Hits 4.321 – 4.340 of 183.538
| 4322 |
A constructional analysis of written academic English as a Lingua Franca: The case of unedited and edited research writing
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In: Applied Linguistics and English as a Second Language Dissertations (2020)
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| 4323 |
Perceptions of transformational leadership: The effects of organizational justice for English language learners
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In: Educational Policy Studies Dissertations (2020)
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| 4324 |
“Kids Can Change the World”: An Action Research of Latinx English Language Learners Students’ Experiences With Culturally Relevant Morning Meetings
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In: Middle and Secondary Education Dissertations (2020)
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Abstract:
With a rising number of English Language Learners (ELL) in schools today, educators struggle with excellent ways of providing equitable learning opportunities that value and include the diverse backgrounds, languages, and experiences that students bring into the classroom. In multicultural classrooms, the schooling experiences of ELLs often reflect assimilationist and subtractive schooling practices that support the dominant discourses of schools in the United States. Although classroom morning meetings are used in elementary schools to build community and develop positive relationships among young students, there is limited research using Culturally Relevant Pedagogy (Ladson-Billings, 1995) during classroom morning meetings. The purpose of this qualitative action research study is to explore and capture the agentic experiences of Latinx ELL students as participants of culturally relevant morning meetings. This study examined how one fifth grade classroom used morning meetings to foster student agency, "the capacity, independence, and authority to assert their own voice, ideals, perspectives, and truths" (Muhammad, 2014, p. 450) among Latinx ELL students. This action research study is grounded in Latinx Critical Theory (Valdes, 1998; Solórzano and Delgado Bernal, 2000) to understand the experiences of Latinx students. The findings suggest that by implementing culturally relevant morning meetings, Latinx ELLs students formed a stronger classroom community, created a safe space for sharing personal stories that revealed personal and societal challenges, and experienced a stronger sense of agency to take action. Additionally, included are discussions and implications for teachers of all grade levels, teacher education programs, and future researchers. By centering the voices and experiences of Latinx students during morning meetings, this study offers insight to help transform the current educational practices of educating Latinx ELL students. By building a classroom culture that provides an intentional space and time for students to form a connection to others and their learning, students have the agency to use their voices to share their perspectives, experiences, and ideas.
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Keyword:
action research; culturally relevant pedagogy; English Language Learners; Latinx Critical Theory; morning meetings; student agency
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URL: https://scholarworks.gsu.edu/mse_diss/93
https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1106&context=mse_diss
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| 4325 |
Quality Improvement Project Evaluating the use of CyraCom Language Translation Application in Two Metro Atlanta Infusion Centers
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In: Nursing Doctoral Projects (DNP) (2020)
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| 4326 |
Seeking the unseen humanities macrostructures: The use of corpus- and genre-assisted research methodologies to analyze written norms in English and Spanish literary criticism articles
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In: Applied Linguistics and English as a Second Language Dissertations (2020)
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| 4327 |
Adopting Home Language and Multimodality in Composition Courses
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In: English Dissertations (2020)
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| 4328 |
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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| 4329 |
Language Program Development through Internationalization
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In: Applied Linguistics and English as a Second Language Dissertations (2020)
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| 4330 |
The Innateness of Human Language: Viewing from Grammatical Errors of Second Language Learners
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| 4331 |
Workplace English as Professional Development: The UW-Madison Model
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In: MITESOL Journal: An Online Publication of MITESOL (2020)
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| 4332 |
User Experience of Alexa when controlling music - comparison of face and construct validity of four questionnaires
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In: Fraunhofer IIS (2020)
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| 4333 |
School Leaders’ Perceptions of Instructional Practices for English Language Learners in Community Charter Schools
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In: ETD Collection for Fordham University (2020)
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| 4335 |
Examining Dual-Language as a Tool for Equity Through an Adaptive Leadership Lens
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| 4336 |
Multilingual Mindset: Using Cross-Functional Strategies Within the Texas Education Agency to Prioritize English Learners
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| 4337 |
The English Baroque: The Logic of Excess in Early Modern Literature
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| 4338 |
What to do with Black English in a Mainstream English Curriculum?
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In: Georgia Educational Research Association Conference (2020)
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| 4339 |
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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| 4340 |
Your Social Brain: Creating Safe Classrooms where English Language Learners Thrive
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In: National Youth Advocacy and Resilience Conference (2020)
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