4955 research outputs found
Sort by
Using Citizen Science to Create Meaningful Learning Experiences and Enhance the Learning of Science for Second Grade Students
Get PDFCitizen science is a new and growing field of research that brings about new knowledge and understanding through the collaboration of citizens in scientific research. As citizen science continues to grow, it is essential to consider its potential to encourage education and learning opportunities. The capstone focuses on answering the question: How can citizen science create meaningful learning experiences and enhance the learning of science for second grade students? Participation in citizen science projects can assist in developing science literacy, enhance learning, increase interest in science, increase understanding of the scientific process, and connect students with the world around them. Research shows that students who learn through hands-on activities have a higher retention rate than those taught through reading and lectures. The hands-on components of citizen science can also help students access more information, especially students who may struggle to gain access to information in traditional ways. The lesson plans created for this capstone were created to guide second grade students through a citizen science project while developing observation, prediction, data collecting, and data analysis skills
Exploring How Elementary ESL Teachers Experience Learning and Change Related to a Genre-Based Approach to Language Instruction
Get PDFThis study explored how elementary ESL teachers describe their experience learning about genre-based pedagogy, and how they describe change that resulted from learning about this instructional approach. Multilingual learners represent a rising student demographic across the United States (National Center for Educational Statistics, 2021), however, most teachers and administrators have not been adequately trained in language development, so language remains an abstract concept and professional learning experiences related to language development are scarce (He & Bagwell, 2021; Ranney, 2012). Without language-based resources or frameworks, ESL teachers are often underutilized professionals in their schools (Harper & de Jong, 2009). A genre-based approach offers an instructional framework while seeking to provide a more equitable learning environment for students (Derewianka, 2015). This is accomplished through explicit teaching of text organization and language features that are key to the different genres, or text types, students are most likely to encounter in school (Brisk, 2015). A mixed methods case study was used to collect data. Data were collected and analyzed using Guskey’s (1986) Model of Teacher Change as a theoretical framework. Findings were organized by ESL teachers’ experience with genre-based pedagogy professional development, and subsequent changes they experienced in relation to their classroom practices, student learning outcomes, and their own beliefs and attitudes. Overall, ESL teachers described learning about genre-based pedagogy as being relevant to their role, a collaborative experience, and one that increased their confidence as language teachers. ESL teachers described changes in their classroom practices. Specifically, they described beginning to use the Teaching and Learning Cycle (Rothery, 1994), having an increased ability to communicate language demands within content instruction, and shifting toward a more purposeful focus on language instruction. Regarding change in student learning outcomes, ESL teachers described students as having increased access to content learning, increased language production, and demonstrating a measurable increase in language growth. Finally, in relation to changes in beliefs and attitudes, ESL teachers described increased clarity in their identity as language teachers, an increased sense of identity as writing experts, and increased professional empowerment
AVID for ELLs in Content Classes
Get PDFStudents classified as English Language Learners (ELLs) continue to lag behind the academic performance and graduation rates of their peers (Bravo & Cervetti, 2014; Minnesota Department of Education, 2022). Although English Language Development (ELD) teachers are highly trained in language acquisition, they are not with their students all day, and much of the responsibility of English Language instruction falls on the classroom teachers, who report both less training in the knowledge required and less comfort in supporting this ELL population (Carabantes & Paran, 2022; de Jong & Barko-Alva, 2015; Harklau & Ford, 2022; Murphy & Torff, 2019). This knowledge gap led to the development of this project and professional development series. The goal of this professional development is to build classroom teachers knowledge and comfort as language teachers. AVID, a schoolwide approach to supporting students which is used nationwide, was selected as the method for providing the professional development as many schools are familiar with the system and have made a district wide commitment to the program. Additionally AVID’s mission aligns with the goals of this project. AVID’s mission is “to close the achievement gap by preparing all students for college readiness and success in global society” (Bennet et al., 2019, p. 4). The research question guiding this professional development series is: How can AVID strategies be used to support the academic language development of multilingual students in upper elementary content classes? The development of the project was built on the WIDA standards and several of the AVID textbooks (Allen et al., 2019; Bennet et al., 2016; Drumright et al., 2016; McKinney et al, 2018). The professional development designed as a result of this research includes building background knowledge on the history of ELL education in the United States, modern requirements for ELLs under ESSA, an explanation of WIDA including the WIDA standards and presents a selection of excellent AVID strategies for supporting ELLs in the classroom.. The design of this project enhances educators\u27 knowledge and success with the ELLs in their classrooms with the goal of increasing student success with academic language and content
Equity In The Math Classroom How Math Teachers Can Achieve Equity Despite District’s Budget
Get PDFAmerican pedagogical theorist and teacher educator, Gloria Ladson-Billings, has done the research and shown how impactful the achievement gap is as it is “one of the most pressing education-policy challenges that the states are facing” (Ladson-Billings, 2006). What makes this issue such a problem is that students don’t even need to be in school for it to appear as noted by Andy Porter of Penn State’s GSE (Graduate School of Education). He states that by the time children reach the age of three or four, there’s already a one standard deviation achievement gap between white children and POC, people of color, and children. Along with things like Jim Crow, segregation, and other remnants of America’s darker past, today’s school funding system has created in a sense two separate education systems based on a family\u27s economic status. The blog, which goes along with the paper, is intended for mathematic teachers to help bridge the equity gap caused by the above-mentioned things in order to give every student a chance when they exit our classroom. The blog will consist of resources that are free and will include pertinent research that shows the importance of the resource. So, not only will teachers have a resource they can implement, they will have a better understanding of how and why the resource will help their students and be able to make the next generation of students more equitable
Deconstructing the Miniskirt Mythology: Clothing and Womanhood in 1960s London
Get PDFThis research investigates the role of the miniskirt in reflecting the concept of femininity as understood in London and abroad throughout the 1960s and 70s. Data is drawn from primary sources from the 1960s including newspapers, advertisements, and firsthand accounts related to wearers of miniskirts in London. Particular attention is given to the supposed “revolutionary” status of Mary Quant, who is commonly credited with popularizing the miniskirt and thus ushering in an era of emancipation in female dress. While the miniskirt is preserved in historical memory as an icon of youth revolution and sexual liberation, more emphasis should be given to the wearers of the garment for transforming the miniskirt from a product of the male gaze to an active assertion of female agency. This research recognizes the miniskirt as a vehicle through which young women demonstrated their autonomy and centers the miniskirt wearers—rather than designers—as the architects of fashion and popular culture in “Swinging London.
