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Culturally and Linguistically Diverse School Environments – Exploring the Unknown
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In: Australian Journal of Teacher Education (2018)
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| 2 |
A systemic functional analysis of TOEFL sample writings
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In: Theses, Dissertations and Capstones (2018)
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| 3 |
The Seal of Biliteracy: Considering Equity and Access for English Learners
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In: Education: School of Education Faculty Publications and Other Works (2018)
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| 4 |
The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem
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In: Doctoral Dissertations and Projects (2018)
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| 5 |
Distance Learning and the Non-Native English Speaker: A Correlational Study
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In: Doctoral Dissertations and Projects (2018)
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| 6 |
TELLING ROOM: Color in Action
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In: Thinking Matters Symposium Archive (2018)
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| 7 |
English Language Learners and Special Education
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2018)
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| 8 |
Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition in Multicultural Classrooms
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In: Interdisciplinary Journal of Problem-Based Learning (2018)
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Abstract:
We designed a professional development (PD) teacher-mentor program that used problem-based learning (PBL) to accomplish two goals. First, teachers explored how PBL could be used effectively in their classrooms to change the way they think about teaching to include literacy development in content areas. Second, PBL was the basis for PD training to help them improve their own knowledge of PBL, become mentors to other teachers, and implement PBL in their schools across content areas. Educators in the United States are challenged to teach linguistically and culturally diverse (LCD) students with differing literacy levels. The demographics of U.S. classrooms require a rigorous attempt to engage LCD students through collaborative, active learning opportunities (McGroarty, 1998; U.S. Department of Education, 2015). Research shows that literacy learning for all students improves in classroom settings that take a cooperative, student-centered approach (McGroarty, 1988, 1989; NCSS, 1991; Shumway, Saunders, Stewardson, & Reeve, 2001). PBL provides opportunities for students to engage in active learning and allows students with multiple learning styles to negotiate contextualized meaning through a variety of collaborative tasks. PBL has also been shown to be an effective method for teaching learners to be self-directed problemsolvers. However, in the absence of PD and ongoing support, teachers are often resistant to the implementation of PBL. In our program, we used PBL to help teachers learn more about literacy and PBL while providing opportunities for PD and support. As a result, the teacher reflections, discussions, presentations, and self-evaluations demonstrated how, by using PBL in their classrooms while immersing themselves in evidence-based content, they observed enhanced student collaboration. Teachers felt that they were better able to foster a learning environment in their classrooms that would allow students to develop literacy skills in a content-rich context both because of the incorporation of PBL and because of the support they provided for each other. This idea can be easily adapted to foster teacher development and mentoring programs in other fields.
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Keyword:
and Multicultural Education; Bilingual; Curriculum and Instruction; Education; Intermediate; Junior High; literacy acquisition; Middle School Education and Teaching; Multilingual; Other English Language and Literature; Other Teacher Education and Professional Development; problem-based learning; Secondary Education and Teaching; teacher education; Teacher Education and Professional Development; teacher training
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URL: https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1659&context=ijpbl
https://docs.lib.purdue.edu/ijpbl/vol12/iss1/6
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| 9 |
Organizational Improvement Plan: Improving Core French Teacher Equity within a French Immersion School
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In: The Organizational Improvement Plan at Western University (2018)
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| 10 |
Isolation and Revenge: Where Victor Frankenstein Went Wrong
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In: Nebraska College Preparatory Academy Senior Capstone Projects (2018)
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| 11 |
Balance of Limits and Experimentation
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In: Nebraska College Preparatory Academy Senior Capstone Projects (2018)
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| 12 |
Supporting English Language Learners Inside the Mathematics Classroom: One Teacher’s Unique Perspective Working with Students During Their First Years in America
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In: Research and Evaluation in Literacy and Technology (2018)
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