What is Dyslexia? What are the best strategies to use with students with Dyslexia? Why? Explain. Explain the relationship between phonemic awareness and dyslexia.

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Phonological Awareness

Questions

(1 ) What is phonemic awareness? Define and explain

(2). What is phonological awareness? Define and explain.

Use your CORE book and resources in this module to write up a complete explanation. Include all the components of phonemic and phonological awareness. Make sure to list the components separately and include a definition for each, a brief explanation for each, and any additional information for each of the components.
How are oral language development and phonological awareness interrelated? (You may want to refer to what you learned in the previous module, Oral Language Development, and what you are learning in this module, Phonological Awareness, to help you compose your response to this question)
Discuss some activities in a classroom that would support/teach students phonemic/phonological awareness. Name and explain two classroom strategies that would benefit students learning phonemic/phonological awareness.

(1) What is Dyslexia?

(2) What are the best strategies to use with students with Dyslexia?

(3). Why? Explain.

(4) Explain the relationship between phonemic awareness and dyslexia

  1. What is UDL?
  2. How do these strategies help learners?
  3. Give one example.

What are the most important factors in determining how a child turns out as an adult? How do children’s minds grow and change over time? What is the role of teachers in helping children build a brain? How do children and/or adolescents come to a sense of who they are? What roles do “nature” and “nurture” play in human development?

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Personal Essay

What are the most important factors in determining how a child turns out as an adult?
How do children’s minds grow and change over time?
What is the role of teachers in helping children build a brain?
How do children and/or adolescents come to a sense of who they are?
What roles do “nature” and “nurture” play in human development?
How, if at all, do people change in the way they experience and handle emotion over their school years?
How do children learn to regulate their own behavior?
What is the influence of peer groups on children?
If children have challenges in their early lives (for example, alcoholism in the family, poverty, abuse or neglect, and the like) does this mean that they are going to have difficulties later? If so, what kind of difficulties and why? If not, why not?

What is the difference between the way the word “theory” is used by laypersons, and the way developmental psychologists use it? How are developmental theories useful to educators, parents, and other professionals? What is the difference between the term “sensitive period” and the term “critical period”? Why is this difference important to educators and other professionals who work with children?

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Assignment 1: Short Response

What is the difference between the way the word “theory” is used by laypersons, and the way developmental psychologists use it?
How are developmental theories useful to educators, parents, and other professionals?
What is the difference between the term “sensitive period” and the term “critical period”? Why is this difference important to educators and other professionals who work with children?
What are some “what” and “why” child development questions you might be interested in studying?
Discuss (1) your view on shape and timing of child development and (2) how your view impacts your practices in dealing with children.

The book discusses the following quantitative research designs: correlational, experimental, across sectional, longitudinal design, sequential design, and microgenetic design. Please describe each of these research methods in your own words using an example, particularly indicating what would be dependent variable and what would be independent variable(s) in your example.

Locate at least two videos showing best practices of mathematics in elementary school. Reflect on practice by comparing the strategies employed by the two ‘observed’ teachers.

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Education: IXL program (1st Assignment) and Math Observation Lesson (2nd Assignment)

Step 1: Locate at least 2 videos showing best practices of mathematics in elementary school. This assignment requires you to reflect on practice by comparing the strategies employed by the two ‘observed’ teachers. Use the two websites below….

https://www.youtube.com/watch?v=qzUKAsjpuzA

https://youtu.be/k39BX7Nug6Q

 

Step 2:  Watch the video below

 https://study.com/academy/lesson/scaffolding-student-knowledge-in-mathematics.html

 

Step 3: Complete your reflective analysis and conclusion presenting your overall position and reaction to what was observed and how classroom practice reflects theory in the teaching of mathematics.

Create a safe setting, limit the number of adults involved, give personal space, show open, accepting body language, use peaceful tone and verbal interactions, communicate simply and directly, identify their wants and needs, reassure the student and frame an outcome, coach them to take responsibility for their behavior, find agreement. 

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Special Education

An Escalated Adult Cannot Control an Escalated Student 

  • Create a safe setting, limit the number of adults involved, give personal space, show open, accepting body language, use peaceful tone and verbal interactions, communicate simply and directly, identify their wants and needs, reassure the student and frame an outcome, coach them to take responsibility for their behavior, find agreement.
    • How to article
  • Both the student and the teacher need to use appropriate body language and verbal interactions.
    • This goes back to modeling expected behavior. If the teacher is modeling negative behavior (e.g. raising their voice, poor body language) then the student will follow.