Helping Female and Nonbinary Identifying Students Grow Confidence in the Science Classroom
Get PDFThis capstone is titled “Helping Female and Nonbinary Identifying Students Grow Confidence in the Science Classroom”. The focus is on finding and sharing resources that will help girls and nonbinary students feel encouraged, interested, and motivated to pursue studying STEM (science, technology, engineering, and math) fields and careers. This topic is influenced by the author’s experience as a female student studying science in school, as someone with two science teacher parents, and as a female high school science teacher. First hand experience influenced this topic greatly. A literature review was conducted to research what has been done to improve this gender gap. Effective strategies for encouraging girls in STEM were researched. The information collected in the literature review was used to guide the development of a website, free for educators. This website includes various free resources for teachers to use to help encourage their female and non-binary identifying students to pursue STEM fields. It links sources that include role models, hands-on activities, and research into STEM careers and workers. Many resources that were found were focused on providing students with role models in STEM fields. A lack of resources to help encourage LGBTQ+ students in STEM fields was evident during development of the website, and more research is needed in this area
Planning for Expressive Language in Math for Multilingual Learners
Get PDFMany multilingual students are struggling to keep up in their math classes. They are not given enough opportunities to use the language of math to explain and justify their thinking. The research question addressed in this project was, How can planning for expressive language in math affect the academic achievement and language development of third grade multilingual students? The author describes her personal and professional experiences that guided her to the question. Then, the author reviews professional literature on the topics of learning language through content, math as a second language, and scaffolds and strategies for using expressive language in math. Next, the author describes the project which is a ten lesson third grade math curricular unit with expressive language embedded throughout the lessons. The lessons were created using the Understanding by Design framework and are aligned with the 2007 Minnesota Academic Standards for Math, as well as the 2020 WIDA English Language Development Standards Framework. Last, the author explains the major learnings and implications when using expressive language in math
Effective Strategies for Integrating Pronunciation Instruction with a Focus on Intelligibility and Comprehensibility for Adult ESL Students
Get PDFThe guiding question for this project was: What are some effective strategies for integrating pronunciation instruction in an adult ESL course with the focus being on intelligibility and comprehensibility? This question is guided by personal and professional experiences that are shared in the first chapter. The literature review examines the stigma of accented speech of non-native speakers and the factors that influence their pronunciation production. The intelligibility approach to pronunciation instruction has been proven to be a more realistic and ethical approach as compared to the nativeness principle. The research studied showed that adult ESL teachers often feel ill equipped to teach pronunciation in their classroom mostly because of a lack of explicit training. As a result of the literature reviewed, a professional development workshop that focuses on areas of pronunciation such as metaphonological awareness, suprasegmentals, the role of listening and assessment was created for adult ESL instructors. The workshop equips teachers with knowledge and practical activities to be integrated into their classrooms. In each of these areas, the importance of teaching with a focus on intelligibility over accent reductions is emphasized. A semester-long professional learning community was added to this project as a way to enhance the collaboration and continuation of learning among colleagues. A monthly guide with case studies and discussion questions is provided for each group to use, along with a shared Google document that encourages collaboration and unification of resources. The outcome of this project is to provide adult ESL instructors with the knowledge and resources needed for quality pronunciation instruction while increasing their confidence and preparedness for supporting their students in speaking and listening skills more effectively
Understanding Effective Literacy Instruction for Primary Grade Teachers
Get PDFResearch on the topic of literacy instruction, and the best practices for effective literacy instruction, has been around for decades, but not all educators are aware of this research. This capstone project was designed to provide support for educators as they strengthen their understanding of how skilled reading develops and the best instructional practices to use with beginning readers. As a part of this research, six self-paced professional development modules were designed to address the question: How can a deeper understanding of the science of reading support primary grade teachers to be more effective with literacy instruction for beginning readers? The goal of this project is to help educators and educational leaders build their competence and grow their confidence in understanding how to design and deliver literacy instruction that is effective for all learners