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Now showing items 11-20 of 28
Critically Examining the Discourse of Urban Asian American and Pacific Islander Achievement
(Vanderbilt University. Peabody College, 2014-06-15)
The practice of critical discourse analysis examines the relationship between language, institutions, and power. This capstone essay critically examines the bimodal, culture-bound, racialized discourses to describe both ...
M@ny Write W@ys 2 Write! Multi-Genre Writing Prompts to Improve Writing for Secondary Students
(Vanderbilt University. Peabody College, 2014)
This paper reviews and synthesizes the relevant literature of the Writing Workshop (Clippard & Nicalse, 2009; Calkins, 1994), genre theory (Bahktin, 1979), and the efficacy of teaching multi-genre writing (Chapman, 1999; ...
Making Adaptations to the Daily 5 Literacy Program to Meet the Needs of Beginning English Language Learners
(Vanderbilt University. Peabody College, 2014)
The Daily 5 is an instructional framework designed to organize the literacy block in early elementary classrooms. The model is grounded entirely in research-based practices for early literacy instruction, and has been ...
Interactive Read-Alouds and Cross-Curricular Learning: Bridging an Implementation Gap in Today’s Classrooms
(Vanderbilt University. Peabody College, 2014-06-13)
Despite the multitude of benefits, interactive read-alouds are being implemented less frequently and without best practices due to the current state of education, in which time and data are overpowering teachers’ ability ...
The Potential of Service-Learning as an Effective Instructional Strategy in Middle School Social Studies Classrooms
(Vanderbilt University. Peabody College, 2014-03-31)
This paper examines the current research and theories concerning service-learning and its potential as an effective instructional strategy in middle school social studies classrooms. Traditional social studies classrooms ...
Teachers’ and Administrators’ Perceptions of Parental Involvement Practices of African American Parents in Urban Schools
(Vanderbilt University. Peabody College, 2014-06)
Developing a Writer’s Identity in Upper Elementary Students through a Writing Workshop Model
(Vanderbilt University. Peabody College, 2014-06-15)
The purpose of this capstone essay is to synthesize the literature on teaching writing through a process-oriented approach—specifically a writing workshop model—and to draw connections between this type of writing instruction ...
An Investment in Social Identity: Making Language Learning Meaningful and Effective for Adult ESL Learners
(Vanderbilt University. Peabody College, 2014)
Traditionally, adult ESL education has been dominated by rote memorization of cultural and language facts, audio-lingual drillings, and delivery of frequent daily conversations, while students’ social identities and their ...
Culturally Responsive Pedagogy in Action for Teaching ELLs
(Vanderbilt University. Peabody College, 2014-04-20)
My fundamental thinking on the issues and ideas in educating EL students are influenced by two courses EDUC 3530: Foundations for Teaching English Language Learners by Prof. Lisa Pray and EDUC 3590.01: Issues in ELL ...
It Just Makes Sense: Cognitive Development, Instructional Design, and Technology-Based Curriculum
(Vanderbilt University. Peabody College, 2014-06-15)
This capstone employs research from cognitive architecture to analyze, critique, and inform a form of digital scaffolding called Immersedition. Specifically, this capstone explores the way in which Immersedition and ...