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- Creator:
- Vega, Edith
- Description:
- This project addresses the need for easy to use and follow resources for foreign language teachers who are interested in switching their traditional textbook based classes to Comprehensible Input and Teaching Proficiency through Reading and Storytelling method based classes. The purpose of this project is to provide foreign language teachers with a unit of lesson plans to use Comprehensible Input and Teaching Proficiency through Reading and Storytelling methods in their classrooms for the semester of their first year using these methods for a level 1 foreign language middle-high school class. The project consists of a website that includes a 16-week pacing guide unit of lessons along with examples of how to complete these activities and where to access more of these resources. This project is significant because it will allow teachers of foreign language who have been intrigued by Comprehensible Input and Teaching Proficiency through Reading and Storytelling methods to feel more comfortable abandoning traditional textbook based classes and help their student successfully acquire the targeted language.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Olvera Leos, Salena
- Description:
- The purpose of this project is to provide educators a resource for creating social justice curriculum via professional development on Colorism. The research offers an explanation of colorism as it is currently understood, the historical significance of colorism, as well as examples of how it is perpetuated in society and school systems. Teachers will be given examples and resources of how to construct lessons around colorism with a focus around student voice as well as structured time to manipulate pre-generated lessons to fit the needs of their individual schools sites.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Ayala, Jasmin
- Description:
- Literacy skills are the foundational skills that students need in order to be able to successfully read and write. For many students these skills are well developed before they commence kindergarten from the exposure to oral communication and nursery rhymes in their home setting. However, due to the lack of exposure and language ability, many students that are considered English Language Learners come into kindergarten lacking the basic literacy skills that they need to succeed. In addition, Latino parents have reported facing barriers when trying to acquire the skills and strategies to assist their children at home (Durand, 2011). This project was created with the purpose of educating Spanish speaking Latino parents on literacy strategies that they can utilize at home with their children. This nine week workshop series provides parents with the opportunity to learn how to achieve mastery of a standard a week using a bilingual book so that in turn they can practice these skills and strategies at home with their children.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- White, Miriam
- Description:
- As teachers take on more roles during the school day, the push for efficiency is crucial. Teachers spend a lot of their time in professional development and professional learning communities trying to obtain knowledge and work collaboratively to improve teaching skills and the academic performance of students. Many teachers appear overworked and struggle to help their students achieve academic success. Teachers are tired and confused as to why students are not making the grade. So often concepts are taught and misunderstood by students. Teachers feel defeated by the results of under achieving students. Educators too often say they’ve taught the reading and English Language Arts skill to the best of their ability but are confused as to why students are still underperforming. This project was developed to help teachers become more efficient at spending their time addressing student mastery of the standards that student do not understand. This tool will help teachers to analyze data and reteach the standards students do not know in order to improve academic success for all their students.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Terrell, Abigail
- Description:
- Immigrant and refugee-background children are a growing population in public schools in the United States. For many, their pre-migration, transmigration and post-migration experiences are painted with violence, war, separation, food insecurity, fragmented schooling, loss, and trauma. The themes discovered through a literature review of immigrant and refugee education confirmed that: immigrant children are marginalized and left behind in the U.S.; teachers need support, resources, training, especially in cultural competence; academic success greatly impacts immigrant children’s overall well-being; critical self-reflection is an essential tool for improving outcomes for this population; and literacy is the social justice issue to address in refugee and immigrant education. The purpose of this project is to support educators with a personal and professional growth experience that prepares them to use CAP (Cultural-Academic-Psychological) Intervention methodology (Igoa, 1995, 2014). Through CAP, a compassionate, creative and critically-conscious pedagogy, teachers can effectively reach and teach immigrant and refugee-background children, providing them with a truly equitable education.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Powe, Jacqueline
- Description:
