470 Articles
Medium 9781475837537

RL_002 - Brown et al. FINAL

Rowman & Littlefield Publishers ePub

The Challenges of Differentiating Instruction for ELLs

An Analysis of Content-Area Lesson Plans Produced by Pre-service Language Arts and Social Studies Teachers

Clara Lee Brown and Rachel Endo

Abstract: This study addressed the challenges of differentiating instruction for ELLs at the pre-service level through an analysis of non-ESL teacher candidates’ work samples. Randomly selected lesson plans in K-12 Language Arts/English and Social Studies were content-analyzed to investigate the types and characteristics of accommodation, differentiation, and provisions provided for ELLs. The findings revealed the following trends: (1) the candidates often conflated ELL characteristics with learning disabilities, (2) stated differentiation strategies were generic without carefully scaffolded and sequenced strategies; and (3) when provided, differentiations for ELLs only provided surface-level accommodations that did not address building academic language or connecting content with prior knowledge. Implications are offered for practice and theory.

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Medium 9781475837537

RL_008 - Hill FINAL

Rowman & Littlefield Publishers ePub

A Pre-service Teacher’s Use of a Culturally Relevant Text with Interracial Themes

K. Dara Hill

Abstract: This study examined a pre-service teacher’s use of a culturally relevant text with interracial themes for a first grade student. This exploration occurred in an urban primary school that did not otherwise recognize the student’s dual heritage. Journal documentation and field notes reveal the pre-service teacher’s selection of the text, her use of reading strategies and comprehension questions to engage the student and support her racial identity. Results suggest a need for pre- and in-service teacher development to understand and support the identity development of biracial children.

Introduction

Biracial children are among the fastest growing population in the United States (Baxley, 2008). As schools are enrolling a precipitous influx of biracial children, most teachers have had little or no training for teaching them (Morrison & Bordere, 2001). Biracial children traditionally have not fit into established societal race classifications (Boyd, 2011) and are slowly acknowledged among monoracial groups and in academia (Baxley, 2008, Root, 1996, Wardle, 2007). As a response to growing concerns about effectively teaching biracial children, many scholars have provided background that necessitates teacher preparation and conceptualized classroom strategies that promote racial and ethnic development. While preparing teachers for diversity and multiracial schools is very well documented (Sleeter, 2001), little is reported about revising teacher preparation to incorporate biracial children.

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Medium 9781475837537

RL_003 - Plata et al. FINAL

Rowman & Littlefield Publishers ePub

Prospective Teachers’ Beliefs in Factors Negatively Influencing African American, Low-Income Anglo, and Hispanic Students’ Academic Achievement

Maximino Plata, Alaric A. Williams, and Tracy B. Henley

Abstract: Four hundred and five preservice teachers enrolled at two Southwestern universities identified three factors that were believed to negatively influence the academic achievement of African American, Hispanic, and low-income Anglo elementary students. Chi-square Test for k Independent Samples indicated no significant differences in frequency of factor selection by prospective teachers for students grouped across college classification. However, analyses of factor selection by classification status showed that some factors were selected at a significantly higher frequency for one group over the others. Overall, data suggest that teachers in training are holding to preconceptions and not always evolving on matters of diversity. Implications for teacher preparation programs are extensively discussed.

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Medium 9781475837537

RL_007 - Lowery FINAL

Rowman & Littlefield Publishers ePub

Common Sense and Scientific Interpretation of Cultural Relevance

Charles L. Lowery

Abstract: This article endeavors to view culturally relevant pedagogies from a fundamental view of the relationship between such practices and a model of scholar–practitioner educational leadership. Specifically, this work, framed as an extension of a larger phenomenological study, attempts to address the understanding of cultural relevance from two finite provinces of meaning and distinct ways of knowing a given phenomenon. These ways of knowing—drawn from the phenomenological and social work of Alfred Schutz (1967)—are the scientific interpretations of human interactions and the commonsense understanding of an object as it occurs in the everyday experiences of the life-world. Specifically, this article attempts to consider both the scientific understanding of cultural relevance and the ways in which that understanding informs or fails to inform culturally relevant practices in American schools.

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Medium 9781475837537

RL_006 - Wessels et al. FINAL

Rowman & Littlefield Publishers ePub

Pre-service Teachers’ Confidence and Attitudes toward Teaching English Learners

Stephanie Wessels, Guy Trainin, Jenelle Reeves, Theresa Catalano, and Qizhen Deng

Abstract: Research has shown that many pre-service teachers do not feel confident in their abilities to work with English learners (ELs), and that attitudes toward ELs can have an effect on their confidence in working with these students. The purpose of this quantitative study is to find out what factors affect the confidence and attitudes of pre-service teachers in regard to teaching ELs. Data consisted of a four-part survey of 244 pre-service teachers entering an elementary teacher education program. Findings revealed that attitudes toward ELs’ use of L1 correlated with reported second language proficiency and diversity experience, and indirectly with international travel experience. In contrast, confidence levels did not correlate with these variables. The authors conclude with suggestions for ways that teacher education programs can change attitudes toward L1 use, develop confidence, and foster greater understanding of ELs in pre-service teachers.

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