2024-03-28T10:15:46Zhttps://ir.vanderbilt.edu/oai/requestoai:ir.vanderbilt.edu:1803/52092013-05-10T20:20:29Zcom_1803_186com_1803_5548col_1803_187
Lee, Howon
2013-05-10T20:20:29Z
2013-05-10T20:20:29Z
2013-04-16
http://hdl.handle.net/1803/5209
Teaching and Learning Department Capstone Project
This is my capstone portfolio for the ELL strand. The portfolio consists of three parts which are 1) philosophy of teaching, 2) artifact introduction, and 3) reflection. In the philosophy of teaching, I discuss what my beliefs are about education by defining my context of teaching, deliberating current issues of ELL education, and discussing my stance as an ELL teacher in tandem with a literature review. In the second part, artifact introduction, I demonstrate my professional competence by providing artifacts I have constructed throughout the teacher training I have received at Peabody within each domain of the TESOL standards. I delineate what a teacher who mastered each domain looks like and present two artifacts for each domain to defend my proficiency in each area. The artifacts that I present are the composite of various types of writing for various purposes: lesson plan, unit plan, presentation slides, analysis paper, and a blog. In the last part, I reflect on the capstone experience by self-evaluating my accomplishment. I narrate my strengths and weaknesses I have found through the capstone experience, and ponder how I will develop the area I am less confident at. Furthermore, I elaborate how I will apply my education at Peabody and capstone experience to my future teaching. Lastly, I articulate how I will put efforts to be a better teacher by becoming a lifelong learner.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
English language -- Study and teaching -- Foreign speakers
Multicultural education -- Study and teaching
Howon Lee, Capstone
Capstone
ORIGINAL
Howon Lee - ELL Capstone Final.docx
Howon Lee - ELL Capstone Final.docx
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https://ir.vanderbilt.edu/bitstream/1803/5209/1/Howon%20Lee%20-%20ELL%20Capstone%20Final.docx
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1803/5209
oai:ir.vanderbilt.edu:1803/5209
2013-05-10 15:20:29.075
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/88292018-05-01T20:43:23Zcom_1803_186com_1803_5548col_1803_187
Self, Elizabeth
Harbin, Jake
2018-05-01T20:43:23Z
2018-05-01T20:43:23Z
2018-04
http://hdl.handle.net/1803/8829
Teaching and Learning Department Capstone Project
There has been considerable published research concerning the marginalized experiences of racial minorities and women in the fields of science, technology, engineering, and mathematics (STEM). However, the experiences of individuals that identify as lesbian, gay, bisexual, or transgender remain unclear. Given the current status of the gendered, male-oriented divide of standardized assessment performance in secondary mathematics, this creates a heteronormative climate that limits academic opportunities for queer and non-gender conforming youth. To disrupt the highly-masculinized representation of STEM disciplines and to foster more gender-inclusive practices in secondary mathematics education, this Capstone will analyze secondary mathematics classroom practices from an intersectional perspective of gender, race, sexuality, and gender identity. This Capstone will explore classroom design solutions to promote systemically equitable outcomes in mathematically-intensive disciplines for LGBTQ+ students.
I will focus on developing pedagogical design solutions that minimize masculinized competition in secondary mathematics classrooms that only accommodate the success of white, heterosexual males. This Capstone will address the influence of neoliberalism that infiltrates the public education system and the hierarchical structures of power based on gender, race, gender identity, and sexuality that facilitate achievement disparities for queer and non-gender conforming youth in mathematics. I will use this theoretical perspective of gendered power dynamics to generate a foundational model of mathematics classroom methodology that accounts for the institutionalized masculinity of the current secondary mathematics curriculum. In the gender-inclusive classroom models that I put forth, the social construct of the gender binary will no longer be used as a reference for evaluating gender disparities in mathematics academic achievement. As a result, this Capstone aims to provide insight and pedagogical recommendations to redress compulsory heteronormativity in secondary mathematics classrooms by proposing cultural competency training for teachers and amendments to mathematics curriculum and assessments that can eliminate biases based on sexuality and rigid definitions of gender.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
LGBTQ Rights
Mathematics Education
Heteronormativity
Gender
Intersectionality (Sociology)
Mathematics
Teaching
Neoliberalism
Compulsory Heteronormativity and the Gendered Divide in Secondary Mathematics Education
Capstone
ORIGINAL
Capstone - Harbin.docx
Capstone - Harbin.docx
Capstone - Jacob Harbin
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1803/8829
oai:ir.vanderbilt.edu:1803/8829
2018-05-01 15:43:23.646
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/5722020-04-22T06:44:39Zcom_1803_186com_1803_5548col_1803_187
Dake, Linda
2008-04-23T21:22:00Z
2008-04-23T21:22:00Z
2008-04-23T21:22:00Z
http://hdl.handle.net/1803/572
Teaching and Learning Department Capstone Project
Observations of six middle and high school Metropolitan Nashville Public Schools classrooms in
the fall of 2007 raised questions about the clarity of the secondary ESL curriculum and about the
knowledge that ESL teachers need to implement best teaching practices. The Tennessee and MNPS ESL
standards were examined for guidance they provided to teachers, as these were the only documents that
outlined the ESL curriculum. It was revealed that the neither standards document answered the question
of what teachers should teach, instead focusing on the skills students should attain. Connections are made between the lack of a clear secondary ESL
curriculum and the present/future achievement of higher-proficiency, secondary ESL students. What ESL
teachers should know about theory and research on ESL education to be able to effectively enact the
curriculum is discussed. Finally, a unit plan and supporting materials are provided that incorporate many
of the features of secondary ESL best practices while relating them to the MNPS ESL standards.
Capstone Essay
Appendix 1: Sample TN ELL SPI
Appendix 2: Secondary ELL Literature-Based Unit Plan, Intermediate Level
Appendix 3: MNPS ELL Standards, Intermediate
Appendix 4: Student Question Guide: Hatchet
Appendix 5: Unit Vocabulary Sample Assessment
Peabody College of Education and Human Development
Department of Teaching and Learning
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en_US
Vanderbilt University. Peabody College
ESL
Secondary
ELL
Standards
English language -- Study and teaching (Secondary) -- Foreign speakers
English teachers -- Training of
Improving English as a Second Language Instruction at the Secondary Level:
Other
THUMBNAIL
Dake Capstone essay.pdf.jpg
Dake Capstone essay.pdf.jpg
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Dake Capstone Appendix 1 Sample TN SPI.pdf.jpg
Dake Capstone Appendix 1 Sample TN SPI.pdf.jpg
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Dake Capstone Appendix 3 MNPS Unit Standards .pdf.jpg
Dake Capstone Appendix 3 MNPS Unit Standards .pdf.jpg
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Dake Capstone Appendix 4 Student question guide_Hatchet.pdf.jpg
Dake Capstone Appendix 4 Student question guide_Hatchet.pdf.jpg
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ORIGINAL
Dake Capstone essay.pdf
Dake Capstone essay.pdf
Capstone Essay
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Dake Capstone Appendix 1 Sample TN SPI.pdf
Dake Capstone Appendix 1 Sample TN SPI.pdf
Appendix 1
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Dake Capstone Appendix 2 Unit Overview (legal paper).doc
Dake Capstone Appendix 2 Unit Overview (legal paper).doc
Appendix 2
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Dake Capstone Appendix 3 MNPS Unit Standards .pdf
Dake Capstone Appendix 3 MNPS Unit Standards .pdf
Appendix 3
application/pdf
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Dake Capstone Appendix 4 Student question guide_Hatchet.pdf
Dake Capstone Appendix 4 Student question guide_Hatchet.pdf
Appendix 4
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Dake Capstone Appendix 5 vocab assessment.pdf
Dake Capstone Appendix 5 vocab assessment.pdf
Appendix 5
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LICENSE
license.txt
license.txt
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TEXT
Dake Capstone essay.pdf.txt
Dake Capstone essay.pdf.txt
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MD5
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Dake Capstone Appendix 1 Sample TN SPI.pdf.txt
Dake Capstone Appendix 1 Sample TN SPI.pdf.txt
Extracted Text
text/plain
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https://ir.vanderbilt.edu/bitstream/1803/572/20/Dake%20Capstone%20Appendix%201%20Sample%20TN%20SPI.pdf.txt
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MD5
20
Dake Capstone Appendix 2 Unit Overview (legal paper).doc.txt
Dake Capstone Appendix 2 Unit Overview (legal paper).doc.txt
Extracted text
text/plain
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https://ir.vanderbilt.edu/bitstream/1803/572/21/Dake%20Capstone%20Appendix%202%20Unit%20Overview%20%28legal%20paper%29.doc.txt
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MD5
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Dake Capstone Appendix 3 MNPS Unit Standards .pdf.txt
Dake Capstone Appendix 3 MNPS Unit Standards .pdf.txt
Extracted Text
text/plain
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https://ir.vanderbilt.edu/bitstream/1803/572/22/Dake%20Capstone%20Appendix%203%20MNPS%20Unit%20Standards%20.pdf.txt
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Dake Capstone Appendix 4 Student question guide_Hatchet.pdf.txt
Dake Capstone Appendix 4 Student question guide_Hatchet.pdf.txt
Extracted Text
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Dake Capstone Appendix 5 vocab assessment.pdf.txt
Dake Capstone Appendix 5 vocab assessment.pdf.txt
Extracted Text
text/plain
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1803/572
oai:ir.vanderbilt.edu:1803/572
2020-04-22 01:44:39.523
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/75402020-04-22T06:11:15Zcom_1803_186com_1803_5548col_1803_187
Zheyi, Chen
2016-04-11T21:16:44Z
2016-04-11T21:16:44Z
2016-03-01
http://hdl.handle.net/1803/7540
Teaching and Learning Department Capstone Project
This ESL Portfolio reflects all I have learned from two-year study in English Language Learners program, Peabody College, Vanderbilt University. I combine academic study during different courses with a variety of practices including fieldtrips, classroom observations, assessment observations and student-teacher experiences, and demonstrate my own interpretation and understanding about teaching English as a second or foreign language.
