The goal of this study was to develop and validate an instrument to measure the task-specific self-efficacy beliefs of elementary literacy coaches. In order for this to happen, a synthesis of literature regarding literacy coaching tasks including the International Literacy Association's standards for literacy coaches were used to write several items on the survey. In addition, the Teachers' Sense of Efficacy Scale and the researcher's experiences as an elementary literacy coach were used to write other items on the survey. Experts in the field of literacy coaching and self-efficacy provided content validity. Construct validity was established through correlation statistics with other established instruments that were previously determined as valid. Exploratory factor analysis was performed on the Elementary Literacy Coach Self-Efficacy (ELCSE) survey to determine the underlying constructs the instrument was intended to measure. Data analysis indicated that the ELCSE has a high level of internal reliability and correlated with areas it was intended to correlate with and with areas it was not intended to correlate with, it did not. Data from factor analysis confirmed that the ELCSE measures one construct as intended. Thus, construct validity was established. The results from this study provide opportunities to assess and understand the beliefs of elementary literacy coaches regarding tasks specific to their roles. Additionally, the ELCSE survey offers opportunities to provide training or professional development specific to the needs of elementary literacy coaches. The use of the ELCSE in a practical K-12 educational setting offers school districts and administrators the opportunity to identify tasks the elementary literacy coach feels they would need more support in performing.

The present study, a One-Group Posttest-Only Repeated-Measures Design, examined the effect of speech elicitation method on second language (L2) phonemic accuracy of high functional load initial phonemes found in frequently occurring nouns in American English. This effect was further analyzed by including the variable of first language (L1) to determine if L1 moderated any effects found. The data consisted of audio recordings of 61 adult English learners (ELs) enrolled in English for Academic Purposes (EAP) courses at a large, public, post-secondary institution in the United States. Phonemic accuracy was judged by two independent raters as either approximating a standard American English (SAE) pronunciation of the intended phoneme or not, thus a dichotomous scale, and scores were assigned to each participant in terms of the three speech elicitation methods of word reading, word repetition, and picture naming. Results from a repeated measures ANOVA test revealed a statistically significant difference in phonemic accuracy (F(1.47, 87.93) = 25.94, p = .000) based on speech elicitation method, while the two-factor mixed design ANOVA test indicated no statistically significant differences for the moderator variable of native language. However, post-hoc analyses revealed that mean scores of picture naming tasks differed significantly from the other two elicitation methods of word reading and word repetition. Moreover, the results of this study should heighten attention to the role that various speech elicitation methods, or input modalities, might play on L2 productive accuracy. Implications for practical application suggest that caution should be used when utilizing pictures to elicit specific vocabulary words–even high-frequency words–as they might result in erroneous productions or no utterance at all. These methods could inform pronunciation instructors about best teaching practices when pronunciation accuracy is the objective. Finally, the impact of L1 on L2 pronunciation accuracy might not be as important as once thought.

This qualitative study was conducted to investigate teacher decision-making while grading samples of 10th grade student writing in English language arts. Extensive research spanning 100 years has shown that inter-rater agreement of student work is weak at best (Ashbaugh, 1921; Brimi, 2011; Starch & Elliot, 1912). A cognitive laboratory interview method was chosen to focus on real-time teacher decision-making due to a discrepancy between teacher beliefs and teacher practices (Phipps & Borg, 2009). Qualitative data were gathered from 21 cognitive laboratory interviews in which the participants graded two samples of student writing while verbalizing their thoughts. The grading data revealed discrepant scores with a range of 40 points and 25 points for each student essay. The findings revealed that participants interrupted their reading of student work to consider the conventions of standard English, the thesis, or to ask themselves or the imaginary student questions about the writing. The differences were that participants' interruptions focused on the conventions or the thesis, but not both, and participants either made binary or quality decisions regarding the thesis and conventions. Furthermore, participants exhibited an evaluation focus either on the thesis or the conventions of standard English, but not both. A substantive grounded theory emerged from the qualitative data: The Theory of Disparate Purposes of Writing Assessment. This emergent theory states that teachers' grading practices indicate the purpose of student writing is for the student either to demonstrate the five-paragraph essay or for the student to express something important in their writing. The theory offers an explanation for the differential application of rubrics and for the lack of rater agreement in student writing. These findings may inform teachers, school district leaders, and teacher preparation programs in ways to improve writing assessment practices and instruction.

As more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect faculty preparedness and grading practices for both native and non-native English-speaking students' academic writing and plagiarism, as well as the reasons faculty do not deduct points from both populations' writing errors. Structural equation modeling and SPSS Statistics were employed to analyze the results of a faculty questionnaire disseminated to individuals who had taught non-native English-speaking students in academic subject courses. The findings from this study illustrated that faculty's native language, years, taught, and institution type were significant factors in not deducting points for academic writing errors and plagiarism, and the major reasons for not deducting points for errors were that faculty had too many students to grade, not enough training in assessing student written errors and plagiarism, and that the errors and plagiarism would have taken too long to explain. The practical implications gleaned from these results can be applied to most departments in English-medium post-secondary institutions regarding faculty preparedness and training in student academic writing errors and plagiarism, and recommendations for future research are given for similar types of preparation and guidance for post-secondary faculty, regardless of degree path or academic subject.

