2024-03-28T09:31:52Zhttps://kuscholarworks.ku.edu/oai/requestoai:kuscholarworks.ku.edu:1808/271942018-11-20T20:02:22Zcom_1808_267col_1808_16903
How English Language Arts Teachers Are Prepared for Twenty-First-Century Classrooms: Results of a National Study
Caughlan, Samantha
Pasternak, Donna L.
Hallman, Heidi L.
Renzi, Laura
Rush, Leslie S.
Frisby, Michael
A national study of English teacher preparation in U.S. colleges and universities revealed
that faculty address changes in content and context salient to English education, particu-
larly curricular, demographic, political, and technological changes, through initiatives
at both the program and methods course levels. Programs require many hours of field
placements and high numbers of credit hours in the subject area and in subject-specific
methods, and also distribute the responsibility for addressing institutional and pedagogi-
cal change across courses. Methods courses raise awareness of focal issues and allow
opportunities for preservice teachers to discuss these issues. However, opportunities are
scarcer for applying knowledge by putting it into practice. This article discusses tensions
in English education as they relate to conceptual coherence at the program and course
levels, as well as tensions between what we call awareness versus application.
2018-11-02
2018-11-02
2017-04
Article
Caughlan, S., et al. “How English Language Arts Teachers Are Prepared for Twenty-First-Century Classrooms: Results of a National Study” English Education, vol. 49, no. 3, 2017, pp. 265–297.
http://hdl.handle.net/1808/27194
http://www.ncte.org/journals/ee/issues/v49-3
openAccess
National Council of Teachers of English
oai:kuscholarworks.ku.edu:1808/115012018-02-12T21:14:12Zcom_1808_267col_1808_16903
The Effectiveness of a Model of Language-Focused Classroom Instruction on the Vocabulary and Narrative Development of Kindergarten Children
Nielsen, Diane Corcoran
Friesen, Lisa Dinner
Fink, Judy
This is the publisher's version, also available at http://ehis.ebscohost.com/ehost/detail?sid=3c1386ac-4367-4308-aec6-0505e48d6c28%40sessionmgr15&vid=3&hid=8&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=85920663
The purpose of the study that is reported in this article was to
examine the effectiveness of a model of language-focused instruction,
dehvered by the classroom teacher, on the vocabulary and narrative
development of kindergarten children hving in high-poverty
conditions. There were 22 participants, the majority significantly
behind their peers on standardized measures of vocabulary and narrative
(understanding and production). The four-day sequence of
instruction focused on a different storybook each week for 12
weeks. The findings demonstrated that it was possible to increase
both vocabulary and narrative with exphcit classroom instruction,
repeated experiences, and active engagement. Implications for core
kindergarten instruction and for teacher education are discussed.
2013-07-16
2013-07-16
2012
Article
Nielsen, Diane Corcoran, et al. (2012) The Effectiveness of a Model of Language-Focused Classroom Instruction on the Vocabulary and Narrative Development of Kindergarten Children. Journal of Education, 192.3: 63-77.
http://hdl.handle.net/1808/11501
en_US
http://ehis.ebscohost.com/ehost/detail?sid=3c1386ac-4367-4308-aec6-0505e48d6c28%40sessionmgr15&vid=3&hid=8&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=85920663
openAccess
Bioinfo Publications
oai:kuscholarworks.ku.edu:1808/274502023-05-22T19:45:48Zcom_1808_267col_1808_16903
Trauma, Harry Potter, and the Demented World of Academia
Thomas, M'Balia
Trauma
Academic Socialization
Harry Potter
Testimonio Narrative Function
The following text presents my personal experience of psychological trauma as part of regular and ongoing processes of institutional (re)socialization into academe as a pre-tenure faculty member of color. In giving voice to this experience of trauma, the paper adopts a testimonio narrative function to highlight the shared nature of this experience even while foregrounding the uniqueness of my situation as a member of a marginalized and gendered body living in a specific geographical context and socio-political time. Though testimonio provides structure to my narrative, J. K. Rowling’s Harry Potter novels—a series about individual and collective trauma at the mortifying hands of resocializing institutions—provide an incidental, but integral, narrative lens through which I make meaning and offer advice on surviving traumatic experiences in institutional spaces.
En cours de titularisation professorale de la faculté et en tant que personne de couleur, c’est de mon expérience personnelle dont je parle et du choc émotionnel qui fait partie du processus normal et permanent des relations sociales dans les établissements du milieu universitaire. A travers cette expérience traumatique, le testimonio se présente sous forme de narration afin de mettre en lumière le vécu courant de cette situation même si mon cas spécial, puisque je fais partie d’un groupe marginalisé qui tient compte du sexe vivant dans un contexte géographique et une période sociopolitique particuliers, est mis en premier plan. Bien que le testimonio charpente mon récit, Harry Potter de J. K. Rowling, série sur le traumatisme personnel et de groupe causé par l’humiliation des relations sociales dans les institutions, apporte une perspective secondaire mais complète, à laquelle je donne un sens et offre des conseils pour survivre des circonstances traumatisantes dans des lieux institutionnels.
2018-11-30
2018-11-30
2018
Article
Thomas, M. (2018). Trauma, Harry Potter, and the Demented World of Academia. Journal of Educational Thought (JET), 51(2): 184-203.
http://hdl.handle.net/1808/27450
10.11575/jet.v51i2.58452
https://orcid.org/0000-0002-4354-2796
https://journalhosting.ucalgary.ca/index.php/jet/index
openAccess
University of Calgary
oai:kuscholarworks.ku.edu:1808/112082018-02-12T21:12:26Zcom_1808_267col_1808_16903
Functional Relationships Between Universities and Public Schools
Carpenter, Robert L.
Mahlios, Marc C.
This is the publisher's official version, also available electronically from: http://ehis.ebscohost.com/ehost/detail?vid=6&sid=5e28d26e-18a7-43f5-a314-cd656efba2cf%40sessionmgr112&hid=110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ266088.
This article presents a general model for university-public school cooperation based on the experiences of the authors engaged in such activity. Elements of the cooperation model are: volunteerism, responsiveness bilateral decision making, a nucleus of commitment, and a sense of organizational evolution. These characteristics are operationalized through activities in the areas of curriculum development, organizational and staff development, and educational research.
2013-06-04
2013-06-04
1982
Article
Carpenter, Robert and Marc Mahlios. "Functional Relationships Between Universities and Public Schools." Education, v102 n4 p339-42 Sum 1982.
http://hdl.handle.net/1808/11208
en
https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ266088&site=ehost-live
openAccess
MDPI
oai:kuscholarworks.ku.edu:1808/274982018-12-12T16:22:20Zcom_1808_267col_1808_16903
The Effect of Socioscientific Topics on Discourse within an Online Game Designed to Engage Middle School Students in Scientific Argumentation
Craig-Hare, Jana
Ault, Marilyn
Rowland, Amber
Scientific argumentation
Discourse
Game-based learning
Middle school science
Socioscientific issues
The purpose of this study was to investigate the types of argumentation discourse displayed by students when they engaged in chat as part of an online multiplayer game about both socioscientific and scientific topics. Specifically, this study analyzed discourse episodes created by middle school students as they discussed scientific and socioscientific topics within an online, multiplayer game. Using a Discourse Analysis Scoring Guide, student discussions were coded based on the type of interaction or statements made. Analysis included a comparison between the types of topics (scientific vs. socioscientific) and the student author’s justification for their decision to accept, reject or withhold judgement about the claim; teammate comments related to the author’s justification; an overall rating of the discourse episode interaction; and frequency of argumentation vocabulary use throughout the discourse episode. Results indicated that socioscientific topics produced collaborative discourse episodes that were positive, supportive, and civil within an argumentation framework.
2018-12-10
2018-12-10
2017
Article
Craig-Hare, J., Ault, M., & Rowland, A. (2017). The effect of socioscientific topics on discourse within an online game designed to engage middle school students in scientific argumentation. Journal of Education in Science, Environment and Health (JESEH), 3(2), 110-125.
http://hdl.handle.net/1808/27498
10.21891/jeseh.325783
https://creativecommons.org/licenses/by-nc-sa/4.0/
openAccess
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
DergiPark
oai:kuscholarworks.ku.edu:1808/112542018-02-12T21:03:55Zcom_1808_267col_1808_16903
A Rationale for Using Computers in Science Education
Ellis, James D.
This is the publisher's version, also found at http://www.jstor.org/stable/4447816
2013-06-17
2013-06-17
1984
Article
Ellis, James D. (1984) A Rationale for Using Computers in Science Education. The American Biology Teacher, 46.4, 200-206.
http://hdl.handle.net/1808/11254
10.2307/4447816
en_US
http://www.jstor.org/stable/4447816
openAccess
University of California Press
oai:kuscholarworks.ku.edu:1808/341982023-05-23T06:05:37Zcom_1808_267col_1808_16903
Con Artist: Non-Cosplay Participation at Popular Culture Conventions as an Arts-Based Method of Inquiring Into Resistance and the Undoing of Rules
Thomas, M’Balia
Popular culture conventions
Autoethnography
Discourse
Politics and culture
Arts-based inquiry
Writing as method of inquiry
This article has been accepted for publication in Qualitative Inquiry.
I conduct an inquiry into my participation as an African American woman at two popular culture conventions, the 2017 Dragon Con (Atlanta) and the 2018 annual general meeting of the Jane Austen Society of North America (Kansas City). Through a methodological approach to Con-ing—attending a popular culture convention—as arts-based inquiry and utilizing techniques of autoethnography, I inquire into my participation in spaces that, while intended to be havens of adult play, reproduce and reinforce discourses and material practices that can limit the play and participation of marginalized Others.
2023-05-22
2023-05-22
2023-05-18
Article
Thomas, M’Balia. Con Artist: Non-Cosplay Participation at Popular Culture Conventions as an Arts-Based Method of Inquiring Into Resistance and the Undoing of Rules, Qualitative Inquiry, https://doi.org/10.1177/10778004231176095
https://hdl.handle.net/1808/34198
10.1177/10778004231176095
https://orcid.org/0000-0002-4354-2796
openAccess
© The Author(s) 2023. Reuse is restricted to non-commercial and no derivative uses.
SAGE Publications
oai:kuscholarworks.ku.edu:1808/335582022-09-22T08:00:57Zcom_1808_267col_1808_16903
Virtual Teaching in the Time of COVID-19: Rethinking Our WEIRD Pedagogical Commitments to Teacher Education
Thoma, M’Balia
Thematic analysis
Online instruction
Teacher education
COVID
Culturally responsive pedagogy (CRP)
Diversity
Equity and inclusion (DEI)
Wellness
Pre-service teachers
Teacher Educators confront a professional future in which online instruction will play an increased role in student learning. As instructional activities are delivered online, a critical challenge for teacher educators will be to continue supporting those ideals key to the missions of many Schools and Colleges of Education—the creation of an instructional environment that is culturally responsive, committed to equity and inclusion, and able to support a diverse and “well” student body.
2022-09-21
2022-09-21
2020-12-03
Article
Thomas M (2020) Virtual Teaching in the Time of COVID-19: Rethinking Our WEIRD Pedagogical Commitments to Teacher Education. Front. Educ. 5:595574. doi: 10.3389/feduc.2020.595574
http://hdl.handle.net/1808/33558
10.3389/feduc.2020.595574
http://creativecommons.org/licenses/by/4.0/
openAccess
Copyright © 2020 Thomas. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).
Frontiers Media
oai:kuscholarworks.ku.edu:1808/116562018-02-12T20:57:40Zcom_1808_267col_1808_16903
Promoting Professional Student Learning Through Study Groups: A Case Study
Shaw, Donita J.
This is the author's accepted manuscript, post peer-review. The publisher's official version can be accessed from: http://dx.doi.org/10.1080/87567555.2010.550956.
The purpose of this research was to analyze how 24 students perceived the study group experience and how study groups fostered a change in their knowledge and teaching of comprehension. Data sources included pre-post questionnaires, text concepts, International Reading Association process form, facilitator logs, and post-survey. Data were analyzed through traditional case study techniques. Results indicated the students’ favored study groups as an avenue to learning. They also reported changes in their knowledge and teaching of comprehension. Implications for college professors are included.
