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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7...11 Hits 41 – 60 of 204 41 EXAMINING NON-ESOL CLASSROOM TEACHER KNOWLEDGE AND PRACTICES FOR EDUCATING SECONDARY ENGLISH LEARNERS Quick-McQueen, Contina. - 2017 Abstract: When describing English learners (ELs) at the secondary level, it is important to note that there can be two distinct groups of students: students with limited or interrupted formal education (SLIFE) and Long-term English learners (LTELs). The Long-term English learners are defined as students who have been in U.S. schools for at least seven years and learned English during their elementary school years. Some, nonetheless, reach secondary levels without having mastered English or the home language and may be caught in a state of semi-literacy, which is hard to escape. Adolescents newly arrived to the United States come during the critical period of adolescent development. For a majority of newly arriving adolescents, their past educational backgrounds have not prepared them for studies in core content areas at the secondary level in any education system. These learners have to work harder than their native English-speaking peers and even harder than their more literate EL peers to meet the same accountability goals. Only educated in the United States for a brief period, these students need to learn a new language, develop literacy skills in the new language, and master content area standards simultaneously. One of the most complex challenges facing educators when working with secondary ELs is how to meet their academic, cultural, and linguistic needs. The purpose of this descriptive study was to examine non-ESOL teachers’ knowledge and practices when working with secondary ELs. Participants were high school teachers in one rural school district in Maryland. Data for the study were gathered utilizing an online survey-questionnaire. The findings showed the knowledge non-ESOL teachers possess and instructional practices they use to support secondary ELs in content area courses. This study also revealed teacher perceptions of professional development needs and the willingness these teachers demonstrate to do whatever it takes to help their students. Keyword: Educational leadership; English Learners; Long-term English learners; Non-ESOL Teachers; Secondary Teachers; Students with limited or interrupted education URL: https://doi.org/10.13016/M2TX35793 http://hdl.handle.net/1903/20381 BASE Hide details 42 BEYOND BENCHMARKS: ELEMENTARY EDUCATION PRESERVICE TEACHERS’ VISIONS FOR USING DIVERSE FAMILY LITERACY PRACTICES TO GUIDE CLASSROOM READING INSTRUCTION Albro, Jennifer. - 2017 BASE Show details 43 Syntactic Processing and Word Learning with a Degraded Auditory Signal Martin, Isabel A.. - 2017 BASE Show details 44 TEACHERS’ PERCEPTIONS OF THE IMPACT OF iPAD© USE IN THE CLASSROOM ON THEIR INSTRUCTIONAL PRACTICE Wood II, Rick P.. - 2017 BASE Show details 45 INTENTIONAL IMPLEMENTATION: A SELF-STUDY EXAMINING AND EVALUATING INSTRUCTIONAL IMPLEMENTATION OF DIGITAL TOOLS TO FOSTER ACADEMIC WRITING IN THE ENGLISH SECONDARY CLASSROOM Alcoser, Michelle Elaine. - 2017 BASE Show details 46 Student Experiences of Writing Conferences in a Blended First Year Composition Course: A Case Study Swan, Lisa M.. - 2017 BASE Show details 47 THE ‘NEXT GENERATION’ OF CONSTRUCTIVIST REFORM IN SCIENCE AND STEM: CASE STUDY EXPLORATIONS OF THE PRACTICES OF STUDENTS AND THE PERSPECTIVES OF TEACHERS Green, Amy Elizabeth. - 2017 BASE Show details 48 IPADS IN THE SECOND LANGAUGE CLASSROOM: AN EXAMINATION OF IPAD USE BY TEACHERS THROUGH TPACK AND TEACHER PERCEPTION LENSES. Sharp, Steven Kary. - 2017 BASE Show details 49 ELEMENTARY TEACHERS’ KNOWLEDGE, PRACTICES, AND PERCEPTIONS OF TEACHING ENGLISH LEARNERS Adams, Wauchilue D.. - 2017 BASE Show details 50 KOREAN PRE-SERVICE TEACHERS’ BELIEFS ABOUT SECOND LANGUAGE PEDAGOGY IN THE CONTEXT OF GOVERNMENT MANDATED EDUCATIONAL REFORMS: A MIXED-METHODS STUDY Hwang, Suh Young. - 2017 BASE Show details 51 Forum Theatre as Theatre for Development in East Africa Warheit, Emily Jane. - 2017 BASE Show details 52 Living in the Constellation of the Canon: A Phenomenological Study of African American Students Reading Great Books Literature Prather, Anika Prather. - 2017 BASE Show details 53 CROSS-LINGUISTIC TRANSFER OF SPELLING SKILLS IN SPANISH-SPEAKING ADULT ESL LEARNERS Bai, Yu. - 2016 BASE Show details 54 Teaching Sight-Reading to Undergraduate Choral Ensemble Singers: Lessons from Successful Learners Carlson, Rachel. - 2016 BASE Show details 55 READY FOR KINDERGARTEN: A TRAINING PROGRAM DESIGNED TO ENCOURAGE PARENT-CHILD CONVERSATION DURING THE PRESCHOOL YEARS Leech, Kathryn A.. - 2016 BASE Show details 56 Content-based instruction in the context of Chinese immersion: An exploration of corrective feedback Yao, Qin. - 2016 BASE Show details 57 Home Literacy Activities in Latino Immigrant Families: Contributions to Toddlers’ Expressive and Receptive Language Skills Malin, Jenessa Laura. - 2016 BASE Show details 58 Identifying the Supports and Challenges of High School Latino English Language Learners Hanks-Sloan, Alison Elizabeth. - 2016 BASE Show details 59 THE ROLE OF VIETNAMESE AMERICAN FATHERS’ INVOLVEMENT IN CHILDREN’S EDUCATION Ho, Amy. - 2016 BASE Show details 60 INVESTIGATING THE USE OF MAZE-CBM FOR HIGH SCHOOL STUDENTS Mitchell, Marisa Ann. - 2016 BASE Show details Page: 1 2 3 4 5 6 7...11

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