“To start, getting down on the child’s level can avoid the child feeling as if the teacher is looming over them. Body posture should remain comfortable and relaxed. Gestures such as crossing arms and pointing fingers should be avoided for the most part. Movements should be kept slow, deliberate, and non-confrontational” (Martel & Cavanaugh, 2016)

 

Choose only one of these statements as your premise. Write an argument to support the statement and refer to relevant reading from this course.

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Write an argument to support the statement and refer to relevant reading from this course.

Choose only one of these statements as your premise.

1.Freedom of speech is a right to express information, ideas, and opinions free of government restrictions based on content and subject only to reasonable limitations.

•OR

2. Autonomy is the capacity understood to refer to the capacity to be one’s own person, to live one’s life according to reasons and motives that are taken as one’s own and not the product of manipulative or distorting external forces, to be in this way independent.

How will your positionality impact your relations with the research site/participants and how do you plan to minimize power asymmetries between your role as a researcher and the research site/ participants; What type of observer you will be for this study (complete participant; participant as observer; observer as participant; or complete observer), and why is that important for the particular research problem? Do you foresee your observer role changing over time? What type of encounters will challenge this role? What is your plan for reciprocity with the research site and/or participants?

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Racial disparities and discrimination in education

Instructions: DRAFT OF METHODS

This assignment will be a rough draft of the Methods section for your Final Research Proposal. We will use this draft to solicit feedback in order to build a solid draft for the final submission.

The Methods Sections should be between 1-4 pages and contain the following components: 

Method Section : The method section is a detailed explanation and justification of your research design, potential research site, tools used to collect data, reflection of your role as researcher, and description of how you plan to analyze the data.

  1. Qualitative Research Design:Explain the type of qualitative research methodology you plan to use and why it is an important methodology to study your research problem. Make sure to cite scholars that demonstrate the importance of ethnographies. Also explain the length of the study.
  2. Positionality and role as a researcher:This section will be a reflection on your positionality and role as a researcher. Detailed explanation of what type of researcher you aspire to be. The following questions should be address: How will your positionality impact your relations with the research site/participants and how do you plan to minimize power asymmetries between your role as a researcher and the research site/ participants; What type of observer you will be for this study (complete participant; participant as observer; observer as participant; or complete observer), and why is that important for the particular research problem? Do you foresee your observer role changing over time? What type of encounters will challenge this role? What is your plan for reciprocity with the research site and/or participants?
  3. Research Site: Present a detailed description of the site(s) and justify why this site(s) is important for the study; how will you gain access, and who gatekeepers do you think you need approval from; how many times do you plan on visiting; what are some challenges you may face? If you have any connections to the research site please explain your relationship with the sites.
  4. Collection of Data:Explain what types of data collection tools will be used [Participatory observations, interviews, or documents, etc]. Consider the following topics: What tools will you use? In relation to your research topic and research questions, why did you select these tools? What are the advantages and disadvantages of using each of these tools for your study? Provide a detailed account of how you plan on using the tools? How will the tools compliment one another? How will you collect field notes? What are some technologies you plan on using? In the appendix page please include any potential interview guide and/or observation protocol.
  5. Participants: Provide a detailed description of participants. Who will be involved in your study? What criteria will you use to select the participants? What ethical protections and informed consent will employ with participants? will you use with the participants. In the appendix page include a draft of your informed consent form.
  6. Data Analysis:Explain the techniques used to analyze the data that you collected. Did you approach the data from an emic lens (themes and topics internally emerged from the data itself), or did you use an etic lens approach (themes and topics were selected external from the data and these etic topics were used to search the data). Or did you use a combination of both? Provide examples of how the analysis was conducted. Additionally describe how different forms of data were linked.
  7. Research timeline: In table or some visible aid, create a research timeline. This provides an overview of research activities. How often and when do you propose to visit the site? If conducting interviews, when will they occur? Identify major milestones/goals in the research plan

 

Develop a scope section, including the types of deliverables, the life-cycle process, types of data, sources or databases, and organizations that are included in this project. Explain what is in scope and what is not in scope. Acceptance Criteria. Describe required work for successful project completion.

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leadership in higher education

Based on the analysis completed by a task force at Cosmo, Inc., the marketing department must develop, implement, and test a new marketing campaign focused on maintaining current customer levels and increasing their customer base through the utilization of new technology. Refer to the Cosmo, Inc. Business Case document for more information.