2013-08-12
2013-08-12
2011
Article
Massengill Shaw, D. (2011). Promoting professional student learning through study groups: A case study. College Teaching, 59(2), 85-92.
http://hdl.handle.net/1808/11656
10.1080/87567555.2010.550956
en
openAccess
Taylor and Francis
oai:kuscholarworks.ku.edu:1808/265882018-07-09T15:10:40Zcom_1808_267col_1808_16903
Girl Talk: A Dialogic Approach to Oral Narrative Storytelling Analysis in English As a Foreign Language Research
Thomas, M'Balia
Waugh, Linda
Warner, Chantelle
Fielder, Grace
Research in the fields of Applied Linguistics (AL) and Second Language Studies (SLS)
has begun addressing the ways in which second and foreign language (L2) use is a
“material” struggle to understand, acquire and author L2 words for one’s own creative
purposes – particularly in the face of ideologies about language learning and language use
(Squires 2008; Suni 2014). This struggle has implications for the subjectivity, agency and
ultimate acquisition and use of the target language by L2 users. This dissertation seeks to
augment scholarship in this area by demonstrating how material struggle can surface in the
process of data collection (a research interview). It presents an analysis of a recorded
narrative of an English as a foreign language (EFL) user, who was a second year graduate
student enrolled in a university in the southwest US. She was invited by the author -- a
native speaker of English -- to tell an oral narrative story in English to a group with whom
she met regularly. However, in positioning the EFL subject as “non-native” in the
recruitment process, the author as a native speaker failed to anticipate the manner in which
her request was interpellative (Althusser 1971[2001]), thus reproducing and subjecting the
“non-native” to the ideology and discourses associated with that category and setting into
motion a creative authoring of response to this interpellative call.
In approaching the analysis from this perspective, this dissertation adopts an approach to
oral narrative story analysis that is based on the Bakhtinian-inspired notion of dialogism
(Bakhtin 1981, 1986). Dialogism underscores the resultant narrative as a collection of
utterances poised to respond to the request to “tell a story,” while simultaneously
addressing the ideology and discourses associated with this request. Additionally, the
analysis explores the dialogic nature of the narrative from the standpoint of “tellability”
(Norrick 2005; Ochs and Capps 2001), thus highlighting aspects of the narrative that
render this tale of friendship, an extramarital affair and a friend “in hatred” meaningful in
the context of its telling.
Guided by an interest in Bakhtinian dialogism and driven by a concern for narrative
tellability, three differing, yet complimentary, analyses of the narrative are explored: 1)
‐ 9 ‐
genre, register and vague (“vaguely gendered”) language, 2) face work, framing and
cooperation and 3) gossip, stance and the representation of speech and voice. These
analyses likewise uncover three themes that underlie the narrative context of the tale.
These themes are: the backgrounding of nativeness and foregrounding of gender, the
simultaneous and ambiguous struggle for solidarity and power, and the display of personal
style through moral stance in the presentation of a continuous self over time and place.
The implication of this work for future research and assessment in AL and SLS is
addressed.
2018-06-26
2018-06-26
2014
Dissertation
Thomas, M. (2014). Girl Talk: A Dialogic Approach to Oral Narrative Storytelling Analysis in English as a Foreign Language Research. PHD Dissertation. University of Arizona.
http://hdl.handle.net/1808/26588
https://orcid.org/0000-0002-4354-2796
http://hdl.handle.net/10150/333461
openAccess
Copyright © is held by the author. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
The University of Arizona
oai:kuscholarworks.ku.edu:1808/116742018-02-12T20:54:37Zcom_1808_267col_1808_16903
Balanced Literacy in an Urban School District
Frey, Bruce B.
Lee, Steven W.
Tollefson, Nona
Pass, Lisa
Massengill Shaw, Donita
This is the authors' accepted manuscript, post peer-review. The publisher's official version is available electronically from: http://dx.doi.org/10.3200/JOER.98.5.272-280.
Balanced literacy is a philosophical orientation that assumes that reading and writing
achievement are developed through instruction and support in multiple environments using
various approaches that differ by level of teacher support and child control. This study
describes one urban school district’s real-world attempt to create a balance between reading
and writing, between teacher-directed and student-centered activities, and between skillsbased
and meaning based approaches to literacy instruction. A triangulation strategy using
multiple methods of data collection, including classroom observations, inventories of the
physical environment of classrooms and school buildings, teacher surveys, and student
interviews, was used to measure balanced literacy components. Results suggest that teacherdirected
instruction, a fundamental aspect of balanced literacy, was implemented less often
than either independent reading or writing activities. Teachers appeared to be allocating
instructional time as directed by district administrators, and they were implementing
components of a balanced literacy program. Additionally, most school buildings had a physical
environment supportive of balanced literacy. However, the amount of time devoted to
instruction and modeling effective reading and writing strategies seemed too limited for a
group of students with poorly developed reading and writing skills.
2013-08-19
2013-08-19
2005
Article
Frey, B., Lee, S., Tollefson, N., Pass, L., and Massengill, D. (2005) Balanced Literacy in an Urban School District. Journal of Educational Research, 98 (5), 272-280.
http://hdl.handle.net/1808/11674
10.3200/JOER.98.5.272-280
en
openAccess
Taylor and Francis
oai:kuscholarworks.ku.edu:1808/223072023-06-27T21:31:51Zcom_1808_1069com_1808_267com_1808_11673col_1808_7465col_1808_16903col_1808_11675
“I Love this Approach, But Find It Difficult to Jump in with Two Feet!” Teachers’ Perceived Challenges of Employing Critical Literacy
Cho, Hyesun
A grant from the One-University Open Access Fund at the University of Kansas was used to defray the author's publication fees in this Open Access journal. The Open Access Fund, administered by librarians from the KU, KU Law, and KUMC libraries, is made possible by contributions from the offices of KU Provost, KU Vice Chancellor for Research & Graduate Studies, and KUMC Vice Chancellor for Research. For more information about the Open Access Fund, please see http://library.kumc.edu/authors-fund.xml.
Accompanying myriad definitions of critical literacy is an absence of pedagogical models for implementing critical literacy in teacher education contexts. This action research explores critical literacy with pre-service and in-service teachers in teacher education courses offered in the United States. The primary data sources include online weekly discussions on course readings in the TESOL methods courses I taught in Hawaii and Kansas. First, I propose the working definition of critical literacy in the study (Luke, 2012) and then present course participants’ perceived challenges of employing critical literacy in their current and future classrooms. Findings reveal that despite the differences in the two instructional contexts, both groups recognized that the current standards-based, test-driven educational environment would be the major obstacle for enacting critical literacy in their classroom. In addition, the lack of understanding of critical literacy was addressed by both groups of teachers. I also discuss my struggle and dilemma as a critical teacher educator. Finally, this article concludes with suggestions for introducing critical literacy in teacher education contexts.
2016-12-28
2016-12-28
2015-05-28
Article
Cho, Hyesun. "I Love This Approach, But Find It Difficult to Jump in with Two Feet!" Teachers' Perceived Challenges of Employing Critical Literacy." English Language Teaching 8.6 (2015): n. pag.
http://hdl.handle.net/1808/22307
10.5539/elt.v8n6p69
http://creativecommons.org/licenses/by/4.0/
openAccess
Copyright (c) 2015 Hyesun Cho
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Canadian Center of Science and Education
oai:kuscholarworks.ku.edu:1808/299482020-02-04T09:00:46Zcom_1808_267col_1808_16903
The Use of Viber in Enhancing the Vocabulary Skills of Ethiopian Undergraduate Students: The Case of St. Mary’s University
Habtemariam, Samuel Dermas
Viber
Smartphone
Language learning
Vocabulary
This paper was presented at the 10th Edition of the Innovation in Language Learning conference, held November 9-10, 2017, in Florence, Italy.
In this era of technology, it is believed that English language learning has been made more accessible and easier for those who are interested to learn it. Part of utilizing today’s technology includes using a smart phone, not only for social communication purposes but also for learning. One of the applications used for learning in this regard is Viber which can be installed on cell phones for people to communicate not only individually but in group. This may be considered as an important tool for language learning, as a cell phone opens a gate for downloading, uploading and storing learning materials and information files.
This study attempts to explore the use of Viber in developing vocabulary skills during group chat among university learners at St. Mary’s University in Ethiopia. Twenty undergraduate students taking ‘Sophomore English Course’ at the University were selected using simple random sampling. Interview and focus group discussion were used to find out if Viber helped them to enhance their vocabulary skills. The findings show that the use of Viber can enable students to develop their vocabulary skills through a lifelong and informal activity, though some words may be spelt incorrectly and the communication could be full of abbreviations and acronyms. The study revealed that university teachers can use this application, in a controlled manner, to help their students improve their vocabulary skills.
2020-02-03
2020-02-03
2017
Presentation
http://hdl.handle.net/1808/29948
https://conference.pixel-online.net/ICT4LL/prevedition.php?id_edition=26&mat=CPR
openAccess
This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
oai:kuscholarworks.ku.edu:1808/177452018-02-12T20:50:36Zcom_1808_267col_1808_16903
Idea: Electronic Writing in L2: Accuracy Vs Other Outcomes
Pérez-Sotelo, Luisa
Gonzalez-Bueno, Manuela
Writing
E-mail
Dialogue journals
Accuracy
Productivity
Spanish
Language attitude
Teacher-student rapport
This is the publisher's version, also available electronically from http://www.jstor.org/.
This article describes the effects of dialogue journaling through e-mail on the language produced by two
groups (experimental and control) of first-semester-Spanish college students. The independent variable was the use of
electronic mail while the dependent variables were accuracy and number of words per message. Quantitative results
showed that the control group significantly outperformed the experimental group regarding grammatical accuracy. Nonsignificant differences for either lexical accuracy or number of words were found. For qualitative analysis, a
questionnaire administered to both groups requested their opinions on the effectiveness and attitude towards the
journaling technique. The authors concluded that, although the e-mail medium promoted a more positive attitude
towards the language, dialogue journals via e-mail did not improve grammar skills. Thus, suggestions are offered to
modify instruction to enhance other positive results from the use of electronic writing in L2, thereby providing a way to
incorporate authentic, real-life writing tasks, develop better classroom rapport, and allow advantages to students
otherwise reluctant to speak in class.
2015-05-13
2015-05-13
2003-12-01
Article
Pérez-Sotelo, Luisa; González-Bueno, Manuela. (2003). "Idea: Electronic Writing in L2: Accuracy Vs Other Outcomes." Hispania, 86(4):869-873. http://www.dx.doi.org/10.2307/20062959
http://hdl.handle.net/1808/17745
10.2307/20062959
openAccess
Johns Hopkins University Press
oai:kuscholarworks.ku.edu:1808/272292018-11-20T20:05:55Zcom_1808_267col_1808_16903
Dialogic Ground: The Use of 'Teaching Dilemmas' with Prospective Teachers
Hallman, Heidi L.
Deufel, Thompson
This article describes a method of storytelling that can assist novice teachers in moving toward “re-seeing” their stories of teaching not just as narratives of experience, but as sites for work to be done. The assignment novice teachers undertook as part of a methods class in the teaching of English language arts has the potential to be a catalyst for problem solving and decision making as teachers. We argue that telling one’s teaching stories in such a fashion helps novice teachers discover the layered and context-specific nature of schools and classrooms, as well as assists them in moving toward envisioning multiple possible solutions to the challenges they face in the classroom. Also, through this assignment, novice teachers were able to forge new understandings or build on ones already held by interacting with their peers about the dilemmas they faced as teachers.
