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Creating Equity through Services; Providing Emotional and Mental Health Support to Students in City Schools
No full textTeaching and Learning Department capstone projectThere is a disparity between social classes, when it comes to accessing mental health support. 14.9 million students that attend city schools are part of the low middle class that does not have easy access to mental health counseling. 60% of the 14. 9 million face even more barriers to accessing mental health, because they are part of a marginalized group. Systemic oppression and institutional racism are long standing barriers that prevent youth of color from gaining social capital that their white peers have to help navigate barriers to accessing care. The intersectionality of race and class status makes it less likely for majority of students to access the support, in fact 80% of low income youth will not be able to access emotional or mental health support. Currently, American youth spend 943 hours on average in schools. With the large amount of time spent in schools, schools are a good contact point to reach the students struggling with emotional and mental health problems. This paper will look at the different methods to implement programs that meet the social and emotional needs of students, it will look at the benefits of properly implemented programs, and will also look at barriers that exist in order to implement the programs well.Department of Teaching and LearningPeabody College of Education and Human Developmen
Bruce Morrill on the Essential Writings of Bernard Cooke
No full textIn this podcast, Chris Benda, theological librarian at Vanderbilt Divinity Library, interviews Professor Bruce Morrill about his book The Essential Writings of Bernard Cooke: A Narrative Theology of Church, Sacrament and Ministry
British Palestine, British Communists, and the Ideo-Logical System of Labour Monthly
No full textThe Communist Party of Great Britain (CPGB) offers an account of the Mandate of Palestine strikingly divergent from the rest of British society. Through their ideology, the CPGB constructed a narrative of Palestinian issues focused on British policy, which was identified as the imperial-capitalist activities of a scheming "British imperialism." With this ideological center, a discussion emerged that orientalized the Arab nationalist as a progressive revolutionary, differentiated between reactionary Zionist and average Jewish settler, and opposed partition as imperialism. Running throughout these themes was an optimism for Arab-Jewish unity, a conclusion shared with official British government observers. The British Communist view on the Mandate is marked out as radically Communist and distinctly British
A Necessary Medium: The Mary Tyler Moore Show and Media Portrayal of the Second Wave Feminist Era
No full textWhile lauded, at first glance, for being a wholeheartedly feminist and progressive television show, The Mary Tyler Moore Show struck a balance between progressive second-wave feminism and traditional family values that allowed it to become popular and ultimately influential in modernizing the American public's view on women's equality
English Language Learners Capstone Portfolio
No full textTeaching and Learning Department capstone projectThe following document includes a collection of Artifacts that demonstrate my ability to meet the needs of English Language Learners. I prove my knowledge of language acquisition and appropriate language teaching by providing theories and research in the field of second language acquisition, and discussing how the artifacts connect to modern techniques in teaching English Language Learners. I begin by providing my Teaching Philosophy which presents broad theories and moves to more specific theories on second language acquisition and then finally recent scholarly research. This creates a basis for what I believe good teaching looks like, specifically with English Language Learners. Then, I state the five domains of TESOL standards (Language, Culture, Planning, Implementing, and Managing Instruction, Assessment, and Professionalism), provide my interpretation of those standards, and cite two artifacts that demonstrate my ability to
utilize those standards in teaching. I do this with the curriculum, assessment, environment, and the learner and learning in mind. Finally, I conclude the paper by giving more concrete examples of what my teaching will look like in the future and how I plan to continue my educational experience in order to stay informed of current theories and methods of second language acquisition.Department of Teaching and LearningPeabody College of Education and Human Developmen
Restructuring Pre-Service Teacher Preparation Programs for the Urban School Context
No full textTeaching and Learning Department Capstone ProjectThis capstone proposes a restructured pre-service teacher preparation program aimed at
better preparing pre-service teachers to respond to unfamiliar communities and cultures
encountered in the urban school context (Bandura, 1977). Given the impact teacher
responsiveness has on academic achievement, pre-service teacher preparation programs must provide curriculum and field experiences that work to dispel the misconceptions and negative dispositions inhibiting effective teaching practices, positive student-teacher relationships, and successful learning environments (Haberman, 2000).
Restructured pre-service teacher preparation programs can nurture culturally responsive
teaching practices beneficial to the urban school context where novice and pre-service teachers lack exposure and maintain unchallenged knowledge (Milner, 2012). Through self-reflecting curriculum and community-building field experiences, pre-service teachers have the opportunity to reconsider the urban school context as a community, the importance of the urban school teacher, and the need to end perpetuated misconceptions and dispositions that deter pre-service teachers from considering career opportunities in the urban school context (Brown, 2004).
Keywords: pre-service teacher preparation programs, pre-service teachers, the urban school context, culturally responsive teaching practices, and novice teacherDepartment of Teaching and LearningPeabody College of Education and Human Developmen
Capstone Portfolio English Language Learners Program
No full textTeaching and Learning Department Capstone ProjectThe Capstone Portfolio demonstrates my understanding of language acquisition and pedagogical knowledge for teaching English Language Learners (ELLs). Grounded on theoretical frameworks and empirical evidence, I reflect on the coursework I did during the graduate study at Peabody College and envision myself as a future teacher.
