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Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg
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Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
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A Path to Decolonizing the Online Classroom
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In: Northwest Journal of Teacher Education (2022)
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Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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Assessing Cognitive Flexibility, Other Executive Functions, and Learning in Healthy Adolescents ...
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Cognitive Flexibility and Its Association with Linguistic Preferences, Decision-Making, Tolerance of Uncertainty and Perceived Social Support ...
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Tong, Ke. - : Open Science Framework, 2022
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“Give me a path to follow”: A Deweyan inquiry into training volunteer EAL tutors of adult refugees
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In: Theses: Doctorates and Masters (2022)
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“Our Brokenness Kind of Connects Us”: Exploring Social Justice Topics Through Read-Alouds in a Ninth-Grade Classroom
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Abstract:
Doctor of Philosophy ; Curriculum and Instruction Programs ; Lotta Larson ; For decades, K-12 teachers across the United States have read aloud to their students, whether it be to model fluent reading, to promote vocabulary acquisition, or out of pure enjoyment. As social justice becomes a more prevalent topic in classrooms across the country, interactive read-alouds are being used to introduce and discuss complex and delicate topics, like human rights and social justice. While students at all junctures of development and learning embrace and benefit from reading aloud, existing research primarily takes place in elementary school settings. Furthermore, literature used to explore social justice issues usually involves picture books rather than longer texts like chapter books. This study was designed to gain insight into how a classroom teacher facilitated a nonfiction chapter book read-aloud and how the students responded to the social justice themes represented in the chapter book. The study took place over the span of 18 days in a Midwest ninth-grade classroom. The theoretical underpinnings that framed the study were constructivism, transactional theory of reader response and critical literacy. Data was collected and analyzed using qualitative case study principles. Study results reveal four emerging themes across the research questions, including expressive reading; spontaneity; redemption; empathy; and awareness.
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Keyword:
literacy; read-aloud; secondary education; social justice; young adult literature
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URL: https://hdl.handle.net/2097/42085
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TEACHING ENGLISH THROUGH INTERACTIVE GAMES IN A HIGHER EDUCATIONAL ESTABLISHMENT ...
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TEACHING ENGLISH THROUGH INTERACTIVE GAMES IN A HIGHER EDUCATIONAL ESTABLISHMENT ...
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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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Reinscribing and reimagining linguistic and social hierarchies in a prison-based language and literacy program
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Ecosystem of Workplace Education and Training: Where Do Learners Fit?
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In: 21CLEO Presentations and Publications (2022)
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TRANSFORMATIVE LEARNING THROUGH ORAL NARRATIVE IN A PARTICIPATORY COMMUNICATION CONTEXT: AN INQUIRY INTO RADIO DRAMA-BASED TRAINING AMONG ZAMBIAN CAREGIVERS OF ABUSED AND EXPLOITED CHILDREN
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In: Theses and Dissertations--Communication (2022)
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Welcoming and Inclusive Farmers Markets: A Community of Practice to Encourage Diversity, Equity, and Inclusion
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In: Outcomes and Impact Quarterly (2022)
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Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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Affectivity and agency in English teaching for Youth and Adult Education
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 94-124 (2022) (2022)
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Silver Girls: A Modern Retelling of Little Women
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In: Honors Program Theses and Projects (2021)
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Agroecological education for food sovereignty: Insights from formal and non-formal spheres in Brazil and Spain
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