2018-11-06
2018-11-06
2017
Article
Hallman, H. L., & Deufel, T. (2017). Dialogic Ground: The Use of 'Teaching Dilemmas' with Prospective Teachers. Journal of Inquiry and Action in Education, 9 (1). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol9/iss1/6
http://hdl.handle.net/1808/27229
https://digitalcommons.buffalostate.edu/jiae/vol9/iss1/6/
https://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Buffalo State University
oai:kuscholarworks.ku.edu:1808/134712023-06-28T15:32:29Zcom_1808_267com_1808_11673col_1808_16903col_1808_11675
The Impact of Word Study Intervention on Adult English Learners’ Spelling and Reading
Massengill Shaw, Donita
Word study
Reading
Spelling
Adults
English learners
A grant from the One-University Open Access Fund at the University of Kansas was used to defray the author’s publication fees in this Open Access journal. The Open Access Fund, administered by librarians from the KU, KU Law, and KUMC libraries, is made possible by contributions from the offices of KU Provost, KU Vice Chancellor for Research & Graduate Studies, and KUMC Vice Chancellor for Research. For more information about the Open Access Fund, please see http://library.kumc.edu/authors-fund.xml.
The purpose of this study was to document the impact of an instructional approach, Word Study, on adults’ spelling and reading. Forty-nine adults enrolled in ESL classes at a community-based site in the United States from January through May and were tested on the Comprehensive Adult Student Assessment System, the Elementary Spelling Inventory and the Developmental Spelling Analysis. This study employed a mixed-methodology including statistical and qualitative analyses. The results showed significant growth for the adult students on their spelling and reading scores and positive response to the intervention. Reasons for why this approach is valuable to educators are addressed in the discussion.
2014-04-11
2014-04-11
2014-03-01
Article
Shaw, Donita Massengill. "The Impact of Word Study Intervention on Adult English Learners’ Spelling and Reading" Journal of Language Teaching and Research, Vol 5, No 2 (2014), 245-252, Mar 2014. http://dx.doi.org/10.4304/jltr.5.2.245-252
http://hdl.handle.net/1808/13471
10.4304/jltr.5.2.245-252
openAccess
Copyright ©2012 Optical Society of America. The author may also publish the article on his or her own noncommercial web page ("noncommercial" pages are defined here as those not charging for admission to the site or for downloading of material while on the site).
Academy Publisher
oai:kuscholarworks.ku.edu:1808/112052018-02-12T21:14:57Zcom_1808_267col_1808_16903
Negotiating teacher identity: Exploring the use of electronic teaching portfolios with preservice English teachers
Hallman, Heidi L.
This is the publisher's version, also available electronically from: http://dx.doi.org/10.1598/JAAL.50.6.5
2013-05-30
2013-05-30
2007
Article
Hallman, H. L. (2007), Negotiating Teacher Identity: Exploring the Use of Electronic Teaching Portfolios With Preservice English Teachers. Journal of Adolescent & Adult Literacy, 50: 474–485. http://dx.doi.org/10.1598/JAAL.50.6.5
http://hdl.handle.net/1808/11205
10.1598/JAAL.50.6.5
en
openAccess
International Reading Association
oai:kuscholarworks.ku.edu:1808/108012018-02-12T21:17:02Zcom_1808_267col_1808_16903
Man's Best Friend as a Reading Facilitator
Shaw, Donita J.
This is the Author's Accepted Manuscript. The Publisher's Version is available from: http://dx.doi.org/10.1002/TRTR.01136.
2013-02-13
2013-02-13
2013
Article
Shaw, D.M. (2013). Man’s best friend as a reading facilitator. The Reading Teacher, 66(5), 365-371.
http://hdl.handle.net/1808/10801
10.1002/TRTR.01136
en
openAccess
Wiley-Blackwell
oai:kuscholarworks.ku.edu:1808/296822021-10-28T19:57:00Zcom_1808_267col_1808_16903
The Quest for Refugee Higher Education in Ethiopia: The Case of Self-financing Eritreans
Tamrat, Wondwosen
Habtemariam, Samuel Dermas
Challenges of refugee education
Eritrean refugees
Higher education for refugees
Private higher education
Refugee education
The definitive,peer reviewed and edited version of this article is published in Widening Participation and Lifelong Learning
Volume 21, Number 2, May 2019, pp. 120-140. https://doi.org/10.5456/WPLL.21.2.120
This study examines the challenges of Eritrean refugees attending their tertiary education in selected private medical colleges in Ethiopia, and the support schemes available to help them cope with their problems. The research involves a sample of 40 randomly selected refugee students and uses focus group discussion and interview as principal methods of data collection. The findings reveal that Eritrean refugee students in Ethiopia face a variety of challenges identified as academic, linguistic, emotional/psychological and sociocultural. Although there are some forms of support offered at governmental level, the institutional level of support is found to be deficient in many respects. Hence, further improvements in facilitating refugee higher education in Ethiopia are posited.
2019-10-30
2019-10-30
2019-05
Article
Tamrat, W., Habtemariam, S. D. (2019) ‘The Quest for Refugee Higher Education in Ethiopia: The Case of Self-financing Eritreans’, Widening Participation and Lifelong Learning, 21, 2: 120-140.
http://hdl.handle.net/1808/29682
10.5456/WPLL.21.2.120
openAccess
© 2019 Wondwosen Tamrat and Samuel Dermas Habtemariam
Open University
oai:kuscholarworks.ku.edu:1808/116552018-02-12T20:58:36Zcom_1808_267col_1808_16903
Perspectives of two ethnically different pre-service teacher populations as they learn about folk literature
Shaw, Donita J.
Boyd, Jackie
Nielsen, Diane Corcoran
This is the authors' accepted manuscript, post peer-review. The publisher's official version can be found at: http://scholarlyexchange.org/ojs/index.php/JERI/article/view/9529/7041.
The purpose of this study was to investigate pre-service teachers’ knowledge of folk literature in general and that of a selected country or culture in particular before and after studying it in a college children's literature course and completing an assignment. We specifically compared two sample populations: those of primarily European American descent at a research university and those of Native American ethnicity at an Inter-tribal Native American university to see if there were similarities or differences in their knowledge about and value of folk literature. Participants from each university were selected to complete a pre-post questionnaire and a post-interview about what they learned about folk literature in general and a particular country or culture's stories as well. Analysis of the data showed similarity between the two sample populations on their knowledge of folk literature and understanding of other countries/cultures. There were differences in their projected application of the learned information. Implications for teacher educators are discussed.
2013-08-12
2013-08-12
2012
Article
Massengill Shaw, D., Boyd, J., & Nielsen, D.C. (2012). Perspectives of two ethnically different pre-service teacher populations as
they learn about folk literature. Journal of Educational Research & Innovation, 1(1), 1-19.
http://hdl.handle.net/1808/11655
en
http://scholarlyexchange.org/ojs/index.php/JERI/article/view/9529/7041
openAccess
Taylor and Francis
oai:kuscholarworks.ku.edu:1808/274492023-05-22T19:43:25Zcom_1808_267col_1808_16903
The problematization of racial/ethnic minority student participation in U.S. study abroad
Thomas, M'Balia
Racial and ethnic minorities
Study abroad
Problematization
Discursive and non-discursive practices
Disparity
Within U.S. higher education, there has been concern expressed about the underrepresentation of racial/ethnic minority students in U.S. study abroad programs. Though as a whole these students participate in study abroad at lower rates than their Caucasian counterparts, the fact that study abroad participation is even problematized by race/ethnicity (rather than other social categories such as gender, socioeconomic status or field of study) and the manner by which this is done warrant critical investigation. Drawing upon Foucault's concept of problematization (1984, 1988), this paper examines the discourses and practices (both discursive and nondiscursive) that mark current study abroad literature in which participation by U.S. undergraduates is tracked, categorized and ranked by race and ethnicity. It further problematizes the taken-for-granted assumptions that masquerade as truths and inhabit the methodological and analytical practices that govern research on racial and ethnic minority students, and in the process, uncovers an overarching code of thought that permeates the literature. Ultimately, this paper seeks to challenge the “truths” and counter the assumptions upon which this code of thought is based by highlighting those voices only marginally recognized in study abroad participation literature. These voices provide a local and contextualized perspective on the factors contributing to the lower rates of participation among one racial/ethnic minority category: African Americans. Although the paper does not take up the topic of language learning in study abroad contexts, it does present the real world challenge of language-in-use. It addresses the material and subject effects that a problematization of study abroad participation by race/ethnicity has on students, research practices, institutional and governmental policies, and the allocation of resources related to language study and the promotion and support of study abroad.
2018-11-30
2018-11-30
2013-10
Article
Thomas, M. (2013). The problematization of racial/ethnic minority student participation in U.S. study abroad. DOI: https://doi.org/10.1515/applirev-2013-0016
http://hdl.handle.net/1808/27449
10.1515/applirev-2013-0016
https://orcid.org/0000-0002-4354-2796
openAccess
©[2013] by Walter de Gruyter Berlin Boston
De Gruyter
oai:kuscholarworks.ku.edu:1808/116542018-02-12T20:59:31Zcom_1808_267col_1808_16903
Pre-service teachers' metaphors of teaching and literacy
Shaw, Donita J.
Mahlios, Marc C.
This is the authors' accepted manuscript, post peer-review. The publisher's official version can be found at: http://dx.doi.org/10.1080/02702710701568397
The purpose of this study was to examine pre-service elementary teachers’ metaphors of teaching and literacy and then relate their metaphorical images of literacy to content presented in the reading methods course. Specifically, fifty-two participants generated responses to open-ended statements, “Teaching is. . .” and “Literacy is. . .” Results indicated that the pre-service teachers’ metaphors could be grouped into eleven themes for teaching and fourteen themes for literacy. Two themes of teaching that arose in previous research, nurturing and guiding, were evident in the responses of this population as well, illustrating their commonality and perhaps universal nature. The primary literacy theme was the parts/ingredients metaphor (N=8). Four dominant metaphors of literacy were identified: sequence of knowledge and skill, parts that come together as a whole, foundation of life, and journey. Twenty-three (or 44%) of the pre-service teachers wrote metaphors that related to content presented in the reading methods course. We advocate that future research should solicit pre-service teachers’ metaphors of literacy early in the teacher preparation program and students should be taught to examine their metaphors throughout the course of study. Further, novice teachers should be followed into the classroom and monitored as they engage in learning to teach. We believe the metaphor will continue to be a powerful conceptual means for framing and defining teachers’ awareness of their beliefs.
2013-08-12
2013-08-12
2008
Article
Massengill, D., & Mahlios, M. (2008). Pre-service teachers’ metaphors of teaching and literacy. Reading Psychology, 29(1), 31-60.
http://hdl.handle.net/1808/11654
10.1080/02702710701568397
en
openAccess
Taylor & Francis
oai:kuscholarworks.ku.edu:1808/116502018-02-12T21:01:46Zcom_1808_267col_1808_16903
Do Parents Benefit? Perspectives of Low-Income Parents Who Received a Free Early Readiness Program for Their Child
Shaw, Donita J.
This is the author's accepted manuscript, post peer-review. The publisher's official version can be found at: http://dx.doi.org10.1023B:ECEJ.0000012136.71443.9e
The purpose of this study was to discover the interpretations and perspectives of 4 low-income parents who received a free early readiness program for their child. Two interviewees were parents who had a child enrolled the year data was collected, and the other two interviewees were parents whose children had participated previously in the early readiness program. The results of this study show that the early readiness program offered benefits to the parents as well as the child, regardless of enrollment year. The benefits include, but were not limited to, social support for parents, financial assistance, greater understanding of their children, and practical parenting ideas. The findings of this study supported the value of free early readiness programs for low-income parents. The discussion substantiates the findings of this study with previous research and concludes there were several identifiable benefits for the parents.
2013-08-12
2013-08-12
2004
Article
Massengill, D. (2004). Do parents benefit? Early Childhood Education Journal, 31(3), 179-185.
http://hdl.handle.net/1808/11650
10.1023/B:ECEJ.0000012136.71443.9e
en
openAccess
Springer Verlag
oai:kuscholarworks.ku.edu:1808/112042018-02-12T21:16:03Zcom_1808_267col_1808_16903
"I Was Skeptical at First": Content Literacy in the Art Museum
Barry, Arlene L.