Requirements

Using the Project Plan Template, include the following in the Project Scope and Work Breakdown Schedule sections of your Project Management Plan:

Project Scope Overview. This describes the background and context for the project and why it is being undertaken. This is the business value of the work being performed. Project Scope Description. Develop a scope section, including the types of deliverables, the life-cycle process, types of data, sources or databases, and organizations that are included in this project. Explain what is in scope and what is not in scope. Acceptance Criteria. Describe required work for successful project completion. This is to be only required work. Deliverables. List deliverables to be performed and not performed as part of this project. Indicate constraint(s), dependencies, assumptions, and mitigation strategies.

Work Breakdown Structure (WBS). Develop a work breakdown schedule. This includes an introduction and graphical representation of the totality of work identified in the Project Scope.

N o t e : You may create graphical examples in Microsoft Word, and save as a .jpeg picture to be inserted into your plan.

Deliverable Format

Utilize Project Management Plan template. References: There is no set number of references required for this assessment. Use scholarly or academic sources where applicable. Format: Use the Project Scope and Work Breakdown Schedule components of the template provided. The Project Scope and WBS are professional documents and should therefore follow the corresponding MBA Academic and Professional Document Guidelines, including single-spaced paragraphs. Use APA style and format for references Length: Utilize the template, including the title page and reference page.

 

Compare and contrast between phonological awareness and phonemic awareness Write a paragraph where you define phonological awareness and explain the difference between phonological awareness and phonemic awareness.

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Compare and contrast between phonological awareness and phonemic awareness

Write a paragraph where you define phonological awareness and explain the difference between phonological awareness and phonemic awareness. Include aspects of phonemic awareness as well.

To what degree do ESL and content teachers, having received professional development in SIOP, report implementing the components of the model in their daily instruction? How do ESL and content teachers’ collaboration influence ESL students’ classroom participation during the collaborative teaching sessions?

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Content Teachers’ Perception of El Student Engagement Using the SIOP Model

Clarifying the Collaborative Role of ESL Teachers and Content Teachers (?)

Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the student’s achievement of English proficiency and the academic standards under § 4.12 (relating to academic standards). Programs under this section shall include appropriate bilingual-bicultural or English as a second language (ESL) instruction. (State regulation, 22 Pa. Code § 4.26)

There were over four million English language learners in U.S. public schools in 2015 which is a 1.5% increase from reported statistics in 2000 (Bialik, Scheller & Walker, 2015). According to the National Center for Educational Statistics, there were 5 million English language learners in US public schools in 2018 (NCES, 2021). By 2025, nearly one out of every four public school students will be an English language learner (National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs [NCELA], 2007). This prompted some state education agencies to require teacher training related to linguistic-minority students (Meskill, 2005). However, language acquisition is complex and professional development efforts have overgeneralized the issue by excluding the intricacies of culture and deeply rooted misconceptions (Meskill, 2005). According to the most recent data from the US Department of Education, English learners (Els) make up 10% of the nation’s student population (US Department of Education).

General classroom teachers are required by federal law to be provided with professional development if they work with Els. 30 states do not require anything over what the federal law demands.  In Pennsylvania, teacher coursework must include courses that address the needs of English learners. (Education Commission of the States, 2014). However, research shows that content teachers do not feel trained to teach this population, and they drop the responsibility on the ESL teacher (Reeves, 2006). Over 50% of Els in elementary and secondary schools are in schools where over 30% of the student population are Els and still many of those teachers are not trained to meet the needs of these learners (Echevarria, Vogt & Short, 2017). The content teachers and the ESL teachers work with Els in various ways, but the communication is inconsistent (Dove and Honigsfeld, 2010; Giles, 2018; Peercy, Ditter, & DeStefano, 2016). Els may spend a portion of their time with the ESL teacher but most of their day is spent in content classes. Many of content teachers are not comfortable with teaching this population and there is a breakdown in communication between the content teachers and the ESL teachers. This is a real problem when most of the students speak languages other than English (Conaway et. al., 2012, Gandara et.al., 2005). This study is meant to seek if ongoing ESL professional development for middle school content teachers in an urban district will empower them to engage their English learners in their classes.

Background of the Study

English Learner (El) and English Language Learner (Ell) have primarily the same meaning. Both terms are referring to those that speak a language other than English and are actively trying to learn English. There are many variations on the terms. Emergent Bilingual is a term that is meant to be positive in that the student already has one language and is learning a second but, for some, English is their third or fourth language so it may not be accurate. Some use First Language Not English (FLNE) but then it must be considered not all students are not learning English, it just means they learned another language first (Harder & Varga, 2017). The U.S. department of education uses El for English learner to be the most accurate terminology and so for the purposes of this study, the researcher will use El.

