Now showing items 1-10 of 40
"We Gotta Change First" : Racial Literacy in a High School English Classroom
Students need more opportunities to learn how to respond to and counter forms of everyday racism. This qualitative study addresses that need by investigating how one peer-led group engaged in dialogue about issues of race ...
Towards Understanding When Service-Learning Fosters Efficacy Beliefs of Preservice Teachers
(Duke University and the SIG-Service-Learning & Experiential Education of the American Educational Research Association (AERA), 2015)
This research uses a mixed methods approach in focusing upon the role service-learning can play in enhancing preservice teachers’ sense of efficacy. Results of the quantitative component reveal significant gains in efficacy ...
Around the world with geospatial technologies
(National Council for the Social Studies, 2012)
An Exploration of the Connections Between Institution Type and Perceived Levels of Stereotype Threat in African American Engineering Students
(Journal of African American Males in Education (JAAME), 2015)
An L-Moment Based Characterization of the Family of Dagum Distributions
(Scienpress Ltd., 2013)
Portraits of Practice: A Cross-Case Analysis of Two First-Grade Teachers and Their Grouping Practices
(National Council of Teachers of English, 2013-02)
his interpretive study provides a cross-case analysis of the literacy instruction of two first-grade teachers, with a particular focus on their grouping practices. One key finding was the way in which these teachers drew ...
Visual and linguistic factors in literacy acquisition: Instructional implication for beginning readers in low income countries
(World Bank, 2013)
Improving the quality of literacy teaching may require intervening at different levels, for example, encouraging school attendance and optimizing textbook format and teaching methods. Reading is a complex task involving ...
Reading fluency measurements in EFA FTI partner countries : outcomes and improvement prospects
(World Bank, 2011)
Students in lower-income countries often acquire limited literacy in school and often drop out illiterate. For those who stay, the problem is not detected until it is too late to intervene. Oral reading fluency tests given ...
Literacy for all in 100 days? A research based strategy for fast progress in low income countries
(World Bank, 2013)
In low-income countries many students are marginalized very early and remain illiterate. In grades 1-3 they attend rarely, though they may officially drop out in grade 4. Many others graduate from primary school without ...
Developing cross language metrics for reading fluency measurement: Some issues and options
(World Bank, 2012)
Since 2005, over 70 oral reading fluency tests have been given in many languages and scripts, either as part of the Early Grade Reading Assessment (EGRA) or as individual one-minute tests. Particularly in multilingual ...