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How Can Environmental Based Library Programming Benefit Communities?
Get PDFAs technology advances, and cities and population grow, there is a higher need for environmental education. Outdoor education provides many benefits in many different ways. Libraries offer free services to everyone in the community and provide the perfect opportunity to give everyone a chance to learn about the environment. This project focuses on enhancing library programming through nature based learning, asking the question How can communities benefit from environmental education focused library programming? Research shows that there are many different benefits to environmental education and exposure to nature. The literature reviews discusses how outdoor learning is good on mental and physical health, and how this affects the state of the environment. A workshop was created to explain the importance of this form of learning to local libraries and give hands-on activities that can be included in programming
Effects of a Nontraditional Multi-Age Learning Environment on Academic and Social-Emotional Learning: A Case Study
Get PDFThe research question addressed in this study was: how are struggling, elementary-aged students’ academic and social-emotional learning impacted by a nontraditional, multi-age learning environment? Topics explored in the review of the literature include struggling learners, academic performance, social-emotional learning, and learning environments. The case study was based on a pilot program, in which 22 students with academic and social-emotional needs were co-taught by three teachers in a multi-age, grades 2-4 environment. To answer the research question, qualitative and quantitative academic and social-emotional data was collected over a nine-week period. Individual goals were set for and with students in the areas of academics and SEL. These goals were monitored through observation, assessment, and self-reflection. Notes on student progress were kept in students’ Learner Maps, a Google spreadsheet tracking student goals throughout their K-12 career. Data revealed 27.2% of students met their academic goals and 54.5% met their social-emotional goals. The results of the study suggest that the program, specifically a nontraditional, multi-age environment, may have been more effective at addressing social-emotional needs than academic needs. Limitations, implications, and recommendations for future research are discussed
Key Aspects Needed for Creating a Successful ESL Program in the Workplace
Get PDFBusinesses that employ low-skilled workers are looking for ways to increase retention, workplace engagement, and communication. However, many of their employees lack English skills. Workplace ESL education programs have been shown to increase employee satisfaction, engagement, and retention, but few businesses understand how to implement a workplace ESL program. This capstone project uses a professional development workshop to help businesses and educators understand how to implement a successful workplace ESL education program. It examines labor-exchange theory, human capital theory, and the theory of sense of community to understand how businesses can influence employee satisfaction, engagement, and retention by implementing a workplace engagement program. The addition of these theories to adult theories creates a workplace ESL education program that is distinctly different from community adult basic education programs and helps answer the question, What are the key aspects needed to create a successful ESL education program in the workplace? The professional development workshop is divided into three parts: the benefits of the workplace ESL program, the importance of being learner-centered, and the key aspects of a successful workplace ESL education program
Restorative Justice Practices and Their Impacts in Elementary Classrooms
Get PDFThis capstone sought to answer the question: What are the most effective ways to implement restorative justice practices into elementary classrooms in order to create a positive learning community? This capstone analyzed the historical need for restorative justice practices in classrooms by describing the detrimental effects of zero tolerance policies and the school to prison pipeline. It analyzed the roots of restorative justice practices in indigenous cultures and examined how culture can influence the way conflict is addressed. This capstone examined the need for interactive staff development on how to implement restorative practices in the classroom. It discussed several restorative justice interventions including restorative circles, making amends between students, picture books to initiate discussions and building strong relationships and community in the classroom. This capstone project consists of a six session professional development series. This project could have significant effects on how behavior management is viewed by staff
A Curriculum: Integration Of Sixth Grade Common Core And Wida 2020 Standards
Get PDFPrior to the 2020 WIDA Standards Framework, English language development instruction has taken many forms; however, this newest framework outlined the need for language to be taught in content instead of isolation. Based on the new standards the question, How can the 6th grade English language arts curriculum be improved to incorporate the WIDA 2020 standards in order to better support ELL students? emerged. The standards coupled with various scholars’ research identified in this project, made it clear that the best language instruction is taught in explicit, direct, and authentic ways. Based on these findings, this capstone identifies intentional instructional strategies, supports, and pedagogies that enhance English language development while incorporating content-specific standards
The Science Of Reading For English Learners
Get PDFIn recent years, a movement of researchers, educators, and parents promoting the science of reading has been reigniting the so-called “reading wars.” This movement has pointed out the ways in which typical balanced literacy practices do not reflect research on how students learn to read, especially in the acquisition of word recognition skills. However, the current debate is sometimes ignoring the unique needs of a rapidly growing segment of the U.S. student population: English Learners (ELs) and other multilingual students. This capstone project addresses the question: How does the science of reading inform reading instruction for ELs within a balanced literacy model? Both balanced literacy practices and some popular interpretations of the science of reading have ignored the importance of language development. At the same time, the simple view of reading (Gough & Tunmer, 1986) commonly cited by science of reading advocates is an excellent tool for illustrating the essential role of language development in supporting reading comprehension. This project is a website compiling the research on ELs’ unique reading needs and categorizing supports to boost their reading achievement using the conceptual framework of the simple view of reading and the “reading rope” (Scarborough, 2022). The goal of this project is to provide educators with a tool for professional growth and collaboration to shift reading instruction practices in a way that centers ELs\u27 needs