This is the publisher's official version, and it is also available electronically from: http://dx.doi.org/10.1002/JAAL.00071
2013-05-30
2013-05-30
2012
Article
Barry, A. L. (2012), “I Was Skeptical at First”: Content Literacy in the Art Museum. Journal of Adolescent & Adult Literacy, 55: 597–607. dx.doi.org/10.1002/JAAL.00071
http://hdl.handle.net/1808/11204
10.1002/JAAL.00071
en
openAccess
International Reading Association
oai:kuscholarworks.ku.edu:1808/112142018-02-12T21:10:51Zcom_1808_267col_1808_16903
Service Learning and the Preparation of English Teachers
Hallman, Heidi L.
Burdick, Melanie Nichole
This is the publisher's version, also found at http://search.proquest.com/docview/874324979?accountid=14556
In this article, service learning is explored as a pedagogical third space from which preservice teachers learn to teach the New English education. We argue that such a space has the potential to foster preservice English teachers' understanding of their role and identity as future teachers and how this identity is always relative to the students they teach. Drawing from a study of 19 preservice English teachers' experiences with service learning, we discuss three themes relevant to service learning and the preparation of English teachers: (1) service learning as a pedagogical third space for English teachers, (2) service learning as fostering the disruption of a teaching mythology, and (3) service learning as promoting a recognition of the New English education. Further, we propose that service learning can encourage prospective English teachers to complicate notions of teacher/student, official/unofficial language, singular authority/pluralistic power, and server/served.
2013-06-04
2013-06-04
2011
Article
Hallman, Heidi L. and Burdick, Melanie N. (2011) Service Learning and the Preparation of English Teachers. English Education, 43. 4, 341-368.
http://hdl.handle.net/1808/11214
en_US
http://search.proquest.com/docview/874324979?accountid=14556
openAccess
National Council of Teachers of English
oai:kuscholarworks.ku.edu:1808/108022018-02-12T21:16:30Zcom_1808_267col_1808_16903
At-Risk Preschoolers Become Beginning Readers With Neurologically Integrated Alphabet Instruction
Shaw, Donita J.
Sundberg, M. L.
This is the author's accepted manuscript. The publisher's version is available on their website.
Massengill Shaw, D., & Sundberg, M.L. (2008). At-risk preschoolers become beginning readers with neurologically integrated alphabet instruction. Journal of Education Research, 2(1), 61-73.
2013-02-13
2013-02-13
2008
Article
Massengill Shaw, D., & Sundberg, M.L. (2008). At-risk preschoolers become beginning readers with neurologically integrated alphabet instruction. Journal of Education Research, 2(1), 61-73.
http://hdl.handle.net/1808/10802
en
openAccess
Taylor and Francis
oai:kuscholarworks.ku.edu:1808/107992018-02-12T21:18:53Zcom_1808_267col_1808_16903
How A Neurologically Integrated Approach Which Teaches Sound-Symbol Correspondence and Legible Letter Formations Impacts At-Risk First Graders
Shaw, Donita J.
Sundberg, M. L.
This is the author's accepted manuscript. The publisher's official version is available at: http://www.eric.ed.gov/PDFS/EJ942830.pdf
The setting of this study took place in an inner city. The purpose was to determine the effectiveness of a neurologically integrated approach in teaching 43 at-risk pre-first graders their letter sounds and formations during 45-50 hours of summer school. There were four sequential phases to teaching this alphabetic approach: imagery, auditory, integration and sound blending, and motor plan. Students received three pre and post-tests: sound, letter formation, and phonic knowledge as assessed through alphabet exercises and the Early Reading Screening Instrument. Repeated measures and descriptive statistics of the three assessments were used to measure growth. Results indicate that despite an average attendance of 84%, significant changes occurred in the students’ knowledge of letter sounds, letter formations and their ability to write words (phonics). It is recommended to explicitly teach at-risk children their alphabet knowledge through a neurologically integrated approach that mirrors brain development.
2013-02-13
2013-02-13
2008
Article
Massengill Shaw, D., & Sundberg, M.L. (2008). How a neurologically integrated approach which teaches sound-symbol correspondence and legible letter formations impacts at-risk first graders. Journal of At-Risk Issues, 14(1), 13-21.
http://hdl.handle.net/1808/10799
en
http://www.eric.ed.gov/PDFS/EJ942830.pdf
openAccess
National Dropout Prevention Center/Network
oai:kuscholarworks.ku.edu:1808/265862018-07-09T15:09:51Zcom_1808_267col_1808_16903
Words As Weapons: The Metaphorical Attack of Michelle Obama in US Print Headlines
Thomas, M'Balia
It has been suggested that media coverage of Michelle Obama during the months
leading up to the November 2008 US Presidential election in which her husband Barack
Obama was a candidate, was at times unfair and biased, occasionally negative and in bad
taste, and a few times arguably racist, stereotypic, and attacking in nature (The Capital
Times, June 21, 2008).
Those who express these ideas often cite systemic American racism and racial
ideology as the cause of such press, citing as examples the July 21, 2008 cover of The New
Yorker (in which Michelle and Barack Obama are featured in stereotypically charged
images) and Fox News Channel’s use of the racially-loaded phrase “Baby Mama” to refer
to Ms. Obama (June 11, 2008). Others suggest Michelle Obama herself is the cause of
such negative press, referring to her February 2008 Wisconsin stump speech (a speech
which raised questions about her “pride” in America), her active participation in her
husband’s campaign, and her off-the-cuff remarks in interviews describing her husband’s
personal habits. Still others posit that when wives of political candidates take an active
role in their husbands’ campaigns, they are “fair game” for negative critique and scrutiny
(USA Today, May 20, 2008).
Perhaps all three factors played a role in the media’s attempt to shape, construct and
engage the national discourse around Michelle Obama and the possibility of her becoming
First Lady of the United States of America. This paper sets out to examine some of the
discourse in US newspapers during the last 10 months of the 2008 US Presidential election
to determine whether coverage was indeed biased, negative and attacking, as some have
suggested.
2018-06-26
2018-06-26
2009
Article
Thomas, M. (2009). WORDS AS WEAPONS: The metaphorical attack of Michelle Obama in US print headlines (A critical discourse analysis). In Proceedings of the Symposium on Language and Society in Austin (SALSA) (pp. 39-49). Austin, TX.
http://hdl.handle.net/1808/26586
https://orcid.org/0000-0002-4354-2796
http://salsa.ling.utexas.edu/proceedings/2009/index.html
openAccess
The University of Texas at Austin
oai:kuscholarworks.ku.edu:1808/175722018-02-12T20:52:52Zcom_1808_267col_1808_16903
Dimensions of Young Adult Literature: Moving into “New Times”
Hallman, Heidi L.
Schieble, Melissa B.
This is the publisher's version, copyrighted by the National Council of Teachers of English.
No abstract is available for this item.
2015-05-04
2015-05-04
2012-12-01
Article
Hallman, Heidi L.; Schieble, Melissa B. (2012). "Dimensions of Young Adult Literature: Moving into 'New Times.'" The ALAN Review, Winter 2012.
http://hdl.handle.net/1808/17572
openAccess
National Council of Teachers of English
oai:kuscholarworks.ku.edu:1808/112132018-02-12T21:11:53Zcom_1808_267col_1808_16903
Authentic, Dialogic Writing: The Case of a Letter to the Editor
Hallman, Heidi L.
This is the publisher's version, also found at http://search.proquest.com/docview/237320909?accountid=14556
A teacher educator reflects on the educational value of an authentic writing assignment inspired by real-world local events.
2013-06-04
2013-06-04
2009
Article
Hallman, Heidi L. (2009) Authentic, Dialogic Writing: The Case of a Letter to the Editor. English Journal, 98.5, 43-47.
http://hdl.handle.net/1808/11213
en_US
http://search.proquest.com/docview/237320909?accountid=14556
openAccess
National Council of Teachers of English
oai:kuscholarworks.ku.edu:1808/116532019-04-12T14:43:13Zcom_1808_267col_1808_16903
Literacy metaphors of pre-service elementary teachers: Do they change after instruction? Which metaphors are stable? How do they connect to theories?
Shaw, Donita J.
Mahlios, Marc C.
This is the authors' accepted manuscript, post peer-review. The publisher's official version can be found at: http://dx.doi.org/10.1080/02607476.2011.538274
The purpose of this study was to examine pre-service elementary teachers’ metaphors of “literacy” and “teaching literacy” at the commencement and conclusion of a year-long literacy methods course at a Midwestern American university. Over a 3-year period, a total of 47 participants enrolled in the two-semester literacy methods course with embedded practicum. Data were entered in NVivio 7 and analyzed for qualitative themes. Results identified six themes of teaching literacy, five of which connect to literacy theories. The majority of the pre-service teachers maintained their metaphorical belief after a year-long methods/practicum course. Four metaphors appeared to be stable across time and population. The article provides implications for linking the research reported with contemporary ideas for teaching in teacher preparation programs.
2013-08-12
2013-08-12
2011
Article
Massengill Shaw, D., & Mahlios, M. (2011). Literacy metaphors of pre-service elementary teachers: Do they change after instruction? Which
metaphors are stable? How do they connect to theories? Journal of Education for Teaching, 37(1), 77-92.
http://hdl.handle.net/1808/11653
10.1080/02607476.2011.538274
en
openAccess
openAccess
Taylor & Francis
oai:kuscholarworks.ku.edu:1808/112282018-02-12T21:08:55Zcom_1808_267col_1808_16903
Annotated Bibliography of Research in the Teaching of English (2008)
Beach, Richard
Bigelow, Martha
Dillon, Deborah
Dockter, Jessie
Galda, Lee
Helman, Lori
Kalnin, Julie Shalhope
Ngo, Bic
O'Brien, David
Sato, Mistilina
Scharber, Cassie
Jorgensen, Karen A.
Liang, Lauren
Braaksma, Martine
Janssen, Tanja
This is the publisher's version, also found at http://search.proquest.com/docview/215350715/13E80A57D5F2BF053C2/6?accountid=14556
Draws on postcolonial perspectives and critiques of the Asian American model minority stereotype to analyze the narratives of 10 high school students from Indian immigrant families in New York City. Discusses the way students negotiate a range of identities as hyphenated Americans who encounter differences and contradictions at the dynamic intersections of race, culture, class, and gender at home and school. Argues this research will help teachers to better understand and respond to the complexities of engaging children in issues of culture and race in diverse public school communities. Gives particular attention to how they apply local knowledge and lived experiences to interpretations as their language both reflects and critiques the gendered, sexualized, racialized, and market-driven values surrounding black females and males. Argues that the women's rhetorical moves indicate a hip hop feminist discourse which acknowledges and challenges oppressive social forces while still disseminating certain scripts about "some" black women as stereotypically hypersexualized and immoral.
2013-06-06
2013-06-06
2008
Article
Beach, Richard; Bigelow, Martha; Dillon, Deborah; Dockter, Jessie; Galda, Lee; et al. (2008) Annotated Bibliography of Research in the Teaching of English. Research in the Teaching of English, 43.2, 188-235.
http://hdl.handle.net/1808/11228
en_US
http://search.proquest.com/docview/215350715/13E80A57D5F2BF053C2/6?accountid=14556
openAccess
National Council of Teachers of English
oai:kuscholarworks.ku.edu:1808/341992023-05-23T06:06:28Zcom_1808_267col_1808_16903
Dialogue as Black Contemplative Practice
Thomas, M'Balia
Dialogue
Othermothering
Black contemplative practice
Black feminist thought
Across space, time, and texts, I have engaged in contemplative dialogue with the writings of four writers—Black feminist poet Audre Lorde; Chicana poet Gloria Anzaldúa; artist, activist, and community healer Tricia Hersey; and novelist Andrea Lee. In doing so, I have participated in a contemplative practice that is culturally attuned to me as an African American woman as their writings—in different ways—are in dialogue with Black feminist thought, womanism, and Afrofuturism. Through these authors and their works, I have found the wisdom, comfort, othermothering, and language I have needed to make sense of my journey as an early career scholar on the tenure track and to become a more authentic, compassionate, and whole teacher-scholar.