This portfolio consists of three sections: 1) philosophy of teaching, 2) TESOL domains and standards and 3) bridging theory and practice. Section I discusses the teaching philosophy that I believe to be critical for language learning based on the Interaction Hypothesis. In Section II, I explain my interpretation of the seven TESOL standards and domains, namely Planning, Instructing, Assessing, Identity and Context, Learning, Content, and Commitment and Professionalism. I present one to three artifacts for each domain and analyze how these artifacts are connected with the domains and standards from the perspectives of learning and learners, the learning environment, curriculum and assessment. The last section talks about the kind of teacher I would like to be in the future considering the insight I have gained through this ELL program. Moreover, I anticipate possible challenges in my future classroom and think of how I can address them. Continuous learning and professional development will also be an important part of my career plan, and I will grasp every opportunity I can to hone my teaching expertise. I conclude this portfolio by briefly reviewing what I have learned and the biggest takeaway from the two-year study at Peabody College.Department of Teaching and LearningPeabody College of Education and Human Developmen
Capstone ESL Portfolio
No full textTeaching and Learning Department Capstone ProjectThis ESL Portfolio reflects all I have learned from two-year study in English Language Learners program, Peabody College, Vanderbilt University. I combine academic study during different courses with a variety of practices including fieldtrips, classroom observations, assessment observations and student-teacher experiences, and demonstrate my own interpretation and understanding about teaching English as a second or foreign language.
This ESL Portfolio contains three sections: 1) Philosophy of Teaching, 2) TESOL Standards for ESL/EFL Teachers of Adults, and 3) Bridging Theory and Practice. In the first section, I start from Socrates’ iconic concern for teaching and analyze its ultimate teaching goal. Then I move to the comparison and contrast of Chomsky’s idea and Hymes’ idea about linguistics, based on which, I put my focus on theories and methods for the improvement of English language learners. In the second section, I interpret and analyze standards for ESL/EFL Teachers of Adults on the account of four aspects: learners and learning, learning environment, curriculum, and assessment. My artifacts play an important role in understanding and deeply considering the implied meaning of these standards. In the third section, I recall my artifacts as well as my experiences with real classroom teaching and targeted students in order to connect my study in English Language Learners program to practice. And I make a further discussion about what kind of teacher I am going to become in the future classroom.Department of Teaching and LearningPeabody College of Education and Human Developmen
Acoustic Parameters of Speech and Attitudes Towards Speech in Childhood Stuttering: Predicting Persistence and Recovery
No full textPSY 4999: Honors Thesis | Dr. Jo-Anne Bachorowski. This paper was completed under the advisement of Dr. Tedra Walden. This study explored if the acoustic parameters jitter and fundamental frequency can determine a child's prognosis with stuttering with data taken from a five-year longitudinal study focusing on the intersection of emotion and stuttering. Children's attitude towards their speech was also studied to see if there was an effect on their stuttering prognosis.The relations between the acoustic parameters of jitter and fundamental frequency and children’s experience with stuttering were explored. Sixty-five children belonging to four talker groups will be studied. Children were categorized as stuttering (CWS) or non-stuttering (CWNS), and were grouped based on their diagnosis of stuttering/not stuttering at two time points in a longitudinal study: persistent stutterers (CWSàCWS), recovered stutterers (CWSàCWNS), borderline stutters (CWNSàCWS), and never stuttered (CWNSàCWNS). The children performed a social-communicative stress task during which they were audio-recorded to provide speech samples from which the acoustic parameters were measured. There were no significant relations between talker group and acoustic parameters, nor were children’s attitudes towards their speech different across talker groups. Therefore, acoustic parameters nor children’s attitudes towards their speech did not determining their prognosis with stuttering.Vanderbilt UniversityPsychologyCollege of Arts and ScienceThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Science
Capstone ESL Portfolio
No full textTeaching and Learning Department Capstone ProjectThe following is a portfolio of writing and artifacts that demonstrate my
competence of serving English Language Learners (ELLs) in a public school setting. I
reflect on theories and best practices that apply specifically to ELLs and their unique
experience in a classroom where English is the instructional language.
This portfolio consists of three parts: 1) philosophy of teaching, 2) TESOL
standards, and 3) bridging theory and practice. In the first part of the portfolio, I reflect
on theories and research that inform my philosophy of teaching. I begin by looking at the
overarching theories such as social constructivism, cognitive approach, and discourse
theory. I narrow down these theories to look closely at how they help build cultural
identities and complete the philosophy of teaching with instructional practices that stem
from these practices. In the second part of the portfolio, I list the five domains from the
TESOL standards and provide artifacts as an example for how I have mastered these
standards. The artifacts highlight my understanding of the following domains: language;
culture; planning, implementing, and managing instruction; assessment; and
professionalism. Finally, in the third part of the portfolio, I reflect on how to bridge
theory with practice. This reflection shows how the previous theories and standards
connect with my current and future practice as an ELL teacher.Department of Teaching and LearningPeabody College of Education and Human Developmen