This ESL Portfolio contains three sections: 1) Philosophy of Teaching, 2) TESOL Standards for ESL/EFL Teachers of Adults, and 3) Bridging Theory and Practice. In the first section, I start from Socrates’ iconic concern for teaching and analyze its ultimate teaching goal. Then I move to the comparison and contrast of Chomsky’s idea and Hymes’ idea about linguistics, based on which, I put my focus on theories and methods for the improvement of English language learners. In the second section, I interpret and analyze standards for ESL/EFL Teachers of Adults on the account of four aspects: learners and learning, learning environment, curriculum, and assessment. My artifacts play an important role in understanding and deeply considering the implied meaning of these standards. In the third section, I recall my artifacts as well as my experiences with real classroom teaching and targeted students in order to connect my study in English Language Learners program to practice. And I make a further discussion about what kind of teacher I am going to become in the future classroom.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Communicative Competence
English language -- Study and teaching -- Foreign speakers
Teaching -- Philosophy
Capstone ESL Portfolio
Capstone
THUMBNAIL
Zheyi Chen-Capstone ESL Portfolio.pdf.jpg
Zheyi Chen-Capstone ESL Portfolio.pdf.jpg
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Zheyi Chen-Capstone ESL Portfolio.pdf
Zheyi Chen-Capstone ESL Portfolio.pdf
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https://ir.vanderbilt.edu/bitstream/1803/7540/1/Zheyi%20Chen-Capstone%20ESL%20Portfolio.pdf
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Zheyi Chen-Capstone ESL Portfolio.pdf.txt
Zheyi Chen-Capstone ESL Portfolio.pdf.txt
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https://ir.vanderbilt.edu/bitstream/1803/7540/3/Zheyi%20Chen-Capstone%20ESL%20Portfolio.pdf.txt
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1803/7540
oai:ir.vanderbilt.edu:1803/7540
2020-04-22 01:11:15.822
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/164642021-04-07T14:16:55Zcom_1803_186com_1803_5548col_1803_187
Davis, Catherine
2021-04-07T14:16:55Z
2021-04-07T14:16:55Z
2021
http://hdl.handle.net/1803/16464
Teaching and Learning Department capstone project
This portfolio is a reflection upon and culmination of my work in the Master of Education (M.Ed.) program in English Language Learners (ELL) at Peabody College, Vanderbilt University. The paper is divided into three main sections: my teaching philosophy, artifact analyses, and applications to practice. My philosophy of teaching centers upon caring and authentic student-teacher relationships as the foundation of quality teaching, where the classroom is a validating and collaborative space focused on empathy, equity, and inclusivity. As an effective ELL teacher, I will seek to understand the diversity of students’ and families’ linguistic and cultural practices, and use this diversity to frame instruction. My teaching philosophy is informed by theories of culturally responsive care, culturally responsive teaching, translanguaging, and funds of knowledge.
The artifact analyses are divided into four professional knowledge areas: learner, the learning contexts, curriculum, and assessment. To carry out the analysis of artifacts from my past teaching experiences, I draw on the theories mentioned above as well as those of comprehensible input, scaffolded instruction, and dialogic teaching, among others. The artifacts analyzed in this paper come from a variety of sources over the course of my study at Peabody College, including a field visit to a culturally and linguistically diverse community in Nashville, a comprehensive classroom ecology plan, and a case study of an ELL student. To conclude this portfolio, I discuss how I will use the theoretical knowledge and practical experiences acquired in the ELL program to inform my teaching moving forward and continually grow as a professional. Additionally, I pose questions that merit further inquiry, both by myself and the ELL education field in general.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
English language learners
ELL education
culturally relevant teaching
ELL Capstone Portfolio
Thesis
ORIGINAL
ELL Capstone Portfolio.pdf
ELL Capstone Portfolio.pdf
application/pdf
1634633
https://ir.vanderbilt.edu/bitstream/1803/16464/1/ELL%20Capstone%20Portfolio.pdf
bc06edcca4b03570bb8b2d1dd9178dbc
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license.txt
text/plain
1972
https://ir.vanderbilt.edu/bitstream/1803/16464/2/license.txt
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1803/16464
oai:ir.vanderbilt.edu:1803/16464
2021-04-07 09:16:55.905
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/66952014-09-06T06:00:58Zcom_1803_186com_1803_5548col_1803_187
Steeb, Caitlin
2014-09-05T21:26:54Z
2014-09-05T21:26:54Z
2014-06-13
http://hdl.handle.net/1803/6695
Teaching and Learning Department capstone project
Despite the multitude of benefits, interactive read-alouds are being implemented less frequently and without best practices due to the current state of education, in which time and data are overpowering teachers’ ability to bring authentic, interactive read-alouds into the classroom. This Capstone Essay will explore the disconnect between best-practice implementation of interactive read-alouds and their current presentation in today’s classrooms. Keeping in mind the present need for efficiency, recommendations for cross-curricular read-alouds, particularly of science texts, will illustrate a means of providing students with the neglected content of science in an engaging and multi-functional medium. This Capstone Essay will show how melding interactive read-alouds with science content ensures that students are receiving a comprehensive knowledge base of multiple subjects while developing their overall collaboration and critical thinking abilities.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
interactive read-alouds
cross-curricular read-alouds
Oral reading -- Study and teaching
Interactive Read-Alouds and Cross-Curricular Learning: Bridging an Implementation Gap in Today’s Classrooms
Capstone
ORIGINAL
SteebCapstone.doc
SteebCapstone.doc
application/msword
75776
https://ir.vanderbilt.edu/bitstream/1803/6695/1/SteebCapstone.doc
3317e3744f226ea10b2bb56461d67d0d
MD5
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license.txt
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SteebCapstone.doc.txt
SteebCapstone.doc.txt
Extracted text
text/plain
45458
https://ir.vanderbilt.edu/bitstream/1803/6695/3/SteebCapstone.doc.txt
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1803/6695
oai:ir.vanderbilt.edu:1803/6695
2014-09-06 01:00:58.053
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/85872020-04-22T06:34:47Zcom_1803_186com_1803_5548col_1803_187
Zybina, Maria
2017-11-13T19:53:42Z
2017-11-13T19:53:42Z
2017-07-15
http://hdl.handle.net/1803/8587
Teaching and Learning Department capstone project
With the implementation of new Common Core State Standards that emphasize the significance
of writing skills for both in-school and out-of-school settings, writing instruction in the ELA
classroom has received more attention than ever. Argumentative writing is widely believed to
play a crucial role in achieving “success in college and in life” (Hillocks, 2011, p. xvii), and
therefore is of particular importance to researchers and educators. Yet, studies evaluating high
school students’ writing skills overwhelmingly report that many high school graduates are not
prepared to face college writing demands (Read & Landon-Hays, 2013). This problem seems to
be particularly acute for adolescent English Language Learners (ELLs) who often underachieve
on high-stakes literacy assessments in English (Ramos, 2014). Scholars suggest that this is in
part due to the lack of high-quality instruction (Kiuhara, Graham, & Hawken, 2009). These
findings support the need for greater attention to the improvement of writing instruction for
adolescent ELLs.
