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Enhancing Language and Literacy Education for High School Students in an Inclusive Environment through Design-Based Research

In this paper, I review empirical studies that utilized metacognitive strategies to enhance reading comprehension of students with learning disabilities (LD) in a K-12 inclusive setting in the last 10 years. I also explore the effect of explicit metacognitive instruction on students identified with other types of disabilities as well as non-disabled individuals in an inclusive classroom. First, I provide brief theoretical frameworks on inclusive education, learning disabilities, and critical factors in reading comprehension instruction for students with LD. Second, I summarize recent studies on metacognitive strategies to improve reading comprehension of students with LD in inclusive settings. The review of the literature indicated that instruction of metacognitive strategies for students with LD improved reading comprehension for all students in an inclusive environment regardless of disability or non-disability status. Finally, I discuss some conclusions and suggestions for future research.

Samples of Research

Research Proposal Presentation
Enhancing Metacognition for the Reading Comprehension of Students with Learning Disabilities in an Inclusive K-12 Setting: A Review of the Literature

In the last few decades, there have been national and international legislative acts that promote the inclusion of students with disabilities in the general education classroom. Response to Intervention frameworks (RTI) are an approach to provide support to all students and prevent academic failure of those who struggle. General educators face big challenges when they have to address the needs of a diverse group of students during Tier 1 instruction. The purpose of this study proposal is to use Designed Based Research  to enhance language and literacy education for high-school students during Tier 1 instruction in a Response to Intervention model.

A Qualitative Inquiry of Elementary Teachers' Engagement in an Online Professional Development Program on the Instructional Conversation Pedagogy (QUAL 8400)

Instructional Conversation (IC) is defined as a regularly-scheduled teacher-led communication between small groups of students with a clear instructional goal. This pedagogy provides intensive, differentiated, experiences for students in key areas for second language acquisition and academic development by increasing the rate and intensity of vigorous interactions with peers and expert teachers.The IC pedagogy is based on 5 standards for effective pedagogy and learning: joint productive activity, language development, contextualization, challenging activities and instructional conversation.

 

This research proposal examines the levels of engagement and participation of Elementary teachers through an iterative cylce of design and refinment of an online professional development program. The puporse of the study is to (1) understand teachers' experience and engagement in online professional programs and (2) provide some design principles for online professional development environments.

 

This research proposal is in progress. Please check back soon!

Due to the changing demographics of the United States population, many state certification programs require teachers to have experience with culturally diverse students (Fitts & Gross, 2012). Statistical projections suggest that by 2040, one in three children will grow up in an immigrant household (Hernandez, Denton, & Macartney, 2009). These demographic changes have important implications for education and public policy.

 

An after school program that brings pre-service teachers and English Language Learners (ELLs) together has the potential to reduce the achievement gap for at-risk-students and promote meaningful pedagogical experiences for future educators. This paper discusses a conceptual framework for tutoring culturally and linguistically diverse students through afterschool programs. Specifically, the paper looks at the intersection of mentorship/tutoring, culturally relevant education, resource based learning, and differentiated learning in the context of After School Program.

 

This paper is in progress. Please check back soon!

Pre-service Teachers as Coaches for English Language Learners in an Elementary After School
(EDIT 9990)

The purpose of this poster is to (1) present a one-on-one tutoring model for preservice teachers and Elementary English Language Learners (ELLs), and (2) discuss a conceptual framework for tutoring culturally and linguistically diverse students through afterschool programs.

 

This proposal emerged from a project in which I am currently involved in at The Center for Latino Achievement and Success in Education (CLASE). The proposal was submitted to the Division of Culture, Learning and Technology for the 2014 AECT conference in Jacksonville, FL.

Reducing the Achievement Gap for Elementary English Language Learners through an After School Program (Proposal for AECT Poster Presentation)
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