scholarly journals The “Science” of Computing: Inclusive Computing Pathways in Iowa City Community School District

2021 ◽  
Author(s):  
Keyword(s):  
English Language Learners ◽  
School District ◽  
Language Learners ◽  
National Science Foundation ◽  
English Language ◽  
Iowa City ◽  
Community School ◽  
City Community ◽  
Innovative Schools ◽  
K 12

This district overview highlights the work Iowa City Community School District (ICCSD) did over the course of three years to plan, build, and implement computing pathways. ICCSD is a college-town district serving 14,000 students and is rapidly becoming more urban and diverse. As a member of Digital Promise’s League of Innovative Schools, ICCSD applied to participate in the National Science Foundation-funded grant project Developing Inclusive K-12 Computing Pathways for the League of Innovative Schools to focus on developing an Inclusive K-12 Computing Pathway aligning the computing courses available within the district. ICCSD set an equity goal of focusing on improving access to computing for their Black and Latinx students including students designated as English language learners.

Technology-Based Literacy Approach for English Language Learners

2013 ◽  
pp. 723-740
Author(s):  
Erin L. White
Keyword(s):  
English Language Learners ◽  
Language Acquisition ◽  
Language Learners ◽  
English Language ◽  
Learning Theories ◽  
Literacy Curriculum ◽  
English Language Acquisition ◽  
Practical Applications ◽  
K 12 ◽  
Everyday Classroom

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English Language Learner (ELL) population presents. This chapter examines various technology-based tools and their potential impact. These technology-based solutions could help to alleviate an already taxed educational system, as well as significantly aid in improving and increasing English language acquisition among the nation’s K-12 ELL population. A review of recent research provides evidence and a strong foundation that supports the integration of these solutions. An ELL Design Quadrant ensures that one follows best practices when integrating technology, and a practical applications section presents examples of contemporary technology with accompanying instructional strategies that educators can utilize in the everyday classroom. Throughout the chapter, references to language acquisition and learning theories provide the evidence and background knowledge necessary to integrate technology into the ELL literacy curriculum, based on sound judgment.

Technology-Based Literacy Approach for English Language Learners

2013 ◽  
pp. 263-279
Author(s):  
Erin L. White
Keyword(s):  
English Language Learners ◽  
Language Acquisition ◽  
Language Learners ◽  
English Language ◽  
Learning Theories ◽  
Literacy Curriculum ◽  
English Language Acquisition ◽  
Practical Applications ◽  
K 12 ◽  
Everyday Classroom

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English Language Learner (ELL) population presents. This chapter examines various technology-based tools and their potential impact. These technology-based solutions could help to alleviate an already taxed educational system, as well as significantly aid in improving and increasing English language acquisition among the nation’s K-12 ELL population. A review of recent research provides evidence and a strong foundation that supports the integration of these solutions. An ELL Design Quadrant ensures that one follows best practices when integrating technology, and a practical applications section presents examples of contemporary technology with accompanying instructional strategies that educators can utilize in the everyday classroom. Throughout the chapter, references to language acquisition and learning theories provide the evidence and background knowledge necessary to integrate technology into the ELL literacy curriculum, based on sound judgment.

The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education

2021 ◽  
pp. 83-99
Author(s):  
Arnold Nyarambi ◽  
Zandile P. Nkabinde
Keyword(s):  
English Language Learners ◽  
School Readiness ◽  
Language Learners ◽  
Educational Outcomes ◽  
English Language ◽  
Immigrant Families ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Outcomes For Children ◽  
K 12

Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.

Student Experiences of School Climate in the Iowa City Community School District 2018

2018 ◽  
Author(s):  
Sarah K. Bruch ◽  
Tessa Heeren ◽  
SuYeong Shin ◽  
Qianyi Shi ◽  
Lindsey Meza ◽  
...  
Keyword(s):  
School Climate ◽  
School District ◽  
Iowa City ◽  
Student Experiences ◽  
Community School ◽  
City Community

Iowa City Community School District Multi-Stakeholder School Climate Task Force

2017 ◽  
Author(s):  
Irvin Rodriguez ◽  
Sarah K. Bruch ◽  
Rhea Burns ◽  
Tessa Heeren
Keyword(s):  
School Climate ◽  
School District ◽  
Task Force ◽  
Iowa City ◽  
Community School ◽  
City Community ◽  
Multi Stakeholder

LGBTQ Student Experiences in the Iowa City Community School District

2017 ◽  
Author(s):  
Sarah K. Bruch ◽  
Austin Adams ◽  
Sean M. Finn ◽  
Tessa Heeren
Keyword(s):  
School District ◽  
Iowa City ◽  
Student Experiences ◽  
Community School ◽  
City Community

scholarly journals Developments In Stem Educators’ Preparedness For English Language Learners In The United States

2018 ◽  
Vol 11 (4) ◽  
pp. 165-176
Author(s):  
Keith R Besterman ◽  
Jeremy Ernst ◽  
Thomas O. Williams
Keyword(s):  
Professional Development ◽  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Regional Analysis ◽  
The United States ◽  
Stem Disciplines ◽  
And Mathematics ◽  
K 12

In the United States, the population of students classified as English Language Learners (ELLs) in K-12 education has increased in recent decades. As a result, teachers outside of specialized linguistic courses have needed to adapt their instruction to better meet the needs of these students. This exploratory study investigates potential indicators of Science, Technology, Engineering, and Mathematics (STEM) teachers’ preparedness to work with ELLs, in comparison with the rates of ELLs in STEM courses.   Data for this study were obtained from the national restricted-access datasets of the 2007-2008 and 2011-2012 School and Staffing Survey (SASS) Teacher Questionnaire (TQ). STEM teachers’ participation in ELL-focused professional development activities, credentialing related to ELLs, and ELL populations in STEM teachers’ courses were analyzed to quantify changes in these measures over time and among the STEM disciplines. Regional analysis of STEM teacher populations and ELL populations in STEM classes was also conducted to examine how these factors differed across the United States.   Analyses of these data indicated increases in the percentage of STEM teachers who have ELLs in their service loads and in the average number of ELLs in teacher service loads; these trends were present in all U.S. regions and in all STEM disciplines. However, the total number of STEM teachers who participated in ELL-focused professional development activities increased only slightly over the four-year span. To effectively teach the growing ELL student population, STEM teachers must develop the skills and approaches necessary to educate and engage these students.

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