Language Arts Program and to make recommendations for improvement.

<p> This dissertation is a qualitative study in which I, the researcher and public school teacher, seek through writing the self in a narrative and evocative autoethnography to explore three emergent themes: My family&rsquo;s six year and six month circumnavigation, spirituality, and important literature that I have shared with other readers that direct our hearts toward God. Insomuch as the title posits living to remember God, my hope is to make the interior mind visible to my reader as I explore what embracing this position has meant to me; I hope in making myself vulnerable to speak to our human experience of love so that other educators may come to understand the need we have in our American public school classrooms to be guided by agape.</p>

Many CLIL settings organise parallel teaching through the target language (subject-content courses) and formal teaching of that language (language courses) with separate teachers in the CLIL learners' timetable. Yet so far, CLIL literature has tended to maintain a 'teachers-are-expected-to-work-together' assumption without delving into the complexity as to how. This study has aimed to theorise and problematize the nature and processes of pedagogic collaboration between subject and language teachers for the integration of content and language. A theoretical investigation critically draws upon existing literature (from: CLIL; generic teacher collaboration and professional development; ESL/EAL; Academic Literacies; pluriliteracies development…). It constructs a conceptual framework as a working model from a sociocultural perspective. Qualitative (social) constructivist inquiry (case study approach in French-speaking Belgian secondary CLIL) provides the model testing and feedback. The database constructs a mosaic of perceptions and experience of subject and language teacher collaboration from all levels of secondary CLIL education. The findings indicate that teachers interpret successfulness of pedagogic collaboration as being important for meeting their 'shared' learners' needs. Teachers also perceive their own need to better understand how to work collaboratively and progress in effectiveness pedagogically for their CLIL learners' benefit. Nevertheless, data show they regret the difficulty with which to realize such successful collaboration sustainably. The findings imply necessary top-down and bottom-up engagement and clearer understandings of teacher collaboration in CLIL. Institutional and organisational factors and conditions are crucial. But collaboration must also be actively cultivated through principled professional learning. Creating Integration Space and developing realistic approaches, guidance and practical tools with and for language and subject-content teachers (and other players) are required. Providing insight into the complexity of such pedagogic partnership, the research identifies interacting issues, factors and conditions underlying the development of CLIL teacher collaboration towards integration and proposes a two-part dynamic model as a conceptual tool.

published_or_final_version / Psychology / Doctoral / Doctor of Philosophy

published_or_final_version / English Studies / Master / Master of Arts in Applied Linguistics

<p> In this qualitative case study, I investigated eighth-grade honors students&rsquo; and their language arts teacher&rsquo;s perceptions of the support provided in writing groups, the climate in writing groups, and student and teacher support that enhanced students&rsquo; motivation to write in writing groups. (Abstract shortened by ProQuest.)</p>

<p>This study examined the effects of brain breaks on students' concentration and higher order thinking skills (N=23) in a 7th grade Language Arts classroom during 50-minute periods. The study spanned four weeks during which the teacher-researcher alternated days with and without brain breaks in order to compare the results. The study was implemented during NJASK testing to monitor students' concentration during long stretches of test taking. Data collection methods consisted of questionnaires, teacher-researcher observations, and two higher order thinking tasks with rubrics. The results of this study mainly supported the overall hypotheses that brain breaks support to students' concentration as well as their cognitive abilities.