In my Capstone Project, I explore the affordances of culturally relevant writing instruction for
high-school ELLs and suggest a writing unit plan aimed to develop students’ argumentative
writing skills in the context of an after-school program for resettled refugee youth. Toward that
end, I first examine the notion of culturally relevant pedagogy (CRP) and how it is viewed in
current research. Next, I focus on how theory of CRP can inform writing instruction for
adolescent learners from diverse linguistic backgrounds. Finally, I suggest a writing unit plan
aligned with the requirements of Common Core State Standards that leverages the principles of
CRP. The conclusion of this paper focuses on the implications of my project for both
practitioners and researchers.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
argumentative writing, dialogic approach, adolescent ELLs, culturally responsive pedagogy
Refugee children -- Education
Refugee children -- Services for
Implementing Culturally Relevant Writing Instruction in the Context of an After-School Program for Resettled Refugee Youth
Capstone
THUMBNAIL
Maria Zybina_Implementing Culturally Relevant Writing Instruction in the Context of an After-School Program for Resettled Refugee Youth.pdf.jpg
Maria Zybina_Implementing Culturally Relevant Writing Instruction in the Context of an After-School Program for Resettled Refugee Youth.pdf.jpg
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Maria Zybina_Implementing Culturally Relevant Writing Instruction in the Context of an After-School Program for Resettled Refugee Youth.pdf
Maria Zybina_Implementing Culturally Relevant Writing Instruction in the Context of an After-School Program for Resettled Refugee Youth.pdf
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Maria Zybina_Implementing Culturally Relevant Writing Instruction in the Context of an After-School Program for Resettled Refugee Youth.pdf.txt
Maria Zybina_Implementing Culturally Relevant Writing Instruction in the Context of an After-School Program for Resettled Refugee Youth.pdf.txt
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https://ir.vanderbilt.edu/bitstream/1803/8587/3/Maria%20Zybina_Implementing%20Culturally%20Relevant%20Writing%20Instruction%20in%20the%20Context%20of%20an%20After-School%20Program%20for%20Resettled%20Refugee%20Youth.pdf.txt
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license.txt
license.txt
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oai:ir.vanderbilt.edu:1803/8587
2020-04-22 01:34:47.429
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/71252015-07-30T21:09:26Zcom_1803_186com_1803_5548col_1803_187
Thomson, Catherine
2015-07-30T21:09:26Z
2015-07-30T21:09:26Z
2015-06-15
http://hdl.handle.net/1803/7125
Teaching and Learning Department capstone project.
EDUC 3680 Capstone Seminar. Dr. Kristen Neal.
This paper describes the current battles in urban education such as the achievement gap, curriculum gap and opportunity gap. As a solution to these gaps, I proposed that urban teachers need to be culturally responsive and take on a critical literacy approach in their instruction. The paper describes what culturally responsive teaching is, then goes on to explain why critical literacy is important and the impact it can have on student success, both academically and in life as they become active citizens in society.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
critical literacy in urban schools
Critical Literacy In Urban Schools
Capstone
ORIGINAL
Thomson_Capstone_Critical Literacy.docx
Thomson_Capstone_Critical Literacy.docx
application/msword
72573
https://ir.vanderbilt.edu/bitstream/1803/7125/1/Thomson_Capstone_Critical%20Literacy.docx
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LICENSE
license.txt
license.txt
text/plain
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1803/7125
oai:ir.vanderbilt.edu:1803/7125
2015-07-30 16:09:26.589
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/4822016-04-05T19:51:57Zcom_1803_186com_1803_5548col_1803_187
Summerlin, Scott
2008-04-09T16:33:47Z
2008-04-09T16:33:47Z
2008-02-20T16:33:47Z
http://hdl.handle.net.proxy.library.vanderbilt.edu/1803/482
Teaching and Learning Department Capstone Project
This essay seeks to contribute to the body of knowledge of how to successfully engage language minority students in the study of history. It is separated into four distinct sections, each containing findings from research-based publications, as well as discussions of how these findings can be reflected in history classrooms. The first, - learners and learning, - deals with three points. First, it will identify the ideal goal of successful teachers: formulating exercises that give diverse students from differing backgrounds an opportunity to comprehend historical content. Next, it will discuss the four phases of language acquisition. Lastly, it will briefly describe the idea of incorporating students' native languages into classroom activities. The second section, - learning environment, - covers two main topics. First, it will describe skills that history teachers should attempt to cultivate in their students: critical thinking, cultural appreciation, and sophisticated communication techniques. Then it will discuss how teachers can go about emphasizing these skills, mainly by modifying traditional classroom practices and adjusting communication practices. The third section is - curriculum and instructional strategies, - will outline four strategies. First, it will discuss the K-W-L method and explain its benefits. It will also state the benefits of source work for English language learners. Third, this section states that the aim of effective curriculum is to relate historical content to students' current circumstances. Lastly, it will devote time to explaining why and how reading should be emphasized for English language learners in history classes. The forth major sub-topic of this essay, - assessment, - states the goal of meaningful assessments. It goes on to explain how assessments can vary in form, as well as how grading policies can be adjusted in favor of English language learners. It will also discuss informal and formal assessments. The final section, - implications, - which serves as a brief recap of the essay, centers on three concepts: education, collaboration, and innovation.
Peabody College of Education and Human Development
Department of Teaching and Learning
79360 bytes
application/msword
en_US
Vanderbilt University. Peabody College
ELL
History
Secondary history
English language learners
Language minority students
English language -- Study and teaching -- Foreign speakers
History -- Study and teaching (Secondary)
The History Classroom for English Language Learners
Other
LICENSE
license.txt
license.txt
text/plain
1841
https://ir.vanderbilt.edu/bitstream/1803/482/2/license.txt
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SummerlinCapstone.doc
SummerlinCapstone.doc
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SummerlinCapstone.doc.txt
SummerlinCapstone.doc.txt
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https://ir.vanderbilt.edu/bitstream/1803/482/3/SummerlinCapstone.doc.txt
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1803/482
oai:ir.vanderbilt.edu:1803/482
2016-04-05 14:51:57.742
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/99352020-04-22T06:03:17Zcom_1803_186com_1803_5548col_1803_187
Chen, Jiaqian
2020-04-21T00:15:57Z
2020-04-21T00:15:57Z
2020-04-20
http://hdl.handle.net/1803/9935
Teaching and Learning Department capstone project
This capstone portfolio demonstrates my expertise and knowledge gained from
coursework, pedagogical research literature, experiences working with English Language Learners (ELLs), and my competent employment of the theories that I believe into my teaching practices.
