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Linguistically Responsive Teaching in pre-service teacher education: A review of the literature through the lens of cultural-historical activity theory
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In: Early Childhood and Elementary Education Faculty Publications (2020)
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The Innateness of Human Language: Viewing from Grammatical Errors of Second Language Learners
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Examining Dual-Language as a Tool for Equity Through an Adaptive Leadership Lens
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Multilingual Mindset: Using Cross-Functional Strategies Within the Texas Education Agency to Prioritize English Learners
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Abstract:
Research on language acquisition and the cognitive, emotional, and academic benefits of multilingualism point to clear solutions for improving literacy instruction and closing ongoing opportunity gaps for Multilingual Learners. While the research is not new, it has not widely translated to classroom practice and is often excluded from professional development for reading. As this project shows, the state of Texas is poised to reverse this trend through legislatively-mandated professional development on foundational reading instruction. In my residency with the Texas Education Agency, I implemented cross-functional, agile organizational strategies to increase capacity for prioritizing multilingual content in the development of statewide reading academies. As a result, the Texas Education Agency will provide specialized professional development for Spanish-English bilingual teachers as well as support for teachers of Multilingual Learners in general English and ESL classrooms. In this capstone, I describe the three phases of the project in addition to an intentional focus on learning and leadership structures that I drew on throughout my residency. Through my analysis, I discuss successes and challenges of employing cross-functional structures in a large organization, and suggest that while cross-functional collaboration served to bridge a capacity gap during the course of the project, future hiring for bilingual expertise at the state level is critical to equitably serving teachers of multilingual students in Texas. ; Doctor of Education Leadership (Ed.L.D.)
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Keyword:
adaptive leadership; bilingual; bilingual education; cross-functional; English Language Learners; English Learners; equity; linguistic equity; literacy; Multilingual Learners; organizational change; reading; State Education Agency
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URL: https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37364844
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Teachers’ Experiences Incorporating English Language Learners Funds of Knowledge Within Classrooms
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In: National Youth Advocacy and Resilience Conference (2020)
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Foreign-born TESOL Instructors Assisting Adult Immigrant Learners to Develop Civic Literacy Skills: A Pen Pal Project
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In: International Journal of Education and Literacy Studies, 2020, Vol. 8, No. 2, pp. 1-9. (2020)
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English as a foreign language : vocabulary acquisition in very young learners
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Breaking silence: The voices of Syrian refugee children in the Canadian classroom
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In: Journal of Global Education and Research (2020)
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Literacy practices of Mexican and Ghanaian immigrant women with limited ESL literacy
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Bilingual Gifted and Talented Students’ Expository Writing: Exploring Academic Language Features in English and Spanish
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In: Communication Disorders Faculty Publications (2020)
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Assessing TAGteach Methodology to Improve Oral Reading Fluency in English Learners
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In: Thesis Projects (2020)
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THE LINGUISTIC AND READING SKILLS OF ENGLISH LANGUAGE LEARNERS AT-RISK FOR POOR READING COMPREHENSION: PROFILES AND PREDICTORS
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Discoursal Identity Construction in English Language Learners’ Graduate Personal Statements
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Integrating Visual Arts and Music to Help Adult Students Learn English in Canada
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In: Major Papers (2020)
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Effects of a mathematics word problems intervention for English learner students with mathematics difficulty
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Supporting English Language Learners in Secondary School Mathematics
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POST-PROGRAM ENGLISH LANGUAGE LEARNERS: SUCCESSFUL LEARNERS OR STRUGGLING LEARNERS?
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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