Education has become a revolutionary field in which constant change and diversification of students in the classroom has sought for much differentiation in lessons and instructions. One of the popular forms for differentiation is that of drama or theatre techniques. Theatre has been used in many forms for fostering education. One of the elements from ESL teacher's experience is using theatre in the English as a Second Language classroom or EL class to aid students in learning English. The study focused on the influence theatre arts components have on students learning English as a second language. I proposed to present a detailed look at the influence of taking a theatre course for the EL students, as well as, using Theatre in the Language Arts classroom. I intended to incorporate observations and evaluations throughout the process to measure the level of English. Data from the evaluations was used for the analyzing of improvement or lack thereof English.

The purpose of this constructivist grounded theory study is to discover how toxic masculine beliefs manifest in English Language Arts curriculum content and instructional approaches in grades 9 through 12. Using Charmaz's (2014) constructivist methodological approach to grounded theory, the study explored the following central research question: How are toxic masculine beliefs manifested in secondary English Language Arts (9-12) curriculum content and instruction approaches in three states in the southeastern United States? Five thematic categories emerged from this study: (1) Characteristics of Masculine Beliefs in Curriculum; (2) Navigating Toxic Masculine Beliefs During Instruction; (3) Awareness and Agency of Teachers; (4) Awareness and Responses of Students, and (5) Endurance of Toxic Masculine Beliefs in Texts and Culture. These thematic categories serve as a theoretical framework for the emergent theory – Transactional Theory of Toxic Masculine Beliefs in Secondary English Language Arts Curriculum and Instruction – which can be used to further investigate the role toxic masculinity plays in the process of delivering curriculum and instruction in high school English Language Arts. The findings of this study bring awareness to ways in which toxic masculine beliefs are present in the literary texts included in secondary curriculum content and engaged with during instruction.

Reading failure of children is a systemic problem across the United States (U.S.). Over 60% of U.S. children never achieve reading proficiency during their K-12 education. An even greater gap exists for children with disabilities who are at risk for persistent struggles with reading or a Reading Disability (RD). Researchers have shown when reading failure goes unaddressed negative effects persist for children into adulthood in various aspects of life. Early reading interventions show promise in remedying RD; however, traditional measures for identifying children with RD are costly, time-consuming, and unreliable. Researchers have revealed that Artificial Intelligence (AI) tools, such as eye-tracking, can potentially detect RD for earlier intervention. Currently, limited research exists on eye-tracking to identify elementary children potentially at risk for RD. The purpose of this study was to investigate the potential impact of using eye-tracking during a reading screening to determine if significant differences existed between the (a) average fixation time and (b) proportions of fixations to total stimuli duration while reading with 12 children with RD and 17 children without RD. A study powered at 80% showed, statistically significant differences for children with RD having longer average fixation times compared to children without RD. The researcher found a statistically significant similarity between groups with a low average of proportions of fixations to total stimuli duration while reading between children without an RD. The findings from this exploratory study indicate potential for further use and investigation of employing eye-tracking devices combined with AI to screen, identify, and progress monitor elementary children potentially at risk for or identified with RD.

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The purpose of this study was to determine what types of programs designed to stimulate students' independent reading were being utilized or had been utilized in the past five years in the Commonwealth of Virginia. This descriptive study examined how such programs were selected, implemented, and evaluated plus business involvement and incentives.;The sample consisted of 102 or 77% of the 132 school divisions whose superintendents had an original and confidential survey completed and returned.;of the 367 programs, Pizza Hut's accounted for 87% and SSR for 78%. A literature search or a professional journal influenced the selection of 34%. Businesses were involved in 43%. Some type of curriculum document was utilized in 50%. There were 489 incentives used. Informal evaluation was done for 86%. Only 34 programs were discontinued chiefly because of administration or teacher discontent. Programs continued mainly because they encouraged reading or children liked them.

Do you have trouble spelling everyday words? Is your spell check on overdrive? Well, this easy-to-use dictionary is just what you need! Organized with speed and convenience in mind, it gives you instant access to the correct spellings of more than 12,500 words. Also provided are quick tips and memory tricks, like: Help yourself get the spelling of their right by thinking of the phrase ?their heirlooms.? Most words ending in a ?seed? sound are spelled ?-cede? or ?-ceed,? but one word ends in ?-sede.? You could say the rule for spelling this word supersedes the other rules. No matter what you’re working on, you can be confident that your good writing won’t be marred by bad spelling. This book takes away the guesswork and helps you make a good impression! / https://dc.etsu.edu/alumni_books/1026/thumbnail.jpg