2023-05-22
2023-05-22
2022-04-19
Article
Thomas, M'Balia. Dialogue as Black Contemplative Practice, The Journal of Contemplative Inquiry, vol. 9, no. 1, https://journal.contemplativeinquiry.org/index.php/joci/article/view/331.
https://hdl.handle.net/1808/34199
https://orcid.org/0000-0002-4354-2796
https://journal.contemplativeinquiry.org/index.php/joci/article/view/331
openAccess
© The Center for Contemplative Mind in Society
The Center for Contemplative Mind in Society
oai:kuscholarworks.ku.edu:1808/112552018-02-12T21:03:24Zcom_1808_267col_1808_16903
The BSCS and Educational Computing in the Sciences
Spain, James D.
Ellis, James D.
This is the publisher's version, also found at http://www.jstor.org/stable/4448233
2013-06-17
2013-06-17
1986
Article
Spain, J.D. & Ellis, J.D. (1986) The BSCS and Educational Computing in the Sciences. The American Biology Teacher, 48.2, 123-125.
http://hdl.handle.net/1808/11255
10.2307/4448233
en_US
http://www.jstor.org/stable/4448233
openAccess
University of California Press
oai:kuscholarworks.ku.edu:1808/349002024-01-18T07:06:34Zcom_1808_267col_1808_16903
The Cultural Responsiveness of the Communicative and Task-Based Instructional Approaches to African English Language Learners in a College ESL Classroom: A Qualitative Case Study
Habtemariam, Samuel Dermas
English Language Learners
Culturally Responsive Pedagogy
Communicative and Task-based Instructions
English as a Second Language
This presentation was given at the Innovation in Language Learning International Conference in Florence, Italy on November 9-10, 2023.
In the United States school education system, there are students who are identified as English Language Learners (ELLs). ELLs are multilingual students who speak any other language apart from English at home. While majority of the ELLs are born in the United States, a few of them are immigrants from different parts of the world who later joined the US school system (Zong and Batalova, 2015), and this study focuses on the latter student populations at a college level. Various second language teaching approaches are often utilized by language teachers to make their classroom instructions effective. Lightbown & Spada (2013) state communicative, task-based and content-based instructions, which appear to be commonly used when compared to the grammar translation and audiolingual approaches. The former instructions provide a ground for students to interact, converse, and communicate using the target language, and the students are expected to actively engage in the class discussions and interactions while the teacher facilitates them (Lightbown & Spada, 2013). However, little is known how culturally responsive the communicative and task-based instructions are to African ELLs in a college English as a Second Language (ESL) classroom in the Midwest. In order to address this gab, five African ELLs were selected based on convenience sampling and data were gathered through semi-structured interview and focus-group discussion. After analyzing the data through Miles and Huberman’s (1994) qualitative data analysis procedures, the following findings were reported. The cultural identity of the African ELLs did not seem to align with the principles of communicative and task-based instructional approaches, as the ELLs were raised to speak less but to listen more, avoid eye contact, and keep their head down when conversing as a sign of respect to the teachers. These elements of African cultural identity appeared to inhibit the ELLs from participating freely and actively in the English conversations, interactions, and group works in a college ESL classroom in the Midwest, United States. The study concludes that the communicative and task-based instructions should be culturally responsive to meet the unique needs of the African ELLs in a college ESL classroom.
2024-01-17
2024-01-17
2023-11
Presentation
https://hdl.handle.net/1808/34900
https://orcid.org/0000-0003-1596-9677
https://conference.pixel-online.net/ICT4LL/prevedition.php?id_edition=44&mat=CPR
openAccess
Copyright 2023, Samuel Dermas Habtemariam
oai:kuscholarworks.ku.edu:1808/116582018-02-12T20:56:13Zcom_1808_5894com_1808_267col_1808_7025col_1808_16903
Making sense of teaching through metaphors: a review across three studies
Mahlios, Marc C.
Shaw, Donita J.
Barry, Arlene L.
This is the authors' accepted manuscript, post peer-review. The publisher's official version can be found at: http://dx.doi.org/10.1080/1354060090347564
The purpose of this paper is to synthesize findings from three studies that have addressed the conceptualization and application of the metaphor construct to the study of teachers and teaching. We specifically examined the perspectives of elementary and secondary preservice teachers, how the particular metaphors indicated conceptualizations of and orientations to classroom life, and how metaphors influenced teachers’ approaches to teaching, curriculum and their work with pupils. We frame the discussion in light of the larger literature on the relationship of beliefs and practices as it relates to learning to teach and teacher education. The paper provides implications for linking the research reported with contemporary ideas for teaching and teacher preparation.
2013-08-12
2013-08-12
2010
Article
Mahlios, M., Shaw, D., & Barry, A. (2010). Synthesis of metaphors: A review across three studies. Teachers and Teaching: Theory and Practice, 16(1), 49-71.
http://hdl.handle.net/1808/11658
10.1080/1354060090347564
en
openAccess
Taylor and Francis
oai:kuscholarworks.ku.edu:1808/116572018-02-12T20:56:47Zcom_1808_267col_1808_16903
Community-Based Field Experiences in Teacher Education: Possibilities for a pedagogical third space
Hallman, Heidi L.
This is the author's final draft. The published version may be found at: http://dx.doi.org/10.1080/10476210.2011.641528
The present article discusses the importance of community-based field experiences as a feature of
teacher education programs. Through a qualitative case study, prospective teachers’ work with
homeless youth in an after-school initiative is presented. Framing community-based field experiences
in teacher education through “third space” theory, the article discusses the value that such
experiences have for prospective teachers’ learning. The goals of the article align with the
commitment to preparing a future teaching force for the diverse educational settings that they will
encounter in the twenty-first century.
2013-08-12
2013-08-12
2012
Article
Hallman, Heidi L. (2012) Community-Based Field Experiences in Teacher Education: Possibilities for a pedagogical third space. Teaching Education, 23 (3), 241-263.
http://hdl.handle.net/1808/11657
10.1080/10476210.2011.641528
en_US
openAccess
Taylor & Francis
oai:kuscholarworks.ku.edu:1808/108002022-06-08T16:07:55Zcom_1808_267col_1808_16903
A Unique, Neurologically Integrated Approach Designed to Teach Letter Sounds and Formations
Shaw, Donita J.
Sundberg, M. L.
Stewart, A.
The purpose of this article is to present an integrated alphabetic approach that simultaneously teaches letter sounds and formations. We share with you the research that supports this integrated approach and present the procedures to implement this approach. Further, we document the effect of using this new integrated alphabet approach on the accuracy with which students learned to produce letter sounds and formations in two situations: first grade classrooms in a school in a Midwest suburb and in an inner city post-kindergarten summer school. Also, teacher comments and student voices are included. Results show that students who received integrated alphabet instruction reduced their sound and letter formation errors. Also, teachers advocate for one approach that simultaneously teaches phonics and handwriting. The findings of this study support the value of employing a methodology that combines instruction in letter sounds and letter formations through a neurologically integrated system.
2013-02-13
2013-02-13
2006
Article
Massengill, D., Sundberg, M.L., & Stewart, A. (2006). A unique, neurologically integrated approach designed to teach letter sounds and formations. Reading Improvement, 43(3), 111-128.
http://hdl.handle.net/1808/10800
en
openAccess
Project Innovation of Mobile
oai:kuscholarworks.ku.edu:1808/175732018-07-31T01:37:31Zcom_1808_267col_1808_16903
Novel Roles for Books: Promoting the Use of Young Adult Literature with Students at a School for Pregnant and Parenting Teens
Hallman, Heidi L.
This is the publisher's version, copyrighted by the National Council of Teachers of English.
2015-05-04
2015-05-04
2009-12-01
Article
Hallman, Heidi L. (2009). "Novel Roles for Books: Promoting the Use of Young Adult Literature with Students at a School for Pregnant and Parenting Teens." The ALAN Review, Winter 2009.
http://hdl.handle.net/1808/17573
openAccess
National Council of Teachers of English
oai:kuscholarworks.ku.edu:1808/112222018-02-12T21:10:23Zcom_1808_267col_1808_16903
Annotated Bibliography of Research in the Teaching of English (2007)
Beach, Richard
Bigelow, Martha
Dillon, Deborah
Galda, Lee
Helman, Lori
Kalnin, Julie Shalhope
Lewis, Cynthia
O'Brien, David
Sato, Mistilina
Jorgensen, Karen A.
Liang, Lauren
Rijlaarsdam, Gert
Janssen, Tanja
This is the publisher's version, also found at http://search.proquest.com/docview/215344428?accountid=14556
The young women established bonds through nonverbal communication (e.g., eye gaze) to assert their gendered, racial, and cultural identities in the face of dominant identities promoted in the classroom. Draws on research with a diverse group of high school students to demonstrate how portraiture and CRT work together to render rich descriptions of students' experiences within their social and political contexts that serve the larger goal of social action and transformation. Examines the discourse practices of two immigrant youth who use Internet communication to mobilize transnational diasporic identities, create affinity spaces across geopolitical borders, and creatively produce and consume popular media. Uses Critical Race Theory, whiteness studies, and critical discourse analysis to understand talk about race among second-grade white students and their teachers. Through comparison of text choice, vocabulary, and comprehension and composition activities in each context, the regular reading class emerged as student-centered, whereas the reading intervention class was test-driven with less student participation.
2013-06-06
2013-06-06
2007
Article
Beach, Richard; Bigelow, Martha; Dillon, Deborah; Galda, Lee; Helman, Lori; et al. (2007) Annotated Bibliography of Research in the Teaching of English. Research in the Teaching of English, 42.2, 188-227.
http://hdl.handle.net/1808/11222
en_US
http://search.proquest.com/docview/215344428?accountid=14556
openAccess
National Council of Teachers of English
oai:kuscholarworks.ku.edu:1808/266302018-07-10T08:01:37Zcom_1808_267col_1808_16903
"The Girl Who Lived": Exploring the Liminal Spaces of Self-Study Research with Textual Critical Partners.
Thomas, M'Balia
Garbett, Dawn
Ovens, Alan
2018-07-09
2018-07-09
2018
Article
Thomas, M. (2018). The Girl Who Lived: Exploring the Liminal Spaces of Self-Study Research with Textual Critical Partners. In Castle Conference on Self-Study 12.
http://hdl.handle.net/1808/26630
https://orcid.org/0000-0002-4354-2796
https://www.castleconference.com/conference-history.html
http://creativecommons.org/licenses/by/4.0/
openAccess
Licensed under the Creative Commons Attribution 4.0 license.
oai:kuscholarworks.ku.edu:1808/213302018-02-12T20:48:10Zcom_1808_267col_1808_16903
Logging In: Connecting with Secondary Students Online
McManus, Jane M.
“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
2016-08-15
2016-08-15
2012
Article
McManus, J. M. (2012). Logging In: Connecting with Secondary Students Online. English Journal.
http://hdl.handle.net/1808/21330
http://www.ncte.org/journals/ej/issues/v101-5
openAccess
Copyright © 2012 by the National Council of Teachers of English. All rights reserved.
National Council of Teachers of English
oai:kuscholarworks.ku.edu:1808/116512018-02-12T21:01:16Zcom_1808_267col_1808_16903
Metaphors and Sense of Teaching: How These Constructs Influence Novice Teachers
Shaw, Donita J.
Mahlios, Marc C.
Barry, Arlene L.
This is the authors' accepted manuscript, post peer-review. The publisher's official version can be found at: http://dx.doi.org/10.1080/10476210500204887.
The purpose of this study was to identify the root metaphors of secondary classroom teachers and to observe ways in which these constructs influence teachers’ work with their students and their environments. Specifically, five case studies of novice teachers were presented. Results indicated that the metaphor of life as a tree was the most common view and that all five participants held a similar childhood metaphor in which they tended to idealize childhood. Overall, the data showed the persistence of ideas that beginning teachers bring to their university preparation and those beliefs extend into actual classroom practice. Teacher development seemed to be more influenced by the schooling environment rather than the preservice preparation the teachers received. Furthermore, these novice teachers felt conflict between their held-beliefs and the reality of teaching and schooling. Implications for teacher educators and future research are included.
