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  • Effective Academic Vocabulary Instruction in the Urban Middle School

    Article thumbnail: Effective Academic Vocabulary Instruction in the Urban Middle School
    Type:
    Article
    Description/Abstract:
    In urban middle schools, educators find it challenging to meet the literacy needs of the many struggling readers in their classrooms, including language-minority (LM) learners and students from low-income backgrounds. One strategy for improving these students' reading comprehension is to teach essential academic vocabulary in a meaningful, engaging, and systematic way. This article describes the development and evaluation of an academic vocabulary curriculum for sixth-grade mainstream classrooms with large numbers of LM learners who struggle with comprehension. In a study conducted in 21 sixth-grade classrooms, the curriculum was found to be effective both in improving students' vocabulary and reading comprehension and in supporting teachers' learning about how to teach academic vocabulary. Seven universal learnings for all classrooms are described and illustrated with specific examples of activities, perspectives from teachers, and insights from students, drawn from the study.
    Creator/Author:
    Lesaux, Nonie K.; Kelley, Joan G.; Faller, S. Elisabeth (Beth), and Kieffer, Michael J.
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    08/23/2017
    Date Modified:
    08/23/2017
    License:
    All rights reserved

  • The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools

    Article thumbnail: The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools
    Type:
    Article
    Description/Abstract:
    The present study aims to advance the extant research base by evaluating the implementation and effectiveness of an academic vocabulary program designed for use in mainstream middle school classrooms with high proportions of language minority learners. The quasi-experimental, mixed-methods study was conducted in 21 classes (13 treatment matched to 8 control) in seven middle schools in a large district, with 476 sixth-grade students (346 language minority learners, 130 native English speakers). Classroom observations and teacher logs indicated the 18-week program was implemented with good fidelity and that the approach contrasted sharply with the standard district English language arts (ELA) curriculum. Multilevel modeling indicated that the program resulted in significant effects on several aspects of vocabulary knowledge, including meanings of taught words (d = 0.39; p < .0001), morphological awareness (d = 0.20; p = .0003), and the word meanings as presented in expository text (d = 0.20; p = .0227). The program also yielded marginally significant, but promising effects on a depth of word knowledge measure (d = 0.15; p =0.0830) and a norm-referenced measure of reading comprehension (d = 0.15; p = .0568). No effects were found on a norm-referenced vocabulary measure. These effects were comparable for language minority learners and their native-English-speaking classmates. Data from teachers shed light on the challenges of meeting students' diverse instructional needs and the roles of curriculum and professional networks in building instructional capacity. The findings show promise in developing effective multifaceted vocabulary instruction for implementation by ELA teachers in middle school classrooms with high numbers of language minority learners.
    Creator/Author:
    Lesaux, Nonie K.; Kelley, Joan G.; Faller, S. Elisabeth (Beth), and Kieffer, Michael J.
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    08/23/2017
    Date Modified:
    10/02/2017
    License:
    All rights reserved

  • Baltimore City Public Schools: Implementing Bounded Autonomy (B)

    Document thumbnail: Baltimore City Public Schools: Implementing Bounded Autonomy (B)
    Type:
    Document
    Description/Abstract:
    Teaching Case from the Public Education Leadership Project at Harvard University, A joint initiative of the Harvard Graduate School of Education and the Harvard Business School
    Creator/Author:
    Marietta, Geoff; Faller, S. Elisabeth (Beth); Moore Johnson, Susan, and Grossman, Allen
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    08/23/2017
    Date Modified:
    10/02/2017
    License:
    All rights reserved

  • An Examination of School Climate in Effective Alternative Programs

    Article thumbnail: An Examination of School Climate in Effective Alternative Programs
    Type:
    Article
    Description/Abstract:
    The alternative education field lacks a common definition and has a major divide between the differing philosophies of alternative programs; little empirical evidence is available to identify the components necessary to create effective alternative educational programs. Tremendous growth in the availability of alternative programs in the United States over the past several decades, however, illustrates continuing demand for such programs as well as the need for research on the characteristics that constitute effective alternative programs. In this article, the authors study exemplary alternative programs in 3 racially and economically diverse communities to characterize the school climate as viewed by the students and the staff. At this relatively early stage in the field of alternative education, it is essential to examine the similarities, as well as any differences, in the social climate of highly effective alternative programs and to consider their potential relationship with student academic and behavioral success. Furthermore, it is important to recognize how these findings might be one foundation for future inquiry and research on alternative education. [PUBLICATION ABSTRACT]
    Creator/Author:
    Tonelson, Steven W.; Magee Quinn, Mary; Gable, Robert A.; Faller, S. Elisabeth (Beth), and Poirier, Jeffery M.
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    08/23/2017
    Date Modified:
    08/23/2017
    License:
    All rights reserved

