Global ETD Search

1	A Comparison of Individual and Dyad Instruction for Spanish-Speaking Siblings Uhrig, Ashley 29 June 2009 (has links) No description available. Education Language Arts English Language Learners (ELL) English as a Second Language (ESL) Spanish siblings
2	HIGH-STAKES TEST PERFORMANCE OF LIMITED ENGLISH PROFICIENT STUDENTS IN OHIO MIURA, YOKO January 2006 (has links) No description available. Education, Tests and Measurements Accountability and High-Stakes Testing Large Scale Assessment English Language Learners(ELL) Multilevel and Multivariate Analyses Language and Educational Policy
3	Recent immigrant Muslim students in U.S. high schools : a study of sociocultural adjustment and multicultural provision Domjan, Krisztina January 2012 (has links) Rather limited research and few significant field studies have been done on recent immigrant students particularly from the Muslim societies of the Horn of Africa and the Middle East in the American high school context regarding their linguistic, cultural and religious needs. Most research studies suggest that immigrant students receive insufficient provision. The purpose of this study was to investigate the role high schools play in provision addressing the following questions: (1) What kinds of provision have been implemented to support a culturally sensitive education in public high schools in the U.S., and how effective have they been? (2) If any, what was the effect of the reform paper No Child Left Behind? (3) How could the role of teachers as culturally responsive educators be further enhanced regarding first/heritage language and cultural heritage maintenance? (4) Which steps would have to be taken in order to move towards a culturally responsive system? Peterson’s iceberg theory regarding cultures was the guiding theoretical approach which emphasizes the fact that in order to get to know each other’s cultures, one has to closely examine the underlying issues that belong to them as the information available on the surface is simply not sufficient. Qualitative case studies were conducted based on survey questionnaires and interviews among students, parents, ESOL/ELL teachers and mainstream teachers from 6 different high schools. This study has demonstrated that high schools can, in fact, be inviting, well-equipped with adequate ESOL/ELL programs. Findings from field work carried out in Loudoun and Fairfax County public schools in Virginia in 2011, indicate that there is a need to address misconceptions among ESOL/ELL students, their teachers and their parents as to what constitutes as multicultural education environment, and first language maintenance. It is explained how the role of culture-based after school extracurricular clubs like the Muslim Students Association can serve as a bridge between the culture of one’s origin and the host society. While teachers could serve as facilitators, students can become researchers and see relevance of their culture. The result from this investigation through existing literature, stories of individuals and institutions will add to current knowledge on ESOL/ELL provision and offer a deeper understanding of needs from both parties. 371.8
4	Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms Becker, Theresa 01 January 2012 (has links) Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher’s self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs ttests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants’ self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants’ aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class iv artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results. Pre service teacher novice teacher expert teacher improvisation improv improvisational performance inclusive classrooms children with disabilities exceptional student education (ese) exceptional education nonverbal children empathy affective instructional strategy interpersonal skills teacher communication teacher child interaction teacher child relationships teacher self efficacy addie improvisation training in flight decision making novice expert arts based research simulated mastery playback theater interactive theater affective instruction extemporaneous communication affective communication disciplined improvisation drama based instruction teacher training mixed methods research qualitative research teacher sense of efficacy scale (tses) yes and... vocal prosody nonverbal communication teacher immediacy emotional mirroring teacher attrition embodied cognition constructivism interactive instructional strategy classroom management co teaching spontaneity teacher agency positive classroom climate interaction rapport frustration in learning english language learners (ell) social intelligence emotional intelligence Education

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