2013-08-12
2013-08-12
2008
Article
Massengill, D., Mahlios, M., & Barry, A. (2005). Metaphors and sense of teaching: How these constructs influence novice teachers. Teaching
Education, 16(3), 213-229.
http://hdl.handle.net/1808/11651
10.1080/10476210500204887
en
openAccess
Taylor & Francis
oai:kuscholarworks.ku.edu:1808/114782018-02-12T21:03:00Zcom_1808_7105com_1808_267col_1808_7108col_1808_16903
The Cloze Procedure and Intersentential Comprehension in College-Level German
Markham, Paul Leon
This is the publisher's version, also available at http://www.degruyter.com/view/j/iral
The intersentential sensitivity of the mechanical deletion cloze procedure was examined in this
investigation. A total of 124 college-level students of German participated in the study. One
group of subjects completed a sequential cloze task, a second group completed a scrambled
cloze task, and a third group completed an imbedded cloze task. The results revealed no significant
differences between cloze test scores in the exact word or the acceptable word (synonyms
allowed) scoring conditions. It is suggested that the cloze procedure may not yield a
valid and reliable assessment of global comprehension in the second-language context.
Reading is generally considered to be one of the most important second language learning
skills. Most classroom activities depend on the students' ability to read the target language. The
ability to read is also one of the few outcomes of the second-language learning process that
students have the opportunity to utilize actively after the completion of their formal training.
The cloze procedure has generally been accepted as a valid and reliable estimate of reading
comprehension in the first and second language setting. Researchers such as Oiler, (1973),
Chihara et al (1977) Cziko (1978), Clarke (1979), and Bachman (1982) proclaim the cloze
procedure to be an objective, dependable measure of global comprehension. However, there
have been a number of other reading researchers that question the intersentential sensitivity
of cloze. MacGinitie (1961), Miller and Coleman (1967), Alderson (1979), and Shanahan et
al (1982) posit that the cloze procedure is primarily a sentence-level or subsentence-level
processing task that students can successfully complete without attending to intersentential
comprehension. Given the widely divergent views with respect to cloze as a measure of global
comprehension, it was decided to investigate the matter more closely.
2013-07-15
2013-07-15
1988
Article
Markham, Paul Leon. (1988) The Cloze Procedure and Intersentential Comprehension in College-Level German. International Review of Applied Linguistics in Language Teaching, 26.1: 44-51.
http://hdl.handle.net/1808/11478
en_US
http://www.degruyter.com/view/j/iral
openAccess
Walter de Gruyter
oai:kuscholarworks.ku.edu:1808/116672018-02-12T20:55:37Zcom_1808_267col_1808_16903
“Dear Tupac, You speak to me.” Recruiting hip-hop as curriculum at a school for pregnant and parenting teens
Hallman, Heidi L.
This is the Author's final draft. The published version may be found at: http://dx.doi.org/10.1080/10665680802612642
This article provides a rich representation of how in-school practices that recruit
students’ “out-of-school” literacies, such as hip-hop, can be used as critical
bridges in students’ learning. Hip-hop, conceptualized in this article as an “outof-
school” literacy, works as a vehicle for curricular change at Eastview School
for Pregnant and Parenting Teens. In so doing, such literacy learning can be a
tool for social action. Because the literacy learning of “at risk” students, as the
students who attend Eastview School for Pregnant and Parenting Teens are
labeled, is often described through remedial or basic skills models of instruction,
it is imperative that researchers document curricular change that challenges
prevailing assumptions about the learning of “at risk” students.
2013-08-14
2013-08-14
2009
Article
Hallman, Heidi L. (2009) "Dear Tupac, You Speak to Me." Recruiting Hip-hop as Curriculum at a School for Pregnant and Parenting Teens. Equity & Excellence in Education, 42 (1), 36-51.
http://hdl.handle.net/1808/11667
10.1080/10665680802612642
en_US
openAccess
Taylor & Francis
oai:kuscholarworks.ku.edu:1808/177592018-07-31T01:34:22Zcom_1808_7105com_1808_267col_1808_7108col_1808_16903
Variaciones en el tratamiento de las sibilantes Inconsistencia en el seseo sevillano: Un enfoque sociolingüístico
Gonzalez-Bueno, Manuela
This is the publisher's version, also available electronically from http://www.jstor.org/stable/344719?origin=crossref&seq=1#page_scan_tab_contents.
El artículo de John B. Dalbor, "Observations on Present-Day seseo and ceceo in Southern Spain", publicado en el nº 63 de Hispania (1980), observa-efectivamente-y analiza el uso indiscriminado de los fonemas [s] y Θ por parte de hablantes sevillanos, que no se atienen a una norma seseante ni ceceante de forma consistente. Esta indiscriminación lleva al autor a sospechar que ambos fonemas se encuentran "en variación libre." El propósito de este artículo es presentar una visión diferente del fenómeno, desde el punto de vista del nativo, y el aducir razones de índole sociolingüística para justificar la aparente confusión que la situación presenta-confusión generalmente en opinión de investigadores que, si bien poseen un extenso conocimiento lingüístico del fenómeno, carecen de la perspectiva sociolingüística que proporciona la experiencia del nativo..
2015-05-13
2015-05-13
1993-04-01
Article
González-Bueno, Manuela. (1993). "Variaciones en el tratamiento de las sibilantes Inconsistencia en el seseo sevillano: Un enfoque sociolingüístico." Hispania, 76(2):392-398. http://www.dx.doi.org/10.2307/344719.
http://hdl.handle.net/1808/17759
10.2307/344719
openAccess
Johns Hopkins University Press
oai:kuscholarworks.ku.edu:1808/88202018-02-12T21:19:38Zcom_1808_267col_1808_16903
The Effect of Two Handwriting Approaches, D'Nealian and Sunform, on Kindergartners' Letter Formations
Shaw, Donita J.
Handwriting
Kindergarten
Curriculum
Legibility
Alphabet
This is the Author's Final Draft. The original publication is available at: http://dx.doi.org/10.1007/s10643-011-0444-2.
The purpose of this study was to evaluate the effect of two handwriting approaches, D’Nealian and Sunform, on kindergartners’ letter formations. Forty-one participants received D’Nealian handwriting instruction as the control group; 133 kindergartners were instructed in Sunform as the experimental approach. Pre-post tests at the beginning and end of school year asked kindergarten students to write the letters of the alphabet from memory. The letter formations were scored on a 4-point rubric for directionality and integration. The results showed the Sunform group had significantly higher scores on all but three letters of the alphabet. The D’Nealian students had considerably lower scores on missing or extra strokes, distortions and open letters. The findings of this study support the value of using an integrated, meaningful curriculum which appeals to young children and promotes a strong motor plan by requiring students to cross the midline to form counter-clockwise circles and diagonal lines. Implications for future research are included.
2012-03-26
2012-03-26
2011
Article
Massengill Shaw, D. (2011). The Effect of Two Handwriting Approaches, D’Nealian and
Sunform, on Kindergartners’
Letter Formations. Early Childhood Education Journal, 39(2), 125-132.
http://hdl.handle.net/1808/8820
10.1007/s10643-011-0444-2
en_US
openAccess
Springer Verlag
oai:kuscholarworks.ku.edu:1808/265872018-07-09T15:12:01Zcom_1808_267col_1808_16903
A Dialogic Approach to Supervisions in the Practicum
Thomas, M'Balia
Dialogism
Bakhtin
Practicum supervision
Observation
The term “dialogue” in research on classroom talk between student(s)teacher is frequently referenced in teaching and teacher education. Yet, there is considerable difference in how the concept is understood. Moreover, scholarship within this area rarely addresses classroom talk between another student-teacher dyad – that of practicum student and a supervising instructor (Waite 1995 is a notable exception). This paper seeks to explore the notion of dialogue as it applies to this dyadic relationship, considering the ways in which incorporating a specifically Bakhtinian approach to dialogue highlights unique aspects of talk and interaction within practicum supervision.
Keywords: Dialogism, Bakhtin, Practicum Supervision, Observation
2018-06-26
2018-06-26
2016
Article
Thomas, M. (2016). A Dialogic Approach to Supervision in the Practicum. ATE-K The Advocate. ATE-K
http://hdl.handle.net/1808/26587
https://orcid.org/0000-0002-4354-2796
openAccess
Association of Teacher Educators - Kansas
oai:kuscholarworks.ku.edu:1808/112322018-02-12T21:05:36Zcom_1808_267col_1808_16903
Online Interstate Student Diplomats Discuss What Justifies War: 'We don't want people to die, but we don't want to lose our oil'
O'Brien, Joseph E.
Bechard, Brian
Fulbright, Thomas
Green, Kori
Lawrence, Nick
This is the publisher's version, also found at http://www.ccsenet.org/journal/index.php/jel/article/view/17286
Given that most research in online discussion addresses asynchronous discussions and that middle school students receive little opportunity to engage in sustained, substantive dialogues, there is a need to develop and pilot ways to instructional support students in sustained, online synchronous discussions about public policy issues such as why nations go to war. This article presents: a blended learning instructional model for an online synchronous discussion that was developed and piloted; instructional and logistical issues raised with the model; suggestions on conducting interschool online discussions to promote students’ online voice; and, samples of students’ thinking about what justifies war.
2013-06-07
2013-06-07
2012
Article
O'Brien, Joseph E.; Bechard, Brian; Fulbright, Thomas; Green, Kori; and Lawrence, Nick. Online Interstate Student Diplomats Discuss What Justifies War: 'We don't want people to die, but we don't want to lose our oil'. Journal of Education & Learning, 1.1, 99-108.
http://hdl.handle.net/1808/11232
10.5539/jel.v1n1p99
en_US
http://www.ccsenet.org/journal/index.php/jel/article/view/17286
openAccess
Universitas Ahmad Dahlan
oai:kuscholarworks.ku.edu:1808/189452018-12-18T19:46:30Zcom_1808_267col_1808_16903
Teaching English Language Arts Methods in the United States: A Review of the Research
Pasternak, Donna L.
Caughlan, Samantha
Hallman, Heidi L.
Renzi, Laura
Rush, Leslie S.
English teacher education
21st century skills
English language arts methods
This is the author's accepted manuscript. Copyright 2014 Wiley
What is the state of the English education methods course in the 21st century? Summarizing the research in English teacher education since the last major study (Smagorinsky & Whiting, 1995) of how English teachers are prepared, the authors review the state of the profession to examine trends in the field since the recent revision of the NCTE guidelines for teacher preparation, the redefinition of what constitutes methods coursework in and across programs, the rising numbers of culturally and linguistically diverse learners, the demands of assessment and accountability, and the integration of the field experience with content. The authors review research related to teaching reading strategies, integrating fieldwork with English education coursework, addressing standards in planning and teaching, meeting the needs of English language learners, and teaching with and about technology to determine how English teacher education is adapting to the demands of educating English teachers in the 21st century.
2015-11-19
2015-11-19
2014-06
Article
Pasternak, D., Caughlan, S., Hallman, H., Renzi, L. & Rush, L. (in press). Teaching English Language Arts Methods in the United States: A Review of the Research. Review of Education. http://dx.doi.org/10.1002/rev3.3031.
http://hdl.handle.net/1808/18945
10.1002/rev3.3031
openAccess
Wiley
oai:kuscholarworks.ku.edu:1808/349612024-03-05T07:07:22Zcom_1808_267col_1808_16903
A Narrative Study of Cultural Identity Construction of African Refugee College Students in the Midwest
Habtemariam, Samuel Dermas
Cultural identity
Multicultural education
This presentation was given at the 2021 AERA Virtual Annual Meeting held online April 8-12, 2021.
