This exploratory case study was conducted in order to determine what themes, if at all, emerged from the analysis of multimodal, graphic novel panels adapted from primary texts. While research has been conducted in understanding the academic validity of graphic novels, as well as how visual analysis abilities can lend themselves to the further understanding of grammar, space, and hierarchy of elements of graphic novels, there exists a gap in how situating the meaning-making readers generate in an analysis of adapted graphic novels. This research study addresses how adolescent learners utilize language after exposure to visual grammar terminology and concepts, and what roles are adopted by the adolescent learner in their understanding of the multimodal images. This case study relies on pattern matching to examine what roles under the Expanded Four Resource Model were utilized, both prior and after applying visual framework on graphic novel panels. This study utilized an educational unit, along with an interview, in order to collect data. This research is significant because it provides an exploration of comparison to processes similar to purely textual reading, the concepts readers understood has presence within multimodal images, and how dominance-based thinking presented itself within many explanations of visuals.

Dystopian literature allows for there to be an avenue, or safety net as I would call it, for people to be able to discuss topics of a harsh nature. Students or young adults today are becoming increasingly more apolitical upon completion of high school. This is due in part to the lack of information or knowledge given to them prior to entering, "the real world." The gravity of situations occurring in today's world during the time of this paper such as the how similar living with COVID-19 is to a dystopian society, or the Black Lives Matter movement, it is vital that young adults know who to turn to, that way they can figure out what is happening within the world. Utilizing dystopian literature within the classroom setting will allow for that avenue each year and create an extra safe space for students to be able to discuss their thoughts on societal issues such as power and individualism. By doing so, teachers will be able to better gauge a student's comprehension of these themes regarding real life. As much as we say it, the youth truly are the future; they are the ones who will determine the direction that our society will move. Teaching them to think metacognitively not only with content specific skills, but also with real world issues that society faces will benefit them, and society down the road.

Academics such as Geneva Gay, Christine Sleeter, Samy Alim, and Django Paris have conducted research that illustrates the importance of educators being not only aware of the culture of their students but implementing curriculum that supports the diverse cultures of their students. A common finding among this research is that a culturally sustaining pedagogy is essential to the inclusion of all students in the classroom and the level of academic success they have in schools. This study aims to investigate the effect of teacher beliefs on the academic performance of Latinx students and on the culture and atmosphere of the school. The purpose of conducting this research is to show the necessity for implementing a culturally sustaining pedagogy and curriculum in schools. My research requires teachers and administrators to answer survey questions concerning their teaching practice, student population, and beliefs about teaching students, specifically Latinx students. I hope to discover how teacher attitudes, both positive and negative, can affect the academic performance of Latinx student and the culture of the school. Lastly, with such an emphasis I would like to use this information to help educators embrace the differences of their students and see the value in incorporating students lived experiences in the class curriculum. Using a survey modeled after Bandura's Survey for Teaching Self-Efficacy this thesis explores the following questions: Research Question One (RQ1): What effect does teachers' attitudes have on the culture of their school?, Research Question Two (RQ2): What effect does teachers' socio-political views have on Latinx student performance?

The deficit narrative about marginalized students of color attributes their failure in school to some nature of innate cognitive deficiency, cultural, social, and familial dysfunctions among other schools of thoughts. The purpose of this grounded theory study is to provide a rich description about this phenomenon and to propose theoretical pedagogical adjustments in the classroom as it relates to educating students of color. The study applies Charmaz (2014) Constructivist approach to grounded theory methods to examine the following research questions: (RQ1) How do teachers' narratives about students of color depict their teaching experiences and (RQ2) How do teachers' narratives about students of color inform students learning? Two overarching themes emerged in this study: practicing color blindness impacts cultural responsiveness while perpetuate deficit thinking, and understanding cultural background stimulates sensitivity when designing curriculum for students of color. The findings of this research demonstrate teachers' deficit thinking depicts their pedagogical practices and informs students learning. The research has both practical and theoretical implications for dispelling the deficit thinking regarding students of color.