  • LabArchives

    Generic Work thumbnail: LabArchives
    Type:
    Generic Work
    Description/Abstract:
    LabArchives Test
    Creator/Author:
    Grant, Tiffany
    Submitter:
    Tiffany Grant
    Date Uploaded:
    03/15/2017
    Date Modified:
    03/15/2017
    License:
    All rights reserved

  • Engaging Diverse Voices: Bridging Opposing Views to Build Commonality IRL and Online

    Generic Work thumbnail: Engaging Diverse Voices: Bridging Opposing Views to Build Commonality IRL and Online
    Type:
    Generic Work
    Description/Abstract:
    In a media landscape dominated by polarizing rhetoric, writing instructors have a renewed responsibility to thoughtfully engage students. Utilizing a multimodal assignment, Rogerian and Toulmin argument models can be applied and assessed by students in real-world and online settings to foster empathy for opposing viewpoints by analyzing assumptions.
    Creator/Author:
    Greer, Stephanie
    Submitter:
    UC Clermont College Library
    Date Uploaded:
    06/16/2017
    Date Modified:
    06/22/2017
    License:
    Attribution-NonCommercial 4.0 International

  • Connotative Definitions: Free Verse Poetry as L2 Writing Resource

    Generic Work thumbnail: Connotative Definitions: Free Verse Poetry as L2 Writing Resource
    Type:
    Generic Work
    Description/Abstract:
    This demonstration focuses on using free verse poetry to strengthen L2 writers’ interpretive and invention skills. Drawing on the recent “translingual” turn, it explores poetry as a bridge to academic writing for language learners. Participants will read a short contemporary poem and compose their own “connotative definition,” using brainstorming exercises.
    Creator/Author:
    Homar, Katie
    Submitter:
    UC Clermont College Library
    Date Uploaded:
    06/16/2017
    Date Modified:
    06/16/2017
    License:
    Attribution-NonCommercial 4.0 International

  • Links: Linked Writing Activities that Make Classes Move

    Generic Work thumbnail: Links: Linked Writing Activities that Make Classes Move
    Type:
    Generic Work
    Description/Abstract:
    Brief, varied, and meaningful “linked” activities engage students by incorporating a variety of pedagogical methods and modes during a single class session.
    Creator/Author:
    Morgan, Scott
    Submitter:
    UC Clermont College Library
    Date Uploaded:
    06/16/2017
    Date Modified:
    06/22/2017
    License:
    Attribution-NonCommercial 4.0 International

  • Reading strategies and social annotation in the composition course

    Generic Work thumbnail: Reading strategies and social annotation in the composition course
    Type:
    Generic Work
    Description/Abstract:
    This session examines reading in the composition classroom building from a qualitative analysis of student annotations. Participants will explore social annotation tools that facilitate collaborative, strategic reading among students and instructor feedback on students’ reading strategies. Participants are encouraged to bring an electronic device to participate in this demonstration.
    Creator/Author:
    Sprouse, Michelle
    Submitter:
    UC Clermont College Library
    Date Uploaded:
    06/16/2017
    Date Modified:
    06/16/2017
    License:
    Attribution-NonCommercial 4.0 International

  • Mobile Learning as Pratt's 'Linguistic Utopia:' Leveraging Mobile Devices to Democratize Composition Instruction

    Generic Work thumbnail: Mobile Learning as Pratt's 'Linguistic Utopia:' Leveraging Mobile Devices to Democratize Composition Instruction
    Type:
    Generic Work
    Description/Abstract:
    This presentation proposes ways in which we can better design, deliver, and assess mobile learning environments for a diversity of students in composition classrooms. The emerging scene of using mobile devices for composition instruction is ripe for inclusiveness, and can be considered an iteration of Mary Louise Pratt’s “linguistic utopia.”
    Creator/Author:
    Calton, Robert and Calton, Anne-Marie
    Submitter:
    UC Clermont College Library
    Date Uploaded:
    07/14/2017
    Date Modified:
    07/14/2017
    License:
    Attribution-NonCommercial 4.0 International