The first part of the Capstone presents my philosophy of teaching, in which I frame my theoretical beliefs for working with ELLs, based on Student-Centered Teaching, Communicative Language Teaching, and Culturally Responsive Caring. In the next part, the Capstone demonstrates my professional knowledge of the TESOL Domains from perspectives of learner, learning contexts, curriculum, and assessment, using artifacts like lesson plans, coursework, lesson observations, and etc. The third part provides an overall reflection of my pedagogical practices, referring back to my philosophy of teaching. It also defines my role and responsibilities as a teacher, that is imparting knowledge and strategies, passing on precious and healthy values, and helping learners form identities, as well as identifies two potential challenges, that is increasing student participation and dealing with the teacher’s relationship with parents. The Capstone ends with some future considerations with regard to further professional development plans.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
English Teaching Philosophy
Teaching and Learning Capstone Project
ORIGINAL
Capstone Paper_Jiaqian Chen.pdf
Capstone Paper_Jiaqian Chen.pdf
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https://ir.vanderbilt.edu/bitstream/1803/9935/1/Capstone%20Paper_Jiaqian%20Chen.pdf
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license.txt
license.txt
text/plain
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https://ir.vanderbilt.edu/bitstream/1803/9935/2/license.txt
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TEXT
Capstone Paper_Jiaqian Chen.pdf.txt
Capstone Paper_Jiaqian Chen.pdf.txt
Extracted text
text/plain
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https://ir.vanderbilt.edu/bitstream/1803/9935/3/Capstone%20Paper_Jiaqian%20Chen.pdf.txt
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THUMBNAIL
Capstone Paper_Jiaqian Chen.pdf.jpg
Capstone Paper_Jiaqian Chen.pdf.jpg
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1803/9935
oai:ir.vanderbilt.edu:1803/9935
2020-04-22 01:03:17.794
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/15002011-02-11T18:33:34Zcom_1803_186com_1803_5548col_1803_187
Dr. Clifford Hofwolt
Waterstradt, Margaret Lake
2008-10-21T17:41:08Z
2008-10-21T17:41:08Z
2008-09-15
http://hdl.handle.net/1803/1500
Teaching and Learning Department Capstone Project
My comprehensive essay will address the beneficial use of primary sources in history instruction for upper elementary grades. History textbooks emphasize breadth over depth, generalizations of historical events, and specific names and dates making history seem remote and irrelevant to students of this age. Primary source based history instruction allows students to delve deeply into a topic and to have authentic, learning experiences that elicit critical thinking and questioning. My essay will address problems with traditional textbook-based methods for history instruction in upper elementary grades. History curriculum for this age is limited to textbook sources, which emphasize factual information and leave little room for critical thinking. Students gain little from this kind of instruction. An alternative to textbook-based history instruction is the use of primary sources to provoke meaningful experiences, discussions and critical thinking among students. Primary sources are the original materials created by the participants or witnesses of past events. These materials include letters, reports, photographs, drawings, diaries, artifacts, newspapers, magazines, and other such items that represent an authentic historical perspective. Secondary sources report, summarize, interpret, or analyze primary source information. Since primary sources come from the historical period of study, they offer unique perspectives on historical events. These original perspectives are valuable for historical instruction because they naturally invite inquiry, debate, and reflection by those who study them. Primary sources help students develop their own opinions about the past instead of relying on textbooks to do it for them. Primary sources encourage critical thinking, healthy skepticism of information, bias, audience and perspective awareness, and underscore the importance of using multiple reference resources. These thinking and research skills, as opposed to memorization, approximate the methods real historians use. Assessment of a history curriculum based in primary source material must change from traditional exams that only assess whether students can regurgitate information. Performance-based assessments are authentic assessments that require students to synthesize the skills and information used throughout a unit of study in a real-world context. The purpose of history instruction for upper elementary students is to help students to think and reflect on the past and to apply that knowledge to make the future better. A primary source and inquiry based curriculum helps students achieve this goal.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Primary sources
History
Elementary
Social studies
History -- Study and teaching (Middle school)
History -- Sources
Competency-based education
History -- Study and teaching (Elementary school)
Thinking Like a Historian: Using Primary Sources in Upper Elementary Grades
Capstone
CC-LICENSE
license_url
license_url
text/plain
52
https://ir.vanderbilt.edu/bitstream/1803/1500/2/license_url
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license_text
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ORIGINAL
Waterstradt Capstone.doc
Waterstradt Capstone.doc
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license.txt
text/plain
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Waterstradt Capstone.doc.txt
Waterstradt Capstone.doc.txt
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bbf8d1f0967ac5e46bd40b8b95d05351
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1803/1500
oai:ir.vanderbilt.edu:1803/1500
2011-02-11 12:33:34.921
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/84452020-04-22T08:58:11Zcom_1803_186com_1803_5548col_1803_187
Bhutiani, Monica
2017-09-29T20:33:29Z
2017-09-29T20:33:29Z
2017-03-08
http://hdl.handle.net/1803/8445
Teaching and Learning Department capstone project
The increasing complexity of the healthcare system has spurned a profound reconceptualization of physician training, placing an increased value on physicians with educational expertise. Consequently, medical education has evolved into a more prominent professional focus within the field, pushing some physicians to seek additional training through masters programs in Health Professional Education. As the development of physician educators enters the medical school level by way of the Doctor of Medicine/Masters of Education (MD/MEd) joint degree, we must assess the program’s ability to develop future medical educators capable of responding to the field’s needs.
In this capstone, I examine the collective experience of the MD and MEd programs using a competency-based framework, stakeholder interviews, and my own lived experience to gauge the program’s capacity to develop future medical educators. Stakeholders viewed the framework’s competencies as both appropriate and congruent with their independent characterization of educators. Stakeholder interviews and tiered mapping of the curricular experience to the competency framework identified seven competency domains within which students could appropriately develop by understanding theoretical foundations and applying them within authentic activities supported by reflective practices. This analysis also highlighted the current divorce between the theoretical learning occurring within Peabody and the authentic activities present in the medical school.
Coupling theoretical development at Peabody with authentic practices in Vanderbilt University School of Medicine (VUSM) could tremendously enhance student development. These natural alignments can occur by leveraging spaces for authentic practice as field sites within Peabody courses. Finally, as future medical educators, MD/MEd students require knowledge of the field’s history and present landscape, which nether program presently provides. These considerations would bolster the professional development of MD/MEd students while cultivating a rich environment for bi-directional learning between Peabody and VUSM and generating novel possibilities for future work.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Medical Education, Competency, Joint Degree
Medical education -- Study and teaching
Medical teaching personnel
Understanding the Doctorate of Medicine/Master of Education Joint Degree: An Examination of Students’ Development as Future Medical Educators
Capstone
THUMBNAIL
Bhutiani_Capstone2.pdf.jpg
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708c3dc0beec2c56fac2e4cb4058378b
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TEXT
Bhutiani_Capstone2.pdf.txt
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https://ir.vanderbilt.edu/bitstream/1803/8445/4/Bhutiani_Capstone2.pdf.txt
d6aea62bde3ff93beb5e4c7b3b710614
MD5
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Bhutiani_Capstone .pdf.txt
Bhutiani_Capstone .pdf.txt
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56154
https://ir.vanderbilt.edu/bitstream/1803/8445/5/Bhutiani_Capstone%20.pdf.txt
11f05a07ef96465c78d2d63e424e75a0
MD5
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ORIGINAL
Bhutiani_Capstone2.pdf
Bhutiani_Capstone2.pdf
application/pdf
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https://ir.vanderbilt.edu/bitstream/1803/8445/1/Bhutiani_Capstone2.pdf
e2a8aa1de5503be6e16adb07ad6fc2aa
MD5
1
Bhutiani_Capstone .pdf
Bhutiani_Capstone .pdf
application/pdf
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https://ir.vanderbilt.edu/bitstream/1803/8445/2/Bhutiani_Capstone%20.pdf
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MD5
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LICENSE
license.txt
license.txt
text/plain
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8a4605be74aa9ea9d79846c1fba20a33
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1803/8445
oai:ir.vanderbilt.edu:1803/8445
2020-04-22 03:58:11.716
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/88152020-04-22T08:52:43Zcom_1803_186com_1803_5548col_1803_187
Reichert, Holly
2018-04-12T21:36:34Z
2018-04-12T21:36:34Z
2018
http://hdl.handle.net/1803/8815
Teaching and Learning Department capstone project that focuses on how elementary teachers can use racially representative nonfiction texts to build positive scholar identities in minoritized male children.
This capstone focuses on the usage of nonfiction texts in the elementary classroom in order to build minoritized male children’s scholar identities. Specifically, this capstone focuses on elementary aged male children of African American descent. It is informed by theory surrounding nonfiction texts, racially representative children’s literature, and scholar identity (Duke, 2004; Duke, 2010; Tschida, Ticknor, & Ryan, 2014; Whiting, 2006). With the recent Common Core standards, nonfiction texts are gaining more importance in elementary classrooms (Correia, 2011). Because of this, teachers must learn how to adequately integrate nonfiction texts into their elementary classrooms. In order to combat the marginalization of students of minoritized backgrounds in literacy education, the books used in lessons and present in classroom libraries must be diverse and representative of the students who are reading them. A Negro League Scrapbook, Before John Was a Jazz Giant, Black Jack, and What Color is My World? are four examples of nonfiction texts that feature African American men in positive ways. These texts meet criteria for high quality multicultural literature as well as nonfiction texts (University of North Carolina, 2017; Yopp & Yopp, 2006). These books are useful for
incorporating into lessons in ways that will build positive scholar identities in young, Black male children. There are five research-based strategies to use with these texts in elementary classrooms in ways that help build positive scholar identities and meet Common Core Career and College Readiness Anchor Standards for Reading and Writing. They are: authentic instruction, critical literacy, collaboration, agency, and comprehension. Teachers can use these strategies to better integrate nonfiction texts into their elementary classrooms and best support their young, Black male students in developing positive scholar identities, thereby increasing self-efficacy and academic achievement (Whiting, 2006).
