Although nearly one in 10 U.S. students is an English Learner (or EL), the definition of the term EL varies considerably from state to state, as does the means of assessing English language proficiency and the period of time for which the label is applied to individual students. As EL populations are growing throughout the U.S., both in school systems familiar with teaching ELs and in systems that do not have such experience, it is urgent that the methods by which this population is identified and by which its needs are met in acquiring English language proficiency are backed up by evidence and, ideally, standardized at the national level. In this article, after reviewing the current decentralized climate of EL identification, classification and reclassification, we propose a new definition of English Learner that both resolves inconsistencies in current state-level practices and would include many practicing ELs who are often excluded from current state-level definitions.
{"title":"Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language","authors":"Rolf Straubhaar, P. Portes","doi":"10.4148/0146-9282.2328","DOIUrl":"https://doi.org/10.4148/0146-9282.2328","url":null,"abstract":"Although nearly one in 10 U.S. students is an English Learner (or EL), the definition of the term EL varies considerably from state to state, as does the means of assessing English language proficiency and the period of time for which the label is applied to individual students. As EL populations are growing throughout the U.S., both in school systems familiar with teaching ELs and in systems that do not have such experience, it is urgent that the methods by which this population is identified and by which its needs are met in acquiring English language proficiency are backed up by evidence and, ideally, standardized at the national level. In this article, after reviewing the current decentralized climate of EL identification, classification and reclassification, we propose a new definition of English Learner that both resolves inconsistencies in current state-level practices and would include many practicing ELs who are often excluded from current state-level definitions.","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43740082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article focuses on one university literacy camp for kindergarten through sixth grade students that shifted from traditional in-person instruction to a virtual setting during the COVID-19 pandemic. The change from an in-person camp to a virtual camp setting created an opportunity for research in investigating students' attitudes towards literacy, literacy learning, and participation within the newly formatted virtual literacy camp. Twenty-six kindergarten through sixth grade students were interviewed at the beginning and conclusion of a semester-long literacy camp regarding their attitudes toward learning and participation in the literacy camp. Throughout the data, researchers noted the theme of relationships as being prevalent with many participants sharing thoughts specifically in light of the lack of outside interaction during this more isolated era of time. The relationships built between the tutors and the students in this virtual camp were vital to the attitudes and the learning of these study participants. This study provides further direction for supporting students in a virtual literacy clinic setting.
{"title":"Relationships, Learning, and Motivation for One Virtual Literacy Camp during the COVID-19 Pandemic","authors":"Caitlin Spears, H. Young","doi":"10.4148/0146-9282.2323","DOIUrl":"https://doi.org/10.4148/0146-9282.2323","url":null,"abstract":"This article focuses on one university literacy camp for kindergarten through sixth grade students that shifted from traditional in-person instruction to a virtual setting during the COVID-19 pandemic. The change from an in-person camp to a virtual camp setting created an opportunity for research in investigating students' attitudes towards literacy, literacy learning, and participation within the newly formatted virtual literacy camp. Twenty-six kindergarten through sixth grade students were interviewed at the beginning and conclusion of a semester-long literacy camp regarding their attitudes toward learning and participation in the literacy camp. Throughout the data, researchers noted the theme of relationships as being prevalent with many participants sharing thoughts specifically in light of the lack of outside interaction during this more isolated era of time. The relationships built between the tutors and the students in this virtual camp were vital to the attitudes and the learning of these study participants. This study provides further direction for supporting students in a virtual literacy clinic setting.","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45327951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The unprecedented changes in our society are re-shaping the future of higher education; therefore, re-imagining the future of higher education is a constructive process of development. This study is aimed at exploring the re-imaginations of students in higher education from their own analysis of their previous and current experiences at three key stages: before entry, participation, and graduation. This exploratory study collected qualitative data from 68 current students through synchronous online focused group discussions. Analysis revealed that students’ experiences position higher education in Cameroon as invisible at lower levels, providing limited opportunities and promoting dependency upon graduation. However, they hope that the future of higher education will be characterized by a strong link between higher education and lower levels that will lead to the acquisition of practical skills relevant to the context and will leave graduates self-reliant. Recommendations that go beyond developing a policy to implementation and action are equally discussed.