The practice of tracking has had longstanding negative impacts on students, especially students in lower academic tracks. This research suggests that tracking develops the themes of a narrative of deficit through inequality and exclusion and impedes student motivation due to the negative implications. A common finding of outside research studies was that of disapproval for the current school organizational structure of tracking due to the negative consequences on students. Furthermore, several research studies developed an outline of positive ways to advocate for a unifying system of educational change. Educational leaders should heed the suggestions of researchers to promote changes within the system to benefit marginalized students. Students' silenced narratives should be considered to promote voice within educational change. The purpose of this narrative research is to explore motivation through the overt and covert narratives of 10th grade English Language Arts students, who self-select higher and lower academic tracks at a large, southeastern United States, public high school through a qualitative unstructured questionnaire. This study also observes 10th grade English Language Arts students' ability to discuss these issues. Using information from a 10-question qualitative, unstructured questionnaire of twelve (12) research participants, this thesis explores the following questions: Research question one (RQ1): What are 10th grade English Language Arts students' attitudes towards higher and lower academic tracks?, Research question two (RQ2): What factors contribute to 10th grade English Language Arts students' motivation to self-select higher and lower academic tracks?

The aim is to understand if the implementation plan in place by the public school system is exceeding the expectations of the stakeholders or if it is falling below what is expected. This quantitative research examines the English Language Arts (ELA), Florida Standard Assessment (FSA) scores for the state of Florida with a closer inspection of Orange County Public Schools (OCPS) with relation to their digital implementation plan. With an increase in digital technology and amplified emphasis on technology-based learning, the objective of this research was to determine what impact students and schools are experiencing in regards to test scores after the first year of implementation. Data reflects a decrease in gains in relation to ELA test scores, specifically within the year of implementation of technology. With the knowledge of this information the conversation needs to be started about what needs to be done to help this from becoming a permanent issue. There needs to be an allotment for adjustments to allow for the inclusion of strategies to assist in the minimizing of the achievement gap.

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This purpose of this study was to determine to what extent programs for language-minority students at TBR community colleges adhere to the recommendations contained in the Conference on College Composition and Communications 2009 Statement on Second Language Writing and Writers and to investigate the factors beyond these professional recommendations that influence administrative decision-making about these programs and their designs. This study contained a survey sent to individuals at all 13 community colleges in the Tennessee Board of Regents system and follow-up interviews with 5 survey respondents from different institutions. Analysis of the results of the study indicates all TBR community colleges across the state are utilizing the CCCC’s 2009 recommendations to some degree but that no single institution has fully implemented every recommendation. Additionally, the survey showed that, across the system, the most followed recommendations are those related to classroom practices. Other areas assessed including placement, available resources, administrative decisions, and instructor qualifications were all implemented in decreasing order. The least followed recommendations are those concerning recruitment of learners into the program. Results also show that other factors beyond professional recommendations which influence the design and delivery of programs for language minority students include financial or budgetary considerations, administrative considerations beyond budget, misconceptions or a lack of knowledge about language minority students, the presence of experienced or dedicated ESL faculty, partnerships between offices on campus, the local, state, and national political climate, and an understanding that no program can meet the needs of all learners. These conclusions yield a number of considerations useful to individuals looking to implement or improve services for language minority students at their institution.

Like taking a private class with an engaging literature professor, Book Smart is your ticket for literary enlightenment all year long and for the rest of your life. Whether you're a passionate turner of pages or you aspire to be better-read, Book Smart expands your knowledge and enjoyment with a month-by-month plan that tackles 120 of the most compelling books of all time. Throughout the year, each book comes alive with historical notes, highlights on key themes and characters, and advice on how to approach reading. Here is a sampling of what you can expect: January: Make a fresh start with classics like Beowulf and Dante's Inferno April: Welcome spring in the company of strong women like Jane Eyre, Anna Karenina, and Vanity Fair's Becky Sharpe August: Bring a breath of fresh air to summer's heat with comedic works from Kingsley Amis and Oscar Wilde October: Get back to school with young people struggling to grow up in classics like Little Women and recent bestsellers such as The Curious Incident of the Dog in the Night-Time December: Celebrate year's end with big prizewinners such as The Remains of the Day and Leaves of Grass / https://dc.etsu.edu/alumni_books/1023/thumbnail.jpg