Els encompass an array of students with different needs. Immigrant students are those who have come to the U.S. willingly or unwillingly. “Immigrant students” refers to both individuals from highly educated families with significant educational experience as well as others who may have had sporadic or interrupted schooling, resulting in critical gaps in their educational knowledge base (Fix and Passel, 2003). Generation 1.5 students are U.S. children born of immigrants and speak a language other than English at home (Grantmakers for Education, 2013). All these students fall under the El umbrella and while their needs vary, they all have a language deficit that qualifies them for ESL services.

To further complicate the issue, ESL specialists are at a shortage nationwide (Mitchell, 2017). There has been a reported shortage of ESL teachers in Pennsylvania since 2010. And, many Els are placed in low performing urban school with poorly trained teachers (Sanchez, 2017). Moreover, this population is growing in rural and suburban areas, so the problem that was contained in urban districts is becoming an issue for rural and suburban school districts as well (Breiseth, 2015).

English language learning can be taught in two ways. The district can hire ESL teachers who teach in English using protocols to support students in language development and content knowledge. The role of the ESL teacher became defined when Common Core State Standards were adopted in 2009 (Staehr Fenner, 2013). ESL teachers transformed from indistinct roles to experts, advocates and consultants (Staehr Fenner, 2013). It was finally suggested ESL teachers and mainstream teachers collaborate and receive extensive professional development to ensure a strong working relationship (Staehr Fenner, 2013).

Bilingual education is another option (State regulation, 22 Pa. Code § 4.26). However, there are over 300 languages spoken in public schools across the United States. Even though, Spanish is the most popular by far, other popular languages include Arabic, Chinese, Vietnamese, Hmong, Somali, Russian, Haitian (Ruiz Soto, Hooker & Batalova, 2015). Bilingual education will only work if content can be taught in the students’ native language and it can never work if the students’ language capabilities vary. It will only become more difficult to teach using the Bilingual Model as the languages of ELs diversify. Nonetheless, Pennsylvania state law requires English language learners to work with an ESL teacher for instruction (State regulation, 22 Pa. Code § 4.26).

Content teachers are pressured by the expectations to teach content in English/language arts, mathematics, science, and social studies to Els and implement the Common Core State Standards (CCSS) that require teachers to ensure students are college and career ready in secondary classrooms (Rubinstein-Avila & Lee, 2014). They are also expected to support students’ content mastery on statewide achievement tests (Palmer, Henderson, Wall, Zúñiga, & Berthelsen, 2016).

Els traditionally do not participate in mainstream classrooms as often and as meaningfully compared to their English-speaking peers (Duff, 2001; Yoon, 2008). This is due to affective factors (Pappamihiel, 2002), content teachers’ student positionings (Yoon, 2008), and the classroom power dynamics in the mainstream content classrooms (Norton, 2002). This limited participation can constrain opportunities to learn and serves the ever-widening achievement gap between Els and their monolingual peers. In fact, Els consistently underperform their English only speaking peers in nearly every subject area (U.S. Department of Education, National Center for Education Statistics [NCES], 2015b).

Without engaging in their learning, Els are not motivated for authentic learning or activating their cognitive processes. One way schools can work to increase student engagement is to increase teacher support. Students are more likely to engage in school if their teachers engage with them and the materials being taught (Bryson, 2007). Engagement becomes very important when the research shows students who are engaged in school performs better academically, have better attendance, better retention, and better school completion rates (Jimerson, Campos, & Greif, 2003; Sinclair, Christenson, Lehr, & Anderson, 2003).

Even though there is a large number of El students in mainstream classrooms, content teachers are underprepared to teach these learners (Rubinstein-Avila & Lee, 2014; Staehr Fenner, 2014).  Learning opportunities to help support teachers may look a lot like the “sage on the stage” method where the sage, or expert, delivers information and the teachers are expected to become experts just by listening (Kumaravadivelu, 2003, p. 7). But, that type of professional development does not change teachers’ pedagogical practices as itt does not consider how it will look in practice (Darling-Hammond, Hyler, Gardner, & Espinoza, 2017; Smith, 2017). Another problem is that teachers are not given the space to experiment and reflect on new information (Darling-Hammond et al., 2017). Effective PD includes collaboration, experimentation, and reflection where teachers are provided opportunities for discussion (Bocala, 2015, p. 349).

Statement of the Problem

El students’ participation in mainstream classrooms is underexplored (Martin Beltrán, 2010; Yoon, 2008). Some studies point out how the teacher can position El students as outsiders (Kayi-Aydar, 2014), which serve to exclude them from conversations and discussions that could lead to their increased learning opportunities (Martin-Beltrán, 2010; Yoon, 2008). The connection between El students’ limited participation and learning opportunities is evidenced by the fact that El students consistently underperform their monolingual peers on achievement tests (NCES, 2015a).