Students with Interrupted Formal Education: A Toolbox for Instruction
Get PDFThe research question addressed in this capstone project is: What are best practices for schools to support students with interrupted schooling? This paper and three-session professional development series showcase ways that content teachers can help facilitate learning for a growing multilingual learner population, students with limited formal education (SIFE). Within the professional development series, there will be three strategies that are highlighted including: Culturally Relevant Teaching, using aspects and background knowledge from a student’s own lived experience to facilitate knowledge acquisition; Mutually Adaptive Learning Paradigm which bridges the skills that students with limited formal education come to classrooms with to how Western classrooms teach; finally, the importance of family and community engagement in connecting the student with a wider network of support. Included with the project are the literature review of research, professional development presentations, and suggestions on follow-up
No “Pobrecito Student”: Translanguaging High-School Science For Academic Language Development
Get PDFBorré, A. (2022). No “Pobrecito Student”: Translanguaging High-School Science for Academic Language Development. The research questions addressed in this study were: what are the impacts of translanguaging on academic language development? And what are the challenges and successes in implementing translanguaging in highly culturally and linguistically diverse classrooms? Thus, the topics explored in the literature review range from research on academic language development and the teaching and learning of science in high school and the struggles and challenges English Language Learners (ELLs) face when learning then different content areas. The literature review also reveals some of the findings emerging from the implementation of translanguaging in bi/multilingual classrooms. This study involved a cohort of 12 level 5 ELLs from culturally and linguistically diverse backgrounds in an Academic Writing class. Participants were instructed and encouraged to strategically incorporate their home languages through the use of different translanguaging practices in a unit of work on Pollution and Climate Change. Participants were given a pre-test in which they had to write a paragraph describing the environmental issue they could see on a picture using the Claim, Evidence, and Reasoning (CER) format. The objective was to observe and examine the impact of translanguaging practices in the classroom and assess the challenges and areas of success. A mixed-methods approach was used to assess the impact and growth. Both quantitative and qualitative data collection tools were used including pre/post-test and observation rubrics, assessments given to students, and the teacher research journal. Data revealed growth in terms of paragraph organization and the complexity and variety of sentences. The results suggest that translanguaging impacted participants’ identity, sense of agency, and participation in class. Implications, limitations, and recommendations for future research are discussed
A Curriculum Resource for Teachers of Low-Level Adult English Learners: Incorporating Digital Literacy Skills
Get PDFThe use of technology in the workforce and in academia is ever increasing. Given the events of the past two years, more and more individuals are turning to technology as a means to help them function in today’s world. There are many individuals who arrive from other countries to the United States for various reasons. One possible reason is learning English. However, what happens when you arrive to a country that uses technology daily in a prolonged manner and you have never had this experience? This is the case for many learners who enroll in adult education programs across the United States. They come ready to learn, but not necessarily with the intent of learning how to use computers. These learners are expected to have some sort of technology instruction while enrolled, but if they’ve never had computer experience, it leaves the question to be answered: how can teachers of beginning-level EL adults help their learners become digitally literate? This capstone examines that question based on the theories of at question based on the principles of Mutually Adaptive Learning Paradigm or MALP (MALP, 2014) and the idea that students should be provided with in-class hands-on real life experiences that they can take with them into the real world to practice what they have learned and put it in motion. This project did just that by providing learners with a curriculum that was at a beginning level where real-life hands-on experiences were taught and learned
Employing Culturally Responsive Teaching Practices in English Language Arts Classrooms
Get PDFCulturally responsive teaching (CRT) is a well renowned approach to teaching that connects students’ cultures, languages, and personal experiences to the curriculum they learn in school. CRT helps students access higher level learning while also promoting increased student achievement, a positive classroom environment, meaningful teacher-student relationships, and impactful connections with communities and families. All teachers can benefit from using CRT in their classrooms, yet English Language Arts (ELA) teachers have unique opportunities to use students’ cultural and linguistic backgrounds to shape their reading and writing instruction. Despite being widely praised, culturally responsive teaching is not often the focus of professional development (PD) workshops. Both current and future teachers have an obligation to learn about CRT, understand its impact on the overall student experience, and determine ways to implement CRT strategies in the classroom. Professional development opportunities exclusively devoted to culturally responsive teaching are an excellent way to achieve this end. Districts need to invest their time, money, and community resources to give teachers more worthwhile PD workshops tailored to culturally responsive teaching. It’s important to design these types of PD’s intentionally so that they deliver engaging and relevant content, offer immersive, hands-on work/experiences, and supply its participants with useful strategies and/or resources that are applicable to everyday teaching