{"title":"Students’ Re-imaginations of the Future of Higher Education in Cameroon","authors":"E. Aki, Nguehan Simeon Boris, Echari Lisa Ebenwei","doi":"10.4148/0146-9282.2335","DOIUrl":"https://doi.org/10.4148/0146-9282.2335","url":null,"abstract":"The unprecedented changes in our society are re-shaping the future of higher education; therefore, re-imagining the future of higher education is a constructive process of development. This study is aimed at exploring the re-imaginations of students in higher education from their own analysis of their previous and current experiences at three key stages: before entry, participation, and graduation. This exploratory study collected qualitative data from 68 current students through synchronous online focused group discussions. Analysis revealed that students’ experiences position higher education in Cameroon as invisible at lower levels, providing limited opportunities and promoting dependency upon graduation. However, they hope that the future of higher education will be characterized by a strong link between higher education and lower levels that will lead to the acquisition of practical skills relevant to the context and will leave graduates self-reliant. Recommendations that go beyond developing a policy to implementation and action are equally discussed.","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47429980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has affected deep reflection in higher education classrooms: how do we attract and retain students to (temporary but nevertheless increasing) online learning experiences, how do we keep them at our universities and colleges, and how do we give students a learning experience from which they will remember meaningful information? In this paper, we introduce a new pedagogical framework that we call Ludic Pedagogy. We address the four elements of this model: fun, positivity, play, and playfulness. Each of the elements is described in turn, together with literature outlining how each contributes to a positive classroom environment that helps students engage with and learn course content. Examples of how the authors have used this pedagogical model are included and described. We suggest that instructors consider using the Ludic Pedagogy model so as to improve engagement, learning outcomes, and retention in their classes and broader university/college contexts.
{"title":"Ludic Pedagogy: Taking a serious look at fun in the COVID-19 classroom and beyond","authors":"S. Lauricella, T. Edmunds","doi":"10.4148/0146-9282.2324","DOIUrl":"https://doi.org/10.4148/0146-9282.2324","url":null,"abstract":"The COVID-19 pandemic has affected deep reflection in higher education classrooms: how do we attract and retain students to (temporary but nevertheless increasing) online learning experiences, how do we keep them at our universities and colleges, and how do we give students a learning experience from which they will remember meaningful information? In this paper, we introduce a new pedagogical framework that we call Ludic Pedagogy. We address the four elements of this model: fun, positivity, play, and playfulness. Each of the elements is described in turn, together with literature outlining how each contributes to a positive classroom environment that helps students engage with and learn course content. Examples of how the authors have used this pedagogical model are included and described. We suggest that instructors consider using the Ludic Pedagogy model so as to improve engagement, learning outcomes, and retention in their classes and broader university/college contexts.","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43322756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
experience spread out over two courses at the end of the newly designed program. Candidates spend one, seven-week block in Literacy-Based Academic Inquiry , determining the topic of their action research, the questions they want to ask, the data sources that can address those questions, and a strategy to be implemented. During the Literacy Capstone course, the action research project is finalized as candidates revisit their methodology for data collection, engage in data analysis, report results and key findings, offer conclusions, while also identifying implications for both teaching and learning. This course is last in their instructional sequence, prior to graduation.
{"title":"Redesigning Literacy: Our Story","authors":"Johannah D Baugher, V. Seeger","doi":"10.4148/0146-9282.2247","DOIUrl":"https://doi.org/10.4148/0146-9282.2247","url":null,"abstract":"experience spread out over two courses at the end of the newly designed program. Candidates spend one, seven-week block in Literacy-Based Academic Inquiry , determining the topic of their action research, the questions they want to ask, the data sources that can address those questions, and a strategy to be implemented. During the Literacy Capstone course, the action research project is finalized as candidates revisit their methodology for data collection, engage in data analysis, report results and key findings, offer conclusions, while also identifying implications for both teaching and learning. This course is last in their instructional sequence, prior to graduation.","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47625923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Over at the College","authors":"F. T. Goodson","doi":"10.4148/0146-9282.2347","DOIUrl":"https://doi.org/10.4148/0146-9282.2347","url":null,"abstract":"","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41930797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Alternative Application of Oral History in the Secondary Classroom","authors":"Alan English","doi":"10.4148/0146-9282.2249","DOIUrl":"https://doi.org/10.4148/0146-9282.2249","url":null,"abstract":"","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49085468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Formal Education in Gold Coast-Ghana: An Overview of Colonial Policies and Curriculum from 1919 to 1927","authors":"Ernestina Wiafe","doi":"10.4148/0146-9282.2252","DOIUrl":"https://doi.org/10.4148/0146-9282.2252","url":null,"abstract":"","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46980573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Anna Julia Cooper: Standing at the Intersection of History and Hope","authors":"Shannon L Eickhoff","doi":"10.4148/0146-9282.2251","DOIUrl":"https://doi.org/10.4148/0146-9282.2251","url":null,"abstract":"","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48278573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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