Secondary administrative and leadership teams continuously search for practices that bolster cultural proficiency to address increasingly diverse student cohorts. This qualitative case study identifies the culturally responsive school leadership (CRSL) behaviors and expressions of 24 high school administrative and leadership team members in a suburban school district in Utah. Data reveals how each team demonstrates the behaviors and expressions of CRSL framework and how these behaviors and expressions position each school on the culturally proficient continuum. Superimposing the CRSL behaviors and expressions on the cultural proficiency continuum provides a current reality for administrative and leadership teams to assess their tipping points and how to move toward cultural proficiency.

This study explored the effectiveness of a Willingness to Communicate (WTC) scale with advanced foreign language (L2) learners. The WTC instrument included sections on communicating with native speakers of the L2 and peer language learners in various settings (at home, abroad, in-class and online). As most prior research had focused on beginning language learners, for this study, we recruited participants who began to learn their respective languages in informal, long-term immersion settings. Participants took the WTC survey as part of a larger self-assessment instrument with a subset of 600 intermediate and advanced level Spanish (n = 339), Portuguese (n = 155), and French (n = 106) L2 students taking an Oral Proficiency Interview (computerized). The instrument was found to be reliable (Cronbach α = .88), and there was a significant difference [t (5) = 2.97, p = .031] in WTC between sections for online and in-class settings. However, the WTC had no significant relationship (Pearson's r2 = .0005) with OPIc score. Thus, while WTC might help beginning learners reach advanced level language, it might not discriminate among learners who are already advanced.

The aim of this quantitative study was to explore the connection between self-perceived cultural proficiency among school leaders and the discipline gap for Black students in high schools in North Texas. The study sought to achieve this by (a) identifying the level of cultural proficiency perceived by school leaders, (b) examining the disciplinary rates of Black students in each participating high school, and (c) exploring how school administrators' beliefs regarding cultural proficiency impacted the disciplinary rates of Black students on their campuses. To assess their implementation of cultural proficiency practices, Hine's cultural proficiency leadership framework was utilized. The study found a significant positive correlation between the total cultural proficiency score and the number of out-of-school suspensions for Black students, while a negative correlation was observed for White students. Additionally, a positive correlation was observed between the total cultural proficiency score and the number of in-school suspensions for Black students, while no statistically significant correlation was found for White students. The participants in the study met three criteria: (a) working at a 5A or 6A UIL-identified campus in North Texas, (b) having at least 9% of the student population identified as Black and African American, and (c) serving as school leaders responsible for assigning exclusionary discipline.

Although the benefits of peer feedback have been widely studied in the EFL classroom, fewer studies have focused on the perceived challenges of giving and receiving peer feedback from the perspective of upper secondary students in Sweden. Therefore, the aim of this qualitative study is to increase teachers’ knowledge of the challenges surrounding peer feedback for EFL writing as voiced by students. This study also discusses students’ suggestions to minimise such challenges. Using data collected from eleven semi-structured interviews with students, thematic analysis and the theoretical framework of Sociocultural theory, this study found that giving feedback was perceived as being more challenging than receiving feedback. Moreover, findings show that the majority of students perceive heterogeneous language proficiencies and negative emotions arising from negative feedback to be major challenges, hence students’ suggestions for homogenous language proficiency groupings and for anonymous feedback. It can be concluded that students’ beliefs about peer feedback in heterogeneous language proficiency pairings and various negative emotions related to peer feedback can influence language development negatively.

Assessment has become a dirty word in arts education, because art is notoriously difficult to assess. Assessment, which is often disliked or even disavowed by arts educators, due to its history of incompatibility with the idiosyncratic nature of arts learning, should ideally be utilized as a means of measuring student progress and help teachers understand how to help students succeed. While assessment can also be used to evaluate programs and teachers and to compare student successes relative to those of other students, I will be focusing on measuring individual student progress for my thesis and building a curriculum to support that. To measure student progress, I have utilized three tools: (1) a modified proficiency-based model for beginning students, (2) co-creation of curricula and assessment for intermediate students, and (3) a goals- based curriculum and assessment model for advanced students. This thesis study chronicles the journey of one art teacher and her high school students towards a more authentic means of utilizing assessment in a contemporary and engaging curriculum.

This study investigates the interplay between temporal fluency measures, self-assessment, and language proficiency scores in novice- to intermediate- level language learners of Spanish and French. Analyzing data from 163 participants, the research employs both traditional linear regression and advanced XGBoost machine learning models. Findings demonstrate a moderate positive correlation between self-assessment and Oral Proficiency Interview by Computer (OPIc) scores, underscoring the dependable self-awareness of learners. Notably, XGBoost performs as well as linear regression in predicting OPIc scores and has more potential, underlining the efficacy of advanced methodologies. The study identifies Mean Length of Utterance (MLU) as a crucial predictor, highlighting specific temporal fluency measures' significance in determining proficiency. These findings contribute to language assessment practices, advocating for the integration of machine learning for enhanced precision in predicting language proficiency and informing tailored instructional approaches.

The present study explores the relationship between temporal fluency and second language (L2) learners' self-assessed and externally assessed proficiency level across the target languages French, Spanish, and Portuguese. Temporal fluency is operationalized as articulation rate (the speed of speech), the mean length of utterance, and the silent pause frequency. Participants (n = 283) in this study are native English speakers enrolled in upper-division language courses at Brigham Young University (BYU). Each participant completed both a self-assessment (the Language Ability Self-Evaluation Resource or LASER) as well as the Computerized Oral Proficiency Interview (OPIc) to receive an external proficiency assessment. Temporal fluency measures were automatically extracted from audio recordings used for the self-assessment (LASER) using a Praat script developed by De Jong & Wempe (2009). The results from this study find a strong, significant relationship between all temporal fluency measures and both self-assessed and OPIc-assessed proficiency. This relationship remains strong when comparing across L2 groups for all three temporal fluency measures and OPIc proficiency rating. For self-assessed proficiency, only some temporal fluency measures are found to be significantly related to self-assessed proficiency across each target language group, with articulation rate found to be the most consistently significant temporal fluency measure across all three target language groups. Together, these findings suggest that as speakers speak faster, produce longer utterances, and pause less frequently, they also tend to increase in proficiency, both according to their own self-assessment as well as within a formal oral proficiency assessment (OPIc).

The purpose of the present study was to investigate whether developmental researchers were influenced in the laboratory by the characteristics of children who participate in their research. I hypothesized that experimenters, as social partners, would adapt their speaking and other behaviors to the child’s perceived temperamental profile and language proficiency. I specifically focused on whether experimenters would adhere to the experimental laboratory procedure of two elicited imitation tasks, Feed Bear and Make a Rattle, in an archival dataset. Participants included 61 primarily white 15-month-olds. Coders transcribed infant directed speech (IDS) and analyzed transcriptions for total words, words per sentence, and percentage of words with six or more letters. The present study revealed differential correlational findings across temperamental dimensions, experimenter IDS, and elicited imitation tasks. An investigation of this kind provides new information concerning procedural fidelity and how experimenters may be influenced by their child research participants.

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