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English Language Learners Capstone Portfolio: Mia Anderson, Summer 2018
(Vanderbilt University. Peabody College, 2018-06-15)
This portfolio demonstrates the expertise gained through the English Language Learners Master’s program at Vanderbilt University to be a highly qualified teacher of ELL students. I begin with my personal philosophy of ...
English Language Learners Capstone Portfolio: Shanshan Zhu, Fall 2019
(Vanderbilt University. Peabody College, 2019-10)
This Capstone Portfolio delineates my journey towards teaching excellence. First, I describe my teaching philosophy, which is informed by coursework and refined by practice during my time in the ELL program at Vanderbilt ...
Black Girl, Be! Creating Transformative Spaces for Black Girls in Public Education Schools
(Vanderbilt University. Peabody College, 2017-06-15)
Throughout history, Black children have been dehumanized, criminalized, and sexualized.
Additionally, though education can be a transformative and liberative tool, Black children have
been deprived of quality and equitable ...
Neoliberalism & Critical Adult Literacy Education: Impact and Implications
(Vanderbilt University. Peabody College, 2016-07-18)
Discussions about education tend to revolve around K-12 schooling; adult education is generally
not a part of the conversation even though it was an incubator of social change and progress at
many points in history. Much ...
Family Cultural Orientation: Refugee Learners Shaping Design
(Vanderbilt University. Peabody College, 2017-06-15)
Families new to our city, especially transnational families, become skilled in the art of cultural orienteering. They use their knowledge, values, relationships, and communication skills to create a new home for themselves ...
Teaching Teachers: Perceptions of District-Level Professional Development in Metro Nashville Public Schools
(Vanderbilt University. Peabody College, 2018)
This report was requested by Metro Nashville Public Schools (MNPS) to examine teachers' perceptions of district-level professional learning experiences in Metro Nashville Public Schools. In analyzing how teachers think ...
Learning to Teach in Medical Education: A Critical Analysis of Team-Based Learning
(Vanderbilt University. Peabody College, 2018-03-15)
At the start of their careers, physicians vow a commitment to teach their peers, trainees, and patients. However, the ubiquity of teaching in medical practice is not well reflected in the medical education curricular ...
Students' Mathematical Beliefs Implicitly Learned Through Assessment
(Vanderbilt University. Peabody College, 2016-07-15)
Students come to beliefs about what mathematics is through a host of factors. One of these is through the way that they are assessed. Through summative, standardized achievement tests, students are evaluated on what it is ...
Where the Magic Begins: The Nexus of Commercially-Given Narratives, Pretend Play, and Literacy Learning
(Vanderbilt University. Peabody College, 2016)
While research has suggested that pretend play can give children invaluable experience in
such literary practices as story ideation, creation, and renegotiation, character development, and reading and writing rehearsal, ...
CAPSTONE ELL Portfolio
(Vanderbilt University. Peabody College, 2017-02-25)
In this ELL Portfolio, I demonstrate my expertise and knowledge gained from learning in this
program, sustaining my theoretical understanding and application to practice for working with English Language Learners. Through ...