The impact of digital stories on preservice teacher beliefs about English language learners

2017 ◽  
Vol 67 ◽  
pp. 171-178 ◽  
Author(s):  
N. Eleni Pappamihiel ◽  
Denise Ousley-Exum ◽  
Albert Ritzhaupt
Keyword(s):  
English Language Learners ◽  
Teacher Beliefs ◽  
Preservice Teacher ◽  
Language Learners ◽  
English Language ◽  
Digital Stories ◽  
Preservice Teacher Beliefs ◽  
The Impact

Group Counseling for English Language Learners to Promote Academic Navigational Capital

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Group Counseling ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Ell Students ◽  
Academic Settings ◽  
The Impact ◽  
Minimal Research

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

scholarly journals Peddling Pedagogies: The Winners and Losers of a Standardized Testing Economy

2014 ◽  
Vol 100 ◽  
pp. 153-155
Author(s):  
Lucy Arnold Steele
Keyword(s):  
Public Policy ◽  
English Language Learners ◽  
Standardized Testing ◽  
Language Learners ◽  
English Language ◽  
Urban Students ◽  
Ethnographic Research ◽  
Teacher Roles ◽  
High Stakes ◽  
The Impact

This review compares the ethnographic research of Jessica Zacher Pandya’s Overtested: How High-Stakes Accountability Fails English Language Learners with the programmatic prescriptions of Yvette Jackson’s Pedagogy of Confidence. Both texts are concerned with the impact of standardized testing on urban students, but the focus of each book is quite different in terms of public policy on education and the way teacher roles are construed.

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