There are few African refugee college students in the United States and little is known regarding how they construct their cultural identities. This study sought to examine the cultural identity of four African refugee college students in the Midwest. Using narrative interviews, data were gathered to answer the question: How do African refugee college students negotiate their cultural identities in the post-resettlement period? Data were analyzed using thematic analysis and interpreted with critical race theory. The findings show that African refugee students (1) preserve their African identity by keeping their values, (2) face identity confusion and (3) negotiate their cultural identity by engaging African cultural practices at home but American ones outside. Based on the findings, suggestions are discussed.
2024-03-04
2024-03-04
2021-04-10
Presentation
https://hdl.handle.net/1808/34961
10.3102/1685553
https://orcid.org/0000-0003-1596-9677
openAccess
Copyright 2021 Samuel Dermas Habtemariam
American Educational Research Association (AERA)
oai:kuscholarworks.ku.edu:1808/112072018-02-12T21:13:43Zcom_1808_267col_1808_16903
Political Economy As A Conceptual Framework For The Analysis Of School-University Cooperation
Mahlios, Marc C.
Carpenter, Robert L.
This is the publisher's official version, also available electronically from: http://ehis.ebscohost.com/ehost/detail?sid=5e28d26e-18a7-43f5-a314-cd656efba2cf%40sessionmgr112&vid=1&hid=110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=4730159.
This article presents a further explication of school-university cooperation, a subject initially addressed by these authors in the Summer, 1982 issue of this Journal. Political economy theory is used as a framework for analyzing the interorganizational relationship peculiar to school-university cooperative efforts. Specific cooperative projects are examined in terms of domain and ideological consensus, interorganizational evaluation and work coordination; and their combined effect on resource maintenance/acquisition and political authority/power. Implications for practitioners, administrators and educational theorists are drawn.
2013-06-04
2013-06-04
1982
Article
Mahlios, Marc and Robert L. Carpenter. "Political Economy as a conceptual framework for the analysis of School-University Cooperation." Education. Fall 82, Vol. 103 Issue 1, p15. 7p.
http://hdl.handle.net/1808/11207
en
http://ehis.ebscohost.com/ehost/detail?sid=5e28d26e-18a7-43f5-a314-cd656efba2cf%40sessionmgr112&vid=1&hid=110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=4730159
openAccess
MDPI
oai:kuscholarworks.ku.edu:1808/154902020-09-15T21:13:46Zcom_1808_267col_1808_16903
The Impact of Word Study Intervention on Adult English Learners' Spelling and Reading
Shaw, Donita J.
Word study
Reading
Spelling
Adults
English learners
A grant from the One-University Open Access Fund at the University of Kansas was used to defray the author’s publication fees in this Open Access journal. The Open Access Fund, administered by librarians from the KU, KU Law, and KUMC libraries, is made possible by contributions from the offices of the Provost, Dr. Jeffrey Vitter; Vice Chancellor for Research & Graduate Studies, Dr. Steve Warren; Acting KUMC Executive Vice Chancellor, Dr. Steve Stites; and Dr. Paul Terranova, KUMC Vice Chancellor for Research. For more information about the Open Access Fund, please see http://library.kumc.edu/authors-fund.xml.
The purpose of this study was to document the impact of an instructional approach, Word Study, on adults’ spelling and reading. Forty-nine adults enrolled in ESL classes at a community-based site in the United States from January through May and were tested on the Comprehensive Adult Student Assessment System, the Elementary Spelling Inventory and the Developmental Spelling Analysis. This study employed a mixed-methodology including statistical and qualitative analyses. The results showed significant growth for the adult students on their spelling and reading scores and positive response to the intervention. Reasons for why this approach is valuable to educators are addressed in the discussion.
2014-11-03
2014-11-03
2014-03
Article
Shaw, Donita J. "The Impact of Word Study Intervention on Adult English Learners‟ Spelling and Reading." Academy Publisher, March 2014. doi:10.4304/jltr.5.2.245-252
http://hdl.handle.net/1808/15490
10.4304/jltr.5.2.245-252
openAccess
Academy Publisher
oai:kuscholarworks.ku.edu:1808/112242018-02-12T21:09:58Zcom_1808_267col_1808_16903
Annotated Bibliography of Research in the Teaching of English (2005)
Beach, Richard
Bigelow, Martha
DeLapp, Peggy
Dillon, Deborah
Galda, Lee
Helman, Lori
Kalnin, Julie Shalhope
Lensmire, Timothy
O'Brien, David
Jorgensen, Karen A.
Liang, Lauren
Rijlaarsdam, Gert
Janssen, Tanja
This is the publisher's version, also found at http://search.proquest.com/docview/215350878/13E80510A7A1AA569C9/6?accountid=14556
Several annotated bibliographies of research in the teaching of English are presented.
2013-06-06
2013-06-06
2005
Article
Beach, Richard; Bigelow, Martha; DeLapp, Peggy; Dillon, Deborah; Galda, Lee; et al. (2005) Annotated Bibliography of Research in the Teaching of English. Research in the Teaching of English, 40.2, 207-237.
http://hdl.handle.net/1808/11224
en_US
http://search.proquest.com/docview/215350878/13E80510A7A1AA569C9/6?accountid=14556
openAccess
National Council of Teachers of English
oai:kuscholarworks.ku.edu:1808/266762022-01-18T17:11:26Zcom_1808_267col_1808_16903
Even Cinderella Is White: (Re)Centering Black Girls’ Voices as Literacies of Resistance
Young, Jemimah L.
Foster, Marquita D.
Hines, Dorothy E.
Social justice
Culturally responsive teaching
Black girls' literacies
Counter fairy tales
Fairy tales
The authors describe using counter fairy tales to (re)center the voices of Black girls as literacies of resistance in English education.
2018-07-31
2018-07-31
2018-07
Article
Young, J.L., Foster, M.D., & Hines, D.E. (2018). Even Cinderella Is White: (Re)Centering Black Girls’ Voices as Literacies of Resistance. English Education Journal, 107.6: 102–108.
http://hdl.handle.net/1808/26676
https://orcid.org/0000-0002-9600-7519
http://ncte.org/library/NCTEFiles/Resources/Journals/EJ/1076-jul18/EJ1076Jul18Even.pdf
openAccess
Copyright 2018, National Council of Teachers of English. All rights reserved.
National Council of Teachers of English
oai:kuscholarworks.ku.edu:1808/305462020-06-19T08:00:49Zcom_1808_267col_1808_16903
Survey data of foreign language learners' enjoyment and anxiety in the U.S.
Weng, Tsung-han
Foreign language learning
Emotions
Enjoyment
Anxiety
Positive psychology
This work is licensed under a Creative Commons Attribution 4.0 International License.
The data derive from a survey collected from 182 bilingual and multilingual speakers who are foreign language speakers from six language groups, including Mandarin Chinese, Japanese, Korean, Arabic, French, and Russian. They registered in beginning, immediate, and advanced levels of foreign language classes in a public four-year university in the Midwestern U.S. The survey was developed with an aim of exploring foreign language learners' enjoyment and anxiety in learning foreign languages. The survey was distributed by utilizing an online questionnaire, which is composed of four sections: 1) demographic information (9 items), 2) the Foreign Language Enjoyment Scale (FLES) (12 items), 3) the Foreign Language Classroom Anxiety Scale (FLCAS) (8 items), and 4) open-ended questions (2 items). Both FLES and FLCAS took the form of a 5-point Likert scale. The entire dataset is stored in an Excel file (.xls). The entire questionnaire is included as a supplementary file.
2020-06-18
2020-06-18
2020-01-31
Article
Weng T. H. (2020). Survey data of foreign language learners' enjoyment and anxiety in the U.S. Data in brief, 30, 105221. https://doi.org/10.1016/j.dib.2020.105221
http://hdl.handle.net/1808/30546
10.1016/j.dib.2020.105221
PMC7139155
http://creativecommons.org/licenses/by/4.0/
openAccess
© 2020 The Author. Published by Elsevier Inc.
Elsevier
oai:kuscholarworks.ku.edu:1808/112312018-02-12T21:06:05Zcom_1808_267col_1808_16903
The impact of using guided reading to teach low-literate adults
Shaw, Donita J.
This is the publisher's version, also found at http://search.proquest.com/docview/216914773?accountid=14556
Massengill discusses a guided reading instructional framework applied to four adult participants, including Joelle, Peter, Troy, and Malia. She stresses that the instructional framework improved the learners' word-recognition behaviors and strategies, which resulted in an increase in overall reading levels. The participants' respective profiles, the single-participant design scores, and the pre- and post-test results, are also provided.
2013-06-06
2013-06-06
2004
Article
Donita, Massengill. (2004) The impact of using guided reading to teach low-literate adults. Journal of Adolescent & Adult Literacy, 47.7, 588-602.
http://hdl.handle.net/1808/11231
en_US
http://search.proquest.com/docview/216914773?accountid=14556
openAccess
International Reading Association
oai:kuscholarworks.ku.edu:1808/112292018-02-12T21:08:21Zcom_1808_267col_1808_16903
Annotated Bibliography of Research in the Teaching of English (2009)
Beach, Richard
Bigelow, Martha
Dillon, Deborah
Dockter, Jessie
Galda, Lee
Helman, Lori
Kapoor, Richa
Ngo, Bic
O'Brien, David
Sato, Mistilina
Scharber, Cassie
Jorgensen, Karen A.
Liang, Lauren
Braaksma, Martine
Janssen, Tanja
This is the publisher's version, also found at http://search.proquest.com/docview/215343848/13E80C2B60056B43EE4/5?accountid=14556
2013-06-06
2013-06-06
2009
Article
Beach, Richard; Bigelow, Martha; Dillon, Deborah; Dockter, Jessie; Galda, Lee; et al. (2009) Annotated Bibliography of Research in the Teaching of English. Research in the Teaching of English, 44.2, 210-241.
http://hdl.handle.net/1808/11229
en_US
http://search.proquest.com/docview/215343848/13E80C2B60056B43EE4/5?accountid=14556
openAccess
National Council of Teachers of English
oai:kuscholarworks.ku.edu:1808/112332018-02-12T21:05:08Zcom_1808_7105com_1808_267col_1808_7108col_1808_16903
Voice-Onset-Time in the Perception of Foreign Accent by Native Listeners of Spanish
Gonzalez-Bueno, Manuela
This is the publisher's version, also found at http://ehis.ebscohost.com/ehost/detail?sid=9ddd0be6-f332-41ea-a28f-e3b250c0cf59%40sessionmgr110&vid=2&hid=110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ufh&AN=249562
Determines the extent to which the variation of temporal characteristics of stops in a particular Spanish utterance spoken by an English speaker had a noticeable effect on the perception of foreignness of speech. Range in duration of the voice onset time of velar voiceless stop that would be perceived as native by Spanish; Manipulation of utterance with special computer program.
2013-06-07
2013-06-07
1997
Article
Gonzalez-Bueno, Manuela. 1997. Voice onset time in the perception of foreign accent by
native listeners of Spanish. International Review of Applied Linguistics in Language
Teaching 35(4).251-262.
http://hdl.handle.net/1808/11233
en_US
http://ehis.ebscohost.com/ehost/detail?sid=9ddd0be6-f332-41ea-a28f-e3b250c0cf59%40sessionmgr110&vid=2&hid=110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ufh&AN=249562
openAccess
Walter de Gruyter
oai:kuscholarworks.ku.edu:1808/112522018-02-12T21:04:39Zcom_1808_267col_1808_16903
Effects of the Culture in Two Schools on the Progress and Outcomes of Staff Development
Hamilton, Mary Lynn
This is the publisher's version, also found at: http://www.jstor.org/stable/1002088
Research suggests that traditional staff development
programs that neglect the context of the
school and the classroom have not been successful.
Failure to recognize participants' beliefs
and understandings and the influence of school
context can strongly affect the results of a staff
development program. In this article we examine
a staff development program implemented in 2
elementary schools that focused on the beliefs
and understandings about reading comprehension
instruction of 12 teachers in grades 4-6. This
staff development program attempted to shift responsibility
from the staff developers to the
teachers and incorporate teachers' beliefs, practices,
and concerns into the program content. We
describe interactions in the group-level staff development
process. Additionally, we explore
whether there were differences in the processes
in the 2 schools and whether these differences
could be attributed to differences in school culture.