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
minoritized
nonfiction texts
scholar identity
male
Minoritized Male Children and Access to Nonfiction Texts
Capstone
THUMBNAIL
ReichertHolly.pdf.jpg
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e0b4d32c33f22122f628a3d2e5894321
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ORIGINAL
ReichertHolly.pdf
ReichertHolly.pdf
application/pdf
9169184
https://ir.vanderbilt.edu/bitstream/1803/8815/1/ReichertHolly.pdf
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LICENSE
license.txt
license.txt
text/plain
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ReichertHolly.pdf.txt
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00b35bdf6a725351c9d6e52453413c04
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1803/8815
oai:ir.vanderbilt.edu:1803/8815
2020-04-22 03:52:43.705
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/88142020-04-22T08:52:15Zcom_1803_186com_1803_5548col_1803_187
Self, Elizabeth
Shi, Yuwei Jr.
2018-04-12T21:25:16Z
2018-04-12T21:25:16Z
2018-03-01
http://hdl.handle.net/1803/8814
Teaching and Learning Department capstone project
EDUC-7992-01
Professor: Elizabeth A Self
This capstone consists of three major parts under the theme of teaching English as a second language. In the first part, philosophy of teaching, I state the theories that I’ve learned and set as the basement for my future English language teaching during the past two academic years at Peabody College. I present the theories for Language acquisition and learning that influence me the most heavily, theories about planning, instruction, and assessment that serve as the guidance of my future teaching practice, and my beliefs about the standards for commitment and professionalism to be a qualified English language teacher. In the second part, professional
knowledge, I presented and analyzed various forms of artifacts which reflect the professional knowledge I’ve obtained and the abilities I’ve developed in domains of planning, instructing, assessing, identity and context, language proficiency, learning, content, and commitment and professionalism. In the third part, application to practice, I write about changes of my beliefs in the about English language teaching during the past two academic years and the implications for my future English language teaching that I’ve got by reviewing my academic learning and teaching practicing experience.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
English Language Teaching
Funds of Knowledge
Communicative Language Teaching
English
Teaching
Shi: Capstone EFL Portfolio
Capstone
THUMBNAIL
ShiYuwei.pdf.jpg
ShiYuwei.pdf.jpg
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4782eb645837b64bdc13afe8943f5ee6
MD5
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ORIGINAL
ShiYuwei.pdf
ShiYuwei.pdf
application/pdf
3979201
https://ir.vanderbilt.edu/bitstream/1803/8814/1/ShiYuwei.pdf
c92c4d1ba85f57d17a0638ce951c59e8
MD5
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LICENSE
license.txt
license.txt
text/plain
1748
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8a4605be74aa9ea9d79846c1fba20a33
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TEXT
ShiYuwei.pdf.txt
ShiYuwei.pdf.txt
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236652
https://ir.vanderbilt.edu/bitstream/1803/8814/3/ShiYuwei.pdf.txt
ee670512bb8c8076a92a4d743de63324
MD5
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1803/8814
oai:ir.vanderbilt.edu:1803/8814
2020-04-22 03:52:15.42
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/52132013-05-10T21:15:53Zcom_1803_186com_1803_5548col_1803_187
Singer-Gabella, Marcy
Conley, Rhianna
2013-05-10T21:15:53Z
2013-05-10T21:15:53Z
2013-05-10
http://hdl.handle.net/1803/5213
Teaching and Learning Department Capstone Project
The world we live in today is one in which we can communicate to people on other continents instantly through Skype, Email, Facebook, and even by telephone. We have more cross-cultural encounters presently than in any other time in the history of our planet through the means of industrialization that in turn, has now manifested into globalization. Through this notion of globalization, our world is really only a couple of decades old. Upon the fall of the Berlin Wall and the collapse of Soviet Communism, our new existence was conceived. This conception resulted in the mass overhaul of what it meant to be a citizen. No longer were we participants in a nation-state infrastructure, but instead, we became participants of the world. Everything we do affects individuals world-wide. Consumerism, communication, and other daily tasks and choices we make expose us to global contact though we are often not cognizant of it.
With this being said, our education system is set up to promote national citizenry instead of this novel concept of global citizenry. Gaudelli & Fernekes (2004) describe this idea of global citizenship as being “contingent with a process of imagining the world in new ways that transcend a nation-state fixation while embracing peace, diversity, complexity, and temporal awareness” (p.17). Internationally, the United States is falling behind in promoting this idea of global citizenry, as other post-industrial and first world nations have already adopted this concept into their curriculums. There is resistance to this curriculum, naturally, since it involves major changes which could pose a threat to the state. However, curriculum developers and policy makers must be conscious of how outdated the nation-state fixation lens is in our compulsory education. Our goal as educators is to prepare our students for the problems of tomorrow that they will inherit. These issues are no longer confined to the borders of our nation, but extend from both poles, north to south, and from the prime meridian to the equator. The problems of tomorrow are global problems that will affect us all as members of the human race.
Inherent to this idea of global citizenry is human rights education. Gaudelli & Fernekes state that human rights education “is a core element of the transcendent move toward a global civic culture, establishing a foundation for fairness and justice that is potentially universal” (p.17). Central to our role as citizens is knowing our rights, and as global citizens we must know our human rights since these are universal and applicable to all nations.
In my capstone, I will address the necessity for human rights education through a historical analysis of how this globalized world formed and its caveats that we must prepare our students for, the inadequacies of the current education infrastructure in promoting global citizenry, and how human rights education promotes global citizenry. I will then discuss the practical application of human rights education, considering the ways in which teachers must teach the subject, and the realities of implementing such a curriculum. Finally, I will discuss the validity in promoting global citizenry through human rights education.
Peabody College of Education and Human Development
Vanderbilt University
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Human Rights Education
Global citizenship
Citizenship -- Study and teaching
Human rights -- Study and teaching
Developing Agency for Global Citizenship through the Implementation of Human Rights Education
Capstone
ORIGINAL
FINALFinalCapstone.docx
FINALFinalCapstone.docx
Capstone for Rhianna Conley on Human Rights Education
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oai:ir.vanderbilt.edu:1803/5213
2013-05-10 16:15:53.507
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/43052010-09-15T21:53:38Zcom_1803_186com_1803_5548col_1803_187
LeCompte, Karon
Scales, Amy
2010-09-15T21:53:38Z
2010-09-15T21:53:38Z
2010-06-15
http://hdl.handle.net/1803/4305
Teaching and Learning Department capstone project
Charter schools have recently become a popular vehicle for urban school reform. The historical and ideological roots of the charter school movement are presented below. Charter schools are not a federal policy; rather, states must pass their own charter school legislation. As a result, charter schools can vary extensively from state-to-state. Thus, this writing will focus on a single state’s charter school legislation. The birth and evolution Texas charter school legislation, how it has played out in reality, and the outcomes that have resulted will be discussed.
Texas charter school legislation emerged from the intersection of the accountability, decentralization, and neoliberalism reform movements. After a number of revisions, four categories of charter schools remain: home-rule, open-enrollment, campus, and university charter schools. Originally considered to offer considerable autonomy to charters, Texas legislation has evolved and now offers less autonomy.
The majority of charter schools in Texas are open-enrollment charter schools. In general, charter schools are smaller and younger than their traditional counterparts. They also receive less funding. Charter schools are more likely to serve “at-risk” students, low-income students, and students of color. Teachers at charter schools have less experience, are more likely to be people of color, and have a higher turnover rate than their counterparts at traditional public schools. Curriculum and instruction can be more innovative at charter schools, but a substantial number of charter schools do not identity such innovation in their missions.