Content area teachers are underprepared and unequipped to teach ELs (Staehr Fenner, 2014; Rubinstein-Avila & Lee, 2014). Traditional PD is not the most effective form of teacher learning because it does not always change pedagogical practices (Darling-Hammond et al., 2017; Smith, 2017). Content and ESL teachers’ collaboration can potentially provide ESL students with increased content and language learning (Giles & Yazan, forthcoming 2019; Martin-Beltrán & Peercy, 2014); yet limited contact with the ESL teacher (Bell & Baecher, 2012) can constrain collaborative efforts (Peercy, 2018). This leads to Els limited participation in the mainstream classroom (Pappamihiel 2002, Martin-Beltrán, 2010, Norton, 2002).Ultimately, the content teacher plays a crucial role in influencing how students participate in the mainstream classrooms (Yoon, 2008).

Study’s Aim

In this proposed dissertation, the aim is to support content teachers at maximizing El student engagement using ongoing professional development for the content teachers. Ongoing professional development is key because educators need to be aware of the features of El teaching to implement it appropriately in their classes (Hansen- Thomas, 2008) but since directives without practical considerations are not inherent in “sage on the stage” PD (Kumaravadivelu, 2003, p. 7), ongoing PD including experimenting and reflecting will be given to content teachers throughout.

Following Guskey’s theoretical framework (2002), the order of the professional development is important. Unique to Guskey’s model, lasting change occurs through professional development, change in teacher practice, change in student outcomes, and then, change in teacher beliefs and self-efficacy in that order. So, ongoing support to content teachers will follow this same order.

Objectives of the Study

In alignment to the study’s aim, the key objectives of the proposed study will include the following:

–       To examine the roles of the ESL teacher and content teacher in the classroom

–       To reflect on the co-planning practices between the ESL teacher and content teacher

–       To establish the most effective professional development that will enhance the collaboration between the ESL teacher’s and content teacher’s practice

Research questions

  1. To what degree do ESL and content teachers, having received professional development in SIOP, report implementing the components of the model in their daily instruction?
  2. How do ESL and content teachers’ collaboration influence ESL students’ classroom participation during the collaborative teaching sessions?
  3. To what extent are English Language Learners engaged using the SIOP model according to ESL and content teachers’ perception?
  4. How does ESL and content teachers’ collaboration influence content teachers’ learning to plan for and teach ESL students at an urban middle school in Northeastern PA?

 

Significance of Study

This study seeks to contribute to the field of ESOL in specific ways. First the study aims to contribute to the knowledge about how content teachers learn to plan and teach Els. Sociocultural learning theory posits that learning happens through interaction (Johnson and Golombek, 2016). It recognizes that teachers’ backgrounds shape their interactions, which affect their professional learning. Content teachers learn through collaboration in professional communities. Moreover, this study seeks to provide an understanding of secondary content teachers’ collaboration practices in 4 urban middle schools with a large population of Els. The four middle schools are part of a large urban school district that contains 3499 students, and all four schools serve at least a 15% to 20% Els. Students who are labels as Els receive ESL support from their ESL teacher who coteaches with content teachers. The ESL teacher provides language support while the content teacher provides support for the mainstream content whether it is math, science, social studies, and/or ELA.

Each family that enters the District must fill out a registration form that includes home language questions. If there is any indication that the student may need language support, then a parent interview is performed. Depending on the score from the parent interview, the student may qualify for the screener. The screener assesses the 4 domains of language: Listening, Reading, Speaking, Writing. Once complete, the score will indicate the language level of the student. The ESL teacher and content teacher are expected to collaborate to ensure the needs of the student are met. This study adds to the research about how content teachers support El engagement in the mainstream classrooms. This study will provide insight that describes the perception of content teachers on how they support Els and offer to empower them with ongoing ESL professional development to enhance El engagement and their own understanding. There is a need to connect content teachers with practices that engage all students and there is a researched based protocol in place that all ESL teachers are taught but while this method is taught to ESL teachers, content teachers may not be aware of such protocols.

Summary

The numbers of Els is growing, not shrinking so what was once an issue for a few school districts could is now growing. Middle school Els spend most of their time with content teachers and have ESL teacher support in some of their classes. Content teachers do not feel confident in teaching this population but there is a protocol in place to support Els that are in content classes with content teachers. This study is meant to share that protocol with content teachers and support them while they implement the strategies and document the engagement of their Els.