Results suggested that group collaboration
and empowerment were strongly affected by the
interaction of school culture and the staff development
process involved. The effectiveness
of a staff development program may be related
to the social norms within a school that encourage
teachers to discuss their beliefs and practices.
Finally, we consider the need for an alternative
approach to staff development.
2013-06-17
2013-06-17
1995
Article
Hamilton, Mary Lynn. (1995) Effects of the Culture in Two Schools on the Progress and Outcomes of Staff Development. The Elementary School Journal, 95.4, 367-385.
http://hdl.handle.net/1808/11252
en_US
http://www.jstor.org/stable/1002088
openAccess
The University of Chicago Press
oai:kuscholarworks.ku.edu:1808/116492018-02-12T21:02:18Zcom_1808_267col_1808_16903
A Study of Student Teachers' Reflections on Their Beliefs, Thoughts, and Practices
Mahlios, Marc C.
Engstrom, D.
Soroka, G.
Shaw, Donita J.
This is the authors' accepted manuscript, post peer-review. The original published version can be found at the following link:http://dx.doi.org/10.1080/01626620.2008.10463482
The purposes of this study were to identify critical events that student teachers encountered and to investigate how the interaction between the characteristics of student teachers and their school environment influences their role-assumption strategies. Twenty-seven student teachers (15 elementary and 12 secondary) in three midwestern communities provided data in the form of prepared journal guides, classroom observations, interviews, and questionnaires. Analysis of the data over several phases led to a refined theory of beginning teachers' role-assumption strategies. Perhaps the most significant finding from this study is that the interaction of an individual's needs and perceptions of the salient characteristics of the school and classroom environment results in unique, understandable, and adaptive patterns of behavior aimed not just at the goal of developing competence but at that of contributing to improved school practice. Implications for teacher education, supervision practices, and future research are discussed.
2013-08-12
2013-08-12
2008
Article
Mahlios, M., Engstrom, D., Soroka, G., & Massengill Shaw, D. (2008). A study of student teachers’ reflections on their beliefs, thoughts, & practices. Action in Teacher Education, 30 (1), 64-80.
http://hdl.handle.net/1808/11649
10.1080/01626620.2008.10463482
en
openAccess
Taylor and Francis
oai:kuscholarworks.ku.edu:1808/112102018-02-12T21:13:07Zcom_1808_267col_1808_16903
Mission accomplished ... it's learnable now: Voices of mature challenged spellers using a Word Study approach
Shaw, Donita J.
This is the publisher's official version, also available from: http://dx.doi.org/10.1598/JAAL.49.5.6
2013-06-04
2013-06-04
2006
Article
Massengill, D. (2006), Mission Accomplished…It's Learnable Now: Voices of Mature Challenged Spellers Using a Word Study Approach. Journal of Adolescent & Adult Literacy, 49: 420–431. http://dx.doi.org/10.1598/JAAL.49.5.6
http://hdl.handle.net/1808/11210
10.1598/JAAL.49.5.6
en
openAccess
International Reading Association
oai:kuscholarworks.ku.edu:1808/116522018-02-12T21:00:44Zcom_1808_267col_1808_16903
Preservice Teachers' Metaphors of Teaching in Relation to Literacy Beliefs
Shaw, Donita J.
Barry, Arlene L.
Mahlios, Marc C.
This is the authors' accepted manuscript, post peer-review. The publisher's official version is available from: http://dx.doi.org/10.1080/13540600701837632 .
The purpose of this study was to examine preservice elementary and secondary English and foreign language teachers’ metaphors and relate their metaphorical images to conceptions of literacy. Specifically, sixty-six participants completed a questionnaire that solicited their sense of teaching. Results indicated that the preservice teachers’ beliefs could be categorized into nine themes. The most common metaphors for teaching were nurturing, guiding, promoting learning and qualities of effective teachers. In comparing response patterns between elementary and secondary, there was considerable overlap among and between categories. There appeared to be limited variability in responses specifically among secondary majors. An association was found between four metaphors and literacy beliefs. We advocate that future research should solicit preservice teachers’ metaphors of literacy across content areas and then compare the selected metaphors to their teacher education literacy program in order to better align student learning with the program’s conceptual framework. Further, novice teachers should be followed into the classroom and monitored as they engage in learning to teach. We believe the metaphor will continue to be a powerful conceptual means for framing and defining teachers’ awareness of their beliefs.
2013-08-12
2013-08-12
2008
Article
Massengill, D., Barry, A., & Mahlios, M. (2008). Preservice teachers’ metaphors of teaching in relation to literacy beliefs. Teachers and Teaching:
Theory and Practice, 14(1), 35-50.
http://hdl.handle.net/1808/11652
10.1080/13540600701837632
en
openAccess
Taylor and Francis
oai:kuscholarworks.ku.edu:1808/334432022-09-13T08:00:52Zcom_1808_267col_1808_16903
Mathematics Student Teachers’ Views and Choices about Teaching and Textbooks in Middle and High School Classrooms
Gay, A. Susan
Barry, Arlene L.
Rothrock, Katrina S.
Pelkey, Melissa M.
Mathematics
Textbooks
Instructional strategies
Student teachers
A survey of 80 United States middle and high school mathematics student teachers gathered data on availability and use of textbooks and traditional and technology-supported instructional strategies. Findings about textbooks include (1) most classrooms had one or more textbook formats (print, digital or e-textbook) available but did not necessarily expect students to use the textbook; (2) some differences were noted when comparisons were made based on school location, size, and grade level; and (3) student teachers preferred the digital textbook format but there was also support for the print format. Analysis of student teachers’ self-reported use of instructional strategies, including a principal component analysis, revealed use of traditional teaching strategies and student-centered teaching. Student teachers’ views about how best to teach mathematics centered on themes of active learning and ways to meet students’ needs.
2022-09-12
2022-09-12
2020
Article
Gay, A.S., Barry, A.L., Rothrock, K.S., & Pelkey, M.M. (2020). Mathematics student teachers’ views and choices about teaching and textbooks in middle and high school classrooms. International Journal of Research in Education and Science (IJRES), 6(1), 120-132.
http://hdl.handle.net/1808/33443
10.46328/ijres.v6i1.642
https://creativecommons.org /licenses/by-nc-sa/4.0
openAccess
Copyright (c) 2019 International Journal of Research in Education and Science. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
oai:kuscholarworks.ku.edu:1808/266032018-07-09T15:11:28Zcom_1808_267col_1808_16903
Review of the Book The Unspeakable: Narratives of Trauma, M. Stroinska, V. Cecchetto, K. Szymanski
Thomas, M'Balia
The Unspeakable: Narratives of Trauma (henceforth, Unspeakable) is an edited collection of 14 papers drawn from and inspired by “Exploring the Edge of Trauma” (Kingston University, London, UK, May 2010) -- an international conference organized by Lieve Spaas and Fran Lloyd on trauma and the representation of trauma through art and other visual means. As a collection, the chapters address three themes related to the study of trauma and traumatic events: 1) the effect of traumatic experiences on the trauma survivor’s relationship to self and others,
2) the processes by which voice and meaning are given to traumatic experiences, and 3)
the manner in which individuals and societies do (Posttraumatic Growth) or do not
(Posttraumatic Stress Disorder – PTSD) move on from these experiences. Individually, the
texts differently interrogate trauma as it is understood (from more medically-oriented
definitions as determined by the Diagnostic and Statistical Manual of Mental Disorders versus
more psychologically-oriented ones associated with the APA), experienced (as a result of war,
displacement, rape), documented (through letters, diaries, novels) and analyzed (as discourse,
archival texts, newspaper coverage, visual art).
Following a brief introduction by the volume’s editors, the papers that comprise Unspeakable
are presented through four “contexts” of trauma: 1) Historical, 2) Socio-political, 3) “Singular
Events”, and 4) Theoretical. Additionally, each text is preceded by a quotation reflecting a
major theme within the paper. For example, the quote by Abraham Lincoln, “With the fearful
strain that is on me day and night, if I did not laugh, I should die”, introduces Jakub Kazecki’s
“The Functions of Humor and Laughter in Narrating Trauma in German Literature of the First
World War”. A short summary of each work follows, presented under its respective context,
and with the first and last names of the authors provided in parenthesis.
2018-06-28
2018-06-28
2015-08-26
Article
Thomas, M. (2015, August 26). Linguist List [Review of the book The Unspeakable: Narratives of Trauma, M. Stroinska, V. Cecchetto, K. Szymanski (eds)]. Linguist List, https://linguistlist.org/issues/26/26-3788.html.
http://hdl.handle.net/1808/26603
https://orcid.org/0000-0002-4354-2796
openAccess
The Linguist LIst
oai:kuscholarworks.ku.edu:1808/112302018-02-12T21:06:36Zcom_1808_267col_1808_16903
Annotated Bibliography of Research in the Teaching of English (2010)
Beach, Richard
Brendler, Beth
Dillon, Deborah
Dockter, Jessie
Ernst, Stacy
Frederick, Amy
Galda, Lee
Helman, Lori
Kapoor, Richa
Ngo, Bic
O'Brien, David
Scharber, Cassie
Jorgensen, Karen A.
Liang, Lauren
Braaksma, Martine
Janssen, Tanja
This is the publisher's version, also found at http://search.proquest.com/docview/766897328/13E80D8D3D23B646530/7?accountid=14556
While a number of studies in the 2010 Bibliography document the increased use of digital/media tools in the English classroom, they also suggest that given students' heavy use of digital/media tools in their homes, issues of integration and adoption of digital/ media tools in largely print-based curriculum frameworks remain a challenge for English teachers. [...] as the nature of writing has changed to more online, multimodal, remixed forms of communication for multiple, often global, audiences, composition researchers (see "Writing") have increasingly focused on alternative ways of evaluating and assessing writing quality based on criteria of visual rhetoric/design, multimodality, interactivity, connectivity, reception, and engagement that go beyond criteria that have been employed to assess students' print texts, topics addressed in our 2010 review. Another major development since 2003 has been the growth in research on students' acquisition of second language literacies (see "Second Language Literacy"), family/community literacies (see "Literacy"), critical discourse analysis (CDA)/ cultural research on school/community cultural practices and students' identity construction (see "Discourse/Cultural Analysis"), and multicultural literature (see "Literature") related to the increased numbers of students from non-dominant cultures, who will comprise the majority of students in American schools in 2030.
2013-06-06
2013-06-06
2010
Article
Beach, Richard; Brendler, Beth; Dillon, Deborah; Dockter, Jessie; Ernst; Stacy; et al. (2010) Annotated Bibliography of Research in the Teaching of English. Research in the Teaching of English, 45.2, AB1-AB88.
http://hdl.handle.net/1808/11230
en_US
http://search.proquest.com/docview/766897328/13E80D8D3D23B646530/7?accountid=14556
openAccess
National Council of Teachers of English
oai:kuscholarworks.ku.edu:1808/112272018-02-12T21:09:34Zcom_1808_267col_1808_16903
Annotated Bibliography of Research in the Teaching of English (2006)
Beach, Richard
Bigelow, Martha
Dillon, Deborah
Galda, Lee
Helman, Lori
Kalnin, Julie Shalhope
Lewis, Cynthia
O'Brien, David
Jorgensen, Karen A.
Liang, Lauren
Rijlaarsdam, Gert
Janssen, Tanja
This is the publisher's version, also found at http://search.proquest.com/docview/215339948/13E807E34E4421C30E5/6?accountid=14556
2013-06-06
2013-06-06
2006
Article
Beach, Richard; Bigelow, Martha; Dillon, Deborah; Galda, Lee; Helman, Lori; et al. (2006) Annotated Bibliography of Research in the Teaching of English. Research in the Teaching of English, 41.2, 208-241.
http://hdl.handle.net/1808/11227
en_US
http://search.proquest.com/docview/215339948/13E807E34E4421C30E5/6?accountid=14556
openAccess
National Council of Teachers of English