- Parents of first generation students, specifically Latinos, face many barriers as they attempt to guide their students through a school system they are unfamiliar with. This curriculum project seeks to provide the necessary cultural capital for parents to confidently help their children at home and advocate for them at school. Increased parental involvement beginning at the elementary level has potential to boost student achievement and in turn increase Latino high school graduation rates and college enrollment. The curriculum uses four engaging Spanish workshops to provide parents with necessary insight into the American school system. The workshops provide information and resources regarding 5th grade curriculum, the structure of middle school, resources to help at home, and high school exit requirements. Each workshop has been developed in Spanish with a purpose of overcoming language and structural barriers by providing adequate resources and information for parents to confidently and successfully guide their student on their college pathway.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Price, Amy
- Description:
- Whatever grade we may teach, students come to the classroom with varying background knowledge on different topics, literacy skill development, and overall interest in reading. In most of my experiences, students are often given very little time in the classroom to construct their own interpretation of a text based on personal experiences and cultural background. Additionally, students are usually grouped by reading levels, assigned a book to read, and given vocabulary and comprehension tests that have a predetermined interpretation. As a result, classroom reading becomes a different type of reading than how we read outside of school. The purpose of this project was to create a resource guide that teachers at my school site, grade 3-6, can use to implement book clubs in their classrooms that reflect 21st century learning. The resource guide includes live video links, ready to use resources, photos of student samples, and a sample book club unit with my current 4th graders. Using an adaptable book club framework where student choice is valued, reading in the classroom has the potential to mirror reading in the real world and foster a positive attitude toward reading.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Ceballos, Jessica
- Description:
- Often times, parents believe that because they do not speak English, they cannot support their student’s literacy skills at home. There is also a common misconception that if students learn English and Spanish simultaneously, they will suffer in English language and literacy. However, there is research that proves that if students are literate in their native language, they actually pick up English literacy skills quicker than if they were not literate in their native language. There is also research that demonstrates the positive impact of parent involvement on student academics. Using this information, I have compiled resources that will provide English and Spanish-speaking parents with simple, yet effective strategies to support literacy growth in upper grade elementary students.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Horton, Josefina
- Description:
- Students exited from newcomer classes face all the hurdles of learning new material while also struggling with cultural and linguistic isolation. Unsurprisingly, when released into the general population, these students tend to flounder and fail in part due to both the sudden retraction of academic support and the loss of the camaraderie with their newcomer peers. Research suggested that structured, short-term tutoring can be effective when administered to students in small groups. Delivering this tutoring to the newcomer population, however, presents challenges for socio-economic reasons such as difficulties with transportation and limited access to materials at home. This case study investigated the effects of a month-long, after-school, one-to-one tutoring program on an exited newcomer in his regular classes. Collected data sources included teacher surveys, student interviews and student inventories, QRI-6, and reflective journals. The data provided a multifaceted view of the student’s academic and relational growth. The findings revealed that the tutoring program provided impactful academic and literacy support for the exited newcomer in this case study as measured by both academic gains and perceptions of teacher and student. The student viewed the tutoring process as positive and helpful. His interest in reading grew, and his use of tutoring became more strategic and premeditate.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Laubach, Sydney
- Description:
- The purpose of this project was to create teacher planning materials and resources to teach foundational literacy skills through both direct teacher instruction and personalized technology for students in kindergarten thru third grade. The project addresses the problem of there not being easy and adaptable teacher planning materials that allow for direct teacher driven instruction and the online learning programs available to cohesively work together. The resources developed through this project provides teachers with planning and assessment tools to help track student progressions through the lesson alignment in both whole group and small group settings. Planning tools, such as teacher editions and scope and sequences, will assist in the creation of the lesson alignment and student-learning pathways. The resources take into account student’s needs, strengths, weaknesses, and language proficiency. The planning tools developed through this project includes a component that can be sent home to families for them to see what their student is working on even if they do not have access to seeing their students’ progress online. A website has been created for teachers to access documents with information, readings, ideas, reproducible as well as a space to collaborate and share ideas. These tools are easily accessible and usable with any set of programs that a teacher has access to in their classroom. This project is significant, as it will provide teachers with planning tools for direct literacy instruction and technology concurrently to increase student mastery of foundational reading skills.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education