Two outcomes of the charter school movement discusses below are student “achievement” and influence on traditional public schools. Campus charter schools are outperforming traditional public schools on standardized achievement tests, but open-enrollment charter schools are lagging behind. Both types of charter schools are behind their peers in graduation and advanced course completion rates. One study indicates that high concentrations of charter schools are increasing student achievement in traditional public schools.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
charter schools, Texas
Charter schools -- Texas
Privatization in education -- Texas
Charter schools -- Law and legislation -- Texas
Charter schools -- Texas -- Evaluation
A Charter School Topology: Descriptions of Charter School Legislation, Characteristics, and Outcomes in the State of Texas
Capstone
ORIGINAL
Amy.Scales.Capstone.Paper.docx
Amy.Scales.Capstone.Paper.docx
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1803/4305
oai:ir.vanderbilt.edu:1803/4305
2010-09-15 16:53:38.518
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/75372020-04-22T06:18:13Zcom_1803_186com_1803_5548col_1803_187
Qian, Taoran
2016-04-05T20:07:49Z
2016-04-05T20:07:49Z
2016-03-01
http://hdl.handle.net/1803/7537
Teaching and Learning Department capstone project
This ELL Portfolio demonstrates my philosophy of teaching and my proficiency in
teaching English language learners (ELLs) according to the TESOL standards. In this portfolio, I
review the artifacts I have accomplished in the two-year ELL program at Peabody College, and
reflect upon them about their effectiveness in serving the increasingly diverse ELL population.
The portfolio consists of three parts: (1) my philosophy of teaching, (2) a review of artifacts
with regard to the TESOL standards, and (3) my reflection on challenges and implications for
future teaching. In the first part, I discuss my overall teaching philosophy based on the theoretical
framework of social constructivism, and how this theory shapes my view of culturally responsive
teaching. In the second part, I discuss my interpretation of the TESOL standards, present relevant
artifacts created during my program of studies, and explain how these artifacts prove my
competency in the following seven domains of the TESOL standards: (1) Planning, (2) Instructing,
(3) Assessing, (4) Identity and Context, (5) Learning, (6) Content, and (7) Commitment and
Professionalism. Each domain is illustrated with an artifact and analyzed focusing particularly on
learners and learning, learning environment, curriculum and assessment. In the third part, I discuss
the challenges I am facing or about to face concerning teaching ELLs, and explain how I am going
to overcome them. I look back on the time spent at Peabody College and reflect on the most
important takeaway in terms of ELL education. More importantly, I envision my identity in the
future classroom and the lifelong professional development as a teacher.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
English language learners
Teaching and learning
TESOL standards
Teaching -- Philosophy
Test of English as a Foreign Language
English language -- Study and teaching -- Foreign speakers
CAPSTONE ELL Portfolio
Capstone
THUMBNAIL
Taoran Qian - Capstone ELL Portfolio.pdf.jpg
Taoran Qian - Capstone ELL Portfolio.pdf.jpg
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Taoran Qian - Capstone ELL Portfolio.pdf
Taoran Qian - Capstone ELL Portfolio.pdf
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oai:ir.vanderbilt.edu:1803/7537
2020-04-22 01:18:13.17
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/88092018-04-09T15:16:18Zcom_1803_186com_1803_5548col_1803_187
Slesur, Lauren
2018-04-09T15:16:18Z
2018-04-09T15:16:18Z
2018-03-15
http://hdl.handle.net/1803/8809
Project entailed designing a home visit for medical students to discover patients' funds of knowledge for use in nutrition counseling. The home visit activity included pre-visit information, guided interview questions, and a post-visit reflection assignment.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Funds of Knowledge
Home Visit
Nutrition Education
Medical education
Funds of Knowledge in a Medical Student Nutrition Course
Capstone
ORIGINAL
Lauren Slesur Capstone.docx
Lauren Slesur Capstone.docx
application/msword
56753
https://ir.vanderbilt.edu/bitstream/1803/8809/1/Lauren%20Slesur%20Capstone.docx
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https://ir.vanderbilt.edu/bitstream/1803/8809/2/license.txt
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1803/8809
oai:ir.vanderbilt.edu:1803/8809
2018-04-09 10:16:18.614
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/12252011-02-11T17:45:44Zcom_1803_186com_1803_5548col_1803_187
Humber, Mary
2008-08-20T19:45:07Z
2008-08-20T19:45:07Z
2008-06-15T19:45:07Z
http://hdl.handle.net/1803/1225
Teaching and Learning Department Capstone project
This essay attempts to explore what a valuable teaching resource primary source documents are for teachers. History education is becoming, and rightly so, less focused on students learning "the facts" and more centered on discovering the broad themes and concepts in history. Teachers should center more of their teaching strategies on helping students discover deeper meanings, reconstruct history and develop critical and analytical skills for themselves. Using primary source documents as an integral part of the curriculum leads to more student engagement in the material and develops crucial thinking, reading, writing, collaboration and communication skills. Not only do documents help teachers reconstruct the past for their students, but they also help the learner develop cognitive skills they will need as they continue their education. Moving from lecture-based classrooms to classes that emphasize discovery-learning creates an environment that encourages students to become independent thinkers and learners. Teachers need to spend time teaching students how to critically read documents, and then need to develop assessments that test both the students' understanding of the content, as well as the skills they use during the tasks.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Primary source documents
History -- Study and teaching
The Value of Using Primary Source Documents in the History Classroom
Capstone
ORIGINAL
Humber- Capstone Essay.doc
Humber- Capstone Essay.doc
application/msword
82432
https://ir.vanderbilt.edu/bitstream/1803/1225/1/Humber-%20Capstone%20Essay.doc
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MD5
1
LICENSE
license.txt
license.txt
text/plain
1835
https://ir.vanderbilt.edu/bitstream/1803/1225/2/license.txt
45e51e54ffcd2ba2029e1a85ee34a4d6
MD5
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Humber- Capstone Essay.doc.txt
Humber- Capstone Essay.doc.txt
Extracted text
text/plain
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https://ir.vanderbilt.edu/bitstream/1803/1225/3/Humber-%20Capstone%20Essay.doc.txt
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MD5
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1803/1225
oai:ir.vanderbilt.edu:1803/1225
2011-02-11 11:45:44.62
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/51872013-04-15T17:14:09Zcom_1803_186com_1803_5548col_1803_187
Ren, Guanhua
2013-04-15T17:14:08Z
2013-04-15T17:14:08Z
2013-02-28
http://hdl.handle.net/1803/5187
Teaching and Learning Department Capstone Project
This paper examines the current research and theories that can help those teaching the third Mathematical Practice in the Common Core State Standards of Mathematics. Driven by a Constructivist approach to learning, the two existing design models of Problem-Based Learning and the Hypothetical Learning Trajectory could be helpful for teaching this Mathematical Practice. In addition, the idea of developing argumentation as a way to promote student learning becomes most suitable for this kind of lesson content.
However, this poses a challenge to teachers to consider multiple aspects of the classroom during teaching. When using the concepts of argumentation research, focusing on class norms could help teachers keep the classroom running smoothly.
Other research on the structure of argumentation provides valuable insight into how to evaluate argumentation as a learning product. This paper analyzes how Problem-Based Learning and the Hypothetical Learning Trajectory can help teachers design feasible lesson content for teaching this Mathematical Practice and the role of the teacher during instruction. It finally discusses ways to help students develop strong argumentation skills, and investigates ways to assess argumentation.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Argumentation
Common Core State Standards
Mathematics Teaching
Problem-based learning
Mathematics -- Study and teaching
Mathematics teachers -- Training of
Problem solving -- Study and teaching
Implementing the Third Mathematical Practice by using Argumentation
Capstone
LICENSE
license.txt
license.txt
text/plain
1739
https://ir.vanderbilt.edu/bitstream/1803/5187/2/license.txt
8ec8fd34acde2f4d8b37a78345cbcc36
MD5
2
ORIGINAL
Capstone essay second.docx
Capstone essay second.docx
application/msword
157847
https://ir.vanderbilt.edu/bitstream/1803/5187/1/Capstone%20essay%20second.docx
3671391eace208b577277097c0f094b7
MD5
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1803/5187
oai:ir.vanderbilt.edu:1803/5187
2013-04-15 12:14:09.143
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/169522021-11-08T15:26:14Zcom_1803_186com_1803_5548col_1803_187
Na, Zhao
2021-11-08T15:26:14Z
2021-11-08T15:26:14Z
2021
http://hdl.handle.net/1803/16952
Teaching and Learning Department capstone project
Extensive reading (ER), as an effective component in ESL curriculum, is moving towards a multimodal based direction. Based on the studies of ER from 1974 to 2019, this literature review aims to investigate how multimodal ER should be incorporated into the college ESL curriculum and thus provide pedagogical implications for ESL educators and instructors. Firstly, I reviewed the theories of ER and multimodal literacy. Secondly, the comparison of studies of monomodal ER and multimodal ER reveals that some new trends need to be explored in combination with ER. Finally, I discuss the advantage and challenge of multi-modal ER and made recommendations for future studies.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
ER
multimodal based ER
multimodal ER
material
activities
curriculum
An Examination of Multimodal Based Extensive Reading in College ESL Context
Thesis
ORIGINAL
Na Zhao- capstone.docx
Na Zhao- capstone.docx
application/msword
764328
https://ir.vanderbilt.edu/bitstream/1803/16952/1/Na%20Zhao-%20capstone.docx
d71275e60e82ee1025ec904ca65ec077
MD5
1
LICENSE
license.txt
license.txt
text/plain
1972
https://ir.vanderbilt.edu/bitstream/1803/16952/2/license.txt
49f58bf859518f166339cafac2e786df
MD5
2
1803/16952
oai:ir.vanderbilt.edu:1803/16952
2021-11-08 09:26:14.666
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/98832020-04-22T06:03:03Zcom_1803_186com_1803_5548col_1803_187
Chen, Wei
2020-04-05T01:35:50Z
2020-04-05T01:35:50Z
2020-04-03
https://ir.vanderbilt.edu/xmlui/handle/1803/9883
Teaching and Learning Department capstone project
The ESL Capstone Portfolio demonstrates my understanding of teaching English as second language during my two-year English Language Learners Program (the ELL Program) at Vanderbilt University. I believe that communicative language teaching should be conveyed in language instructions, with the support of cultural responsiveness and scaffolding strategies. The capstone includes three parts: philosophy of teaching, artifact analysis, and application to practice. In the philosophy of teaching, my ideas about how to teach ELL in a Chinese high school are conceptualized through the current situation and theoretical background. In artifact analysis, several examples are selected from my teaching experiences during my study in the ELL Program, and they are analyzed according to the guidelines of TESOL Domains. In application to practice, instructional application and possible challenges in the future teaching are discussed.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
ESL
communicative language teaching
culturally responsive teaching
scaffolding
China
ESL Capstone Portfolio
LICENSE
license.txt
license.txt
text/plain
1972
https://ir.vanderbilt.edu/bitstream/1803/9883/2/license.txt
49f58bf859518f166339cafac2e786df
MD5
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ORIGINAL
Wei Chen-ESL Capstone.pdf
Wei Chen-ESL Capstone.pdf
This ESL Capstone Project includes teaching philosophy, artifact analysis and discussion.
application/pdf
1065293
https://ir.vanderbilt.edu/bitstream/1803/9883/1/Wei%20Chen-ESL%20Capstone.pdf
ef58375e15a52266526877323ec3f8bb
MD5
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TEXT
Wei Chen-ESL Capstone.pdf.txt
Wei Chen-ESL Capstone.pdf.txt
Extracted text
text/plain
67052
https://ir.vanderbilt.edu/bitstream/1803/9883/3/Wei%20Chen-ESL%20Capstone.pdf.txt
f3626db5a6db7537ad1ffea42dcf03a1
MD5
3
THUMBNAIL
Wei Chen-ESL Capstone.pdf.jpg
Wei Chen-ESL Capstone.pdf.jpg
Generated Thumbnail
image/jpeg
1098
https://ir.vanderbilt.edu/bitstream/1803/9883/4/Wei%20Chen-ESL%20Capstone.pdf.jpg
a237fb6e699978f12bc380015806395a
MD5
4
1803/9883
oai:ir.vanderbilt.edu:1803/9883
2020-04-22 01:03:03.973
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/71462020-04-22T06:35:14Zcom_1803_186com_1803_5548col_1803_187
Roy, Soumita
2015-07-31T17:41:13Z
2015-07-31T17:41:13Z
2015-06-15
http://hdl.handle.net/1803/7146
Teaching and Learning Department capstone project
EDUC 3680
Capstone Seminar
Professor name: Dr. Kristen Weeks Neal
This essay investigates the application of culturally responsive pedagogy (CRP) in teaching the culturally and linguistically diverse (CLD) struggling readers in elementary grades. The need for early reading intervention has been identified and a literature review on both CLD struggling readers and CRP is presented. The reading intervention models such as Response To Intervention (RTI) and Reading Rescue (RES) are reviewed. CRP strategies such as balanced instruction, engaging reading activities, using multiethnic children’s literature, employing student voice and choice, responsive feedback, scaffolding, and, collaborative learning are discussed. Peer Assisted Learning Strategies (PALS) program is analyzed to support the reading process of the elementary CLD students. Implications and a plan of action are also provided.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Culturally and Linguistically Diverse (CLD) students
Culturally Responsive Pedagogy (CRP)
Struggling Readers
Culturally Relevant Teaching
Use of Culturally Responsive Pedagogy in Benefitting Culturally and Linguistically Diverse Elementary Struggling Readers
Capstone
THUMBNAIL
Soumita Roy_Capstone Essay_June 15, 2015.pdf.jpg
Soumita Roy_Capstone Essay_June 15, 2015.pdf.jpg
Generated Thumbnail
image/jpeg
1215
https://ir.vanderbilt.edu/bitstream/1803/7146/4/Soumita%20Roy_Capstone%20Essay_June%2015%2c%202015.pdf.jpg
54e9b6f391a3c99f0a2d4cfcf84b3b08
MD5
4
ORIGINAL
Soumita Roy_Capstone Essay_June 15, 2015.pdf
Soumita Roy_Capstone Essay_June 15, 2015.pdf
application/pdf
596371
https://ir.vanderbilt.edu/bitstream/1803/7146/1/Soumita%20Roy_Capstone%20Essay_June%2015%2c%202015.pdf
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MD5
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LICENSE
license.txt
license.txt
text/plain
1736
https://ir.vanderbilt.edu/bitstream/1803/7146/2/license.txt
ece5a9f3b88102a1eb9b2ff22411c299
MD5
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TEXT
Soumita Roy_Capstone Essay_June 15, 2015.pdf.txt
Soumita Roy_Capstone Essay_June 15, 2015.pdf.txt
Extracted text
text/plain
64817
https://ir.vanderbilt.edu/bitstream/1803/7146/3/Soumita%20Roy_Capstone%20Essay_June%2015%2c%202015.pdf.txt
a91ef4d3436b67f30592dd75e5470a7d
MD5
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1803/7146
oai:ir.vanderbilt.edu:1803/7146
2020-04-22 01:35:14.72
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/164712021-04-12T20:43:46Zcom_1803_186com_1803_5548col_1803_187
Afzal, Madison
2021-04-12T20:43:46Z
2021-04-12T20:43:46Z
2021
http://hdl.handle.net/1803/16471
Teaching and Learning Department capstone project, ELL Program. Advisors: Dr. Lisa Pray and Dr. Shannon Daniel.
English has become the dominant global language in the academic community. In order to participate in such community, writer must have command of not only the typical conventions, but also have the confidence to write fluently and practice revision and collaboration. This review investigates the role in which Web 2.0 technologies, such as Facebook, blogs, and wikis, can play in supporting ELL students’ academic writing development. Upon a review of the literature, it became apparent that the use of Web 2.0 technology to develop ELL writing skills is particularly useful in terms of collaboration, revision, voice, and sense of writing community, as well as using peer review to strengthen understandings of complex syntactic structures and collocations.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Web 2.0
English Language Learners
Academic Writing
Research Subject Categories::SOCIAL SCIENCES
Web 2.0 And Its Role in ELL Academic Writing Development
Article
ORIGINAL
M_Afzal_Capstone_FINAL.docx
M_Afzal_Capstone_FINAL.docx
Full capstone
application/msword
64485
https://ir.vanderbilt.edu/bitstream/1803/16471/1/M_Afzal_Capstone_FINAL.docx
4bab8a95d4c5192593dc74fdd1b2e6d8
MD5
1
LICENSE
license.txt
license.txt
text/plain
1972
https://ir.vanderbilt.edu/bitstream/1803/16471/2/license.txt
49f58bf859518f166339cafac2e786df
MD5
2
1803/16471
oai:ir.vanderbilt.edu:1803/16471
2021-04-12 15:43:46.891
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/85902020-04-22T06:37:23Zcom_1803_186com_1803_5548col_1803_187
Gallagher, Stephanie
2017-11-14T01:04:27Z
2017-11-14T01:04:27Z
2017-07-24
http://hdl.handle.net/1803/8590
Teaching and Learning Department capstone project
This capstone focuses on the effects of the white, euro-centric dominant curriculum on Latina youth from immigrant families and how that affects their identity development. It is of high importance to incorporate diversity into curriculum today. Oftentimes, students who are diverse from the norm are not being reached by teachers. These students are typically of color, of lower socioeconomic status, have varying English proficiency, and a different country of origin. Their lived experiences are different from the history we teach in schools. This discussion will demonstrate the need for multicultural curriculum reform and its impact on identity development. Through a wide array of research regarding identity development among Latina youth, I focus on the effects of educators, family, and society on their identity development. Using James Banks’ (1993) Five Dimensions of Multiculturalism, I will discuss how the dimensions relate with the specific factors of identity development. This overlap demonstrates the importance of implementing a multicultural curriculum, as it shows how more students are positively affected. One such way to achieve this is through employing immigrant narratives that highlight essential features of transition and negotiation, which I discuss as a specific strategy. I highlight the benefits of employing immigrant narratives in order to support positive identity development among Latina youth. Finally, I discuss the real-world events that support the need for a multicultural education reform. Today’s social and political climate evidence a time of heated discourse that have various impact on students. This evidences a need for changing the way other cultures are discussed, valued, and represented throughout society.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Multicultural education -- Study and teaching
Minorities -- Education
Educational equalization
A Multicultural Approach to Identity Development among Latina Youth
Capstone
THUMBNAIL
Gallagher.Stephanie.pdf.jpg
Gallagher.Stephanie.pdf.jpg
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ORIGINAL
Gallagher.Stephanie.pdf
Gallagher.Stephanie.pdf
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Gallagher.Stephanie.pdf.txt
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oai:ir.vanderbilt.edu:1803/8590
2020-04-22 01:37:23.228
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/14872011-02-11T18:16:56Zcom_1803_186com_1803_5548col_1803_187
Dr. Deborah Rowe
Waugh, Jessica
2008-10-17T19:44:06Z
2008-10-17T19:44:06Z
2008-09-15
http://hdl.handle.net/1803/1487
Teaching and Learning Department Capstone Project
The evidence supporting the inclusion of children's cultures and backgrounds into the classroom and curriculum is strong, and multicultural children's literature provides the perfect means to achieve this goal. Along with promoting acceptance and preparing students to be global citizens, the use of multicultural children's literature in the classroom greatly enables students, especially English Language Learners, to connect with the curriculum and succeed in elementary classrooms. Vocabulary, fluency, and comprehension, all very important, can be improved and strengthened by authentic readings of multicultural children's books. Multicultural children's literature provides the perfect opportunity to discuss literature and the meanings and issues that children pull from the readings. During these discussions, children are able to hear their classmates' perspectives and learn more about one another. This learning experience has the potential to transform the classroom environment, as well. As children learn to respect and welcome different opinions and ideas during discussions, they become part of a more accepting classroom. Research has shown that using multicultural children's literature can transform the classroom climate. Children are able to examine and discuss potential prejudices or misunderstandings. They also learn about their classmates backgrounds and are able to find similarities between themselves and their peers. Teachers can increase the power of multicultural children's literature in their classrooms by including it in the other subject areas to strengthen lessons. Social studies is one subject that truly comes alive through the use of multicultural children's literature. When children can see their culture present in the classroom and make personal connections with the materials, their academic and social growth is drastically increased. The ultimate responsibility for the successful use of multicultural children's literature falls on the teacher who must monitor, facilitate, and adjust instruction and ensure that the chosen books accurately portray the culture being presented. The authenticity of assessments is also preserved and nurtured by basing assessments on multicultural children's literature and related lessons.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Multicultural children's literature
Elementary instruction
English language learners
English language -- Study and teaching (Elementary) -- Foreign speakers
Multicultural education -- Study and teaching (Elementary)
Cultural pluralism in literature -- Study and teaching (Elementary)
Incorporating Multicultural Children's Literature into Elementary Classrooms
ORIGINAL
WaughCapstone.doc
WaughCapstone.doc
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WaughCapstone.doc.txt
WaughCapstone.doc.txt
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1803/1487
oai:ir.vanderbilt.edu:1803/1487
2011-02-11 12:16:56.847
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/83322020-04-22T08:51:08Zcom_1803_186com_1803_5548col_1803_187
2016-08-22T17:48:33Z
2016-08-22T17:48:33Z
2016
http://hdl.handle.net/1803/8332
This review analyzes and synthesizes relevant literature to address whether the commercially-given narratives which commonly infiltrate pretend play spaces in academic learning environments compromise the innate ability of those environments to cultivate literacy learning for learners ages three through five.
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, it has yet to investigate the effects of omnipresent and commercially-given preschool media narratives on that potential. Some researchers argue that the integration of commercially-given narratives, pretend play, and literacy learning objectives is natural and rich with potential. Alternatively, critics who are skeptical of this integration argue that children lose narrative agency when commercial narratives take over, that young children are not capable of working through these often fantastical narratives in a meaningful way, and that these narratives are unforgivably problematic in message.
This review analyzes and synthesizes relevant literature to address whether the commercially-given narratives which commonly infiltrate pretend play spaces in academic learning environments compromise the innate ability of those environments to cultivate literacy learning for learners ages three through five. This question is assessed from a dual perspective: 1.) the effects that those narratives have on learners’ confidence and motivation to engage in literacy practices and 2.) the effects that they have on the formation of the ‘hard,’ assessable literacy skills that pretend play has been theorized to cultivate. Ultimately, this review defends the conclusion that commercially-given narratives are not necessarily obstruent to literacy learning in pretend play and, when integrated purposefully, respectfully, and knowledgeably into these spaces, can imbue students with a healthy sense of confidence and belonging in literacy learning environments while helping them to develop lifelong literacy skills. Suggestions for practice are subsequently outlined to support teachers who hope to capitalize upon this potential.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
preschool
media
literacy
pretend play
commercially-given narratives
Language arts (Early childhood) -- Social aspects
Play -- Study and teaching
Education, Preschool -- Curricula
Where the Magic Begins: The Nexus of Commercially-Given Narratives, Pretend Play, and Literacy Learning
Capstone
THUMBNAIL
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ORIGINAL
CAPSTONE.pdf
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oai:ir.vanderbilt.edu:1803/8332
2020-04-22 03:51:08.365
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/64362014-06-06T19:47:59Zcom_1803_186com_1803_5548col_1803_187
Luo, Wenjing
2014-06-06T19:47:59Z
2014-06-06T19:47:59Z
2014
http://hdl.handle.net/1803/6436
Teaching and Learning Department Capstone Project
Traditionally, adult ESL education has been dominated by rote memorization of cultural and language facts, audio-lingual drillings, and delivery of frequent daily conversations, while students’ social identities and their motivation of learning have not always been linked to their language learning (Saito, 1994). As early as the 1990’s, Bonny Norton has recognized that the individual English language learner is not ahistorical and unidimentional but has a complex and sometimes contradictory social identity, changing across time and space (Norton, 1995). As an English learner and aspiring ESL teacher, I am particularly interested in how students’ social identities, which are formed through social interactions outside and inside classroom, influence the language learning that takes place inside the classroom. The purpose of this essay is to explain how social identities are closely related to language learning of adult ESL learners, why motivation or investment of adult ESL learners is vital for their language learning, and to suggest key elements to attend to when designing community-based learning for adult ESL learners. To do this I compare adult learner’s major purposes of learning English, discuss theories from both sociocultural and language learning perspectives for building a meaningful context, outline the design framework for creating a community-based learning curriculum, and make practical suggestions for educators wishing to assess their teaching by considering social identity and motivation/investment of adult second language learners.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Social Identity
Adult ESL Learners
Language Learning
English language -- Study and teaching -- Foreign speakers
Adult education -- Social aspects