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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 Hits 1 – 20 of 52 1 The Culture Beyond the Content: Does an “Overcoming Testimony” Empower Effective Urban Mathematics Teachers to Reach their Students? Smith, John Franklin. - 2021 BASE Show details 2 Reading Analyses with Chilean Children Cubillos Guzman, Montserrat. - 2021 BASE Show details 3 From Academic English to School Discourses: Reconceptualizing Academic Language Sewall, Ethan McDermott. - 2021 BASE Show details 4 "We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching Durham, Carmen. - 2020 BASE Show details 5 Bilingual in a Monolingual District: Stakeholder Perspectives on Equitable Access to Dual Language Programs Marcus, Margaret Sullivan. - 2020 BASE Show details 6 CULTURAL RESPONSIVENESS IN THE CONTEXT OF A LARGE URBAN SCHOOL DISTRICT: AN ANALYSIS OF MATH & ELA TEACHER PERCEPTIONS OF CULTURALLY RESPONSIVE PRACTICES IN TEACHING LATINA/O ELLs Beato, Carlos Manuel. - 2019 BASE Show details 7 Investigating the Stories of Success of Students who are African American and Male in AP English McArdle, Erin E. - 2019 BASE Show details 8 A CASE STUDY OF PRESERVICE WORLD LANGUAGE TEACHERS’ IDENTITY DEVELOPMENT AND THE ROLE AND IMPACT OF MENTOR TEACHERS Ditter, Margaret. - 2019 BASE Show details 9 STREAMS THAT RUN INTO THE RIVER OF LIVED EXPERIENCE: A PHENOMENOLOGICAL STUDY OF INTERN TEACHERS USING CURRERE TO UNDERSTAND CURRICULUM Palmer, Leslie. - 2018 BASE Show details 10 “Speak English”: Challenges of and Opportunities for Implementing National Education Language Policy in Rural Nicaragua Walberg, Lindsay. - 2018 BASE Show details 11 TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT McCall, Aundrea. - 2018 BASE Show details 12 "I'm here for a purpose": Latina/Chicana senior student affairs officers' testimonios of resistance and resilience Morin, Molly Francine. - 2018 BASE Show details 13 HOW LONG DOES IT TAKE FOR ENGLISH LEARNERS TO BE RECLASSIFIED AS ENGLISH PROFICIENT? Anand, Supreet. - 2018 BASE Show details 14 EXAMINING NON-ESOL CLASSROOM TEACHER KNOWLEDGE AND PRACTICES FOR EDUCATING SECONDARY ENGLISH LEARNERS Quick-McQueen, Contina. - 2017 BASE Show details 15 BEYOND BENCHMARKS: ELEMENTARY EDUCATION PRESERVICE TEACHERS’ VISIONS FOR USING DIVERSE FAMILY LITERACY PRACTICES TO GUIDE CLASSROOM READING INSTRUCTION Albro, Jennifer. - 2017 BASE Show details 16 TEACHERS’ PERCEPTIONS OF THE IMPACT OF iPAD© USE IN THE CLASSROOM ON THEIR INSTRUCTIONAL PRACTICE Wood II, Rick P.. - 2017 BASE Show details 17 ELEMENTARY TEACHERS’ KNOWLEDGE, PRACTICES, AND PERCEPTIONS OF TEACHING ENGLISH LEARNERS Adams, Wauchilue D.. - 2017 Abstract: For decades, the academic achievement of English Learners (ELs) has consistently fallen below that of non-ELs on standardized achievement tests. The purpose of this inquiry was to examine the continuous achievement gap between ELs and non-ELs and to understand how the knowledge, practices, and perceptions applied when teaching ELs can impact the academic progress of ELs in elementary schools. This study focused specifically on teachers in Title I schools, because nearly half of the elementary ELs in the district attended a Title I school. Bay Shore Public Schools served as the site for this this study. During the data collection process, the researcher sent an electronic survey to the 50 intermediate teachers (Grades 3, 4, and 5) working at the four Title I elementary schools in the district. This effort resulted in a 50% response rate. The survey included 14 questions and 79 indicators that examined the following: teachers’ knowledge about the federal and state laws, policies, and assessments; specific instructional strategies and practices employed when teaching ELs; specific instructional materials used during instruction; available supports for ELs; and perceptions about the instruction of ELs. The survey revealed that (a) the majority of the respondents had little-to-no knowledge of the laws and regulations that governed their work; (b) most respondents used only 11 out of 20 recommended instructional strategies daily; and (c) the use of specific materials and suggested supports during instruction varied in frequency. The data also revealed that the demographic characteristics of the respondents did not seem to impact their responses, specifically in terms of their perceptions. The findings resulted in a number of recommendations for future studies, particularly for relatively small districts that may be considered low-incidence and have teachers with little-to-no first-hand experience teaching ELs. Based on the results of this study, future research studies should utilize case studies to examine the actual interactions between ELs and their non-EL peers and between ELs and their teachers. Researchers might also apply positioning theory to examine how the interactions change from situation to situation and the impact on the resulting academic outcomes for ELs. Additionally, future inquiries might involve the examination of local policies and practices to identify the types and degree of communication between ESOL teachers and classroom teachers that facilitates understanding ELs’ performance on ACCESS and what the outcomes mean. Keyword: Bilingual Education; Educational leadership; English as a second language; English Learners; ESOL; ESSA; Instructional Practices; Teacher Perceptions URL: https://doi.org/10.13016/M2HT2GC21 http://hdl.handle.net/1903/19904 BASE Hide details 18 CROSS-LINGUISTIC TRANSFER OF SPELLING SKILLS IN SPANISH-SPEAKING ADULT ESL LEARNERS Bai, Yu. - 2016 BASE Show details 19 Identifying the Supports and Challenges of High School Latino English Language Learners Hanks-Sloan, Alison Elizabeth. - 2016 BASE Show details 20 Ready for Transition: Factors that facilitate transfer to undergraduate engineering programs among Black African and American students Berhane, Bruk. - 2016 BASE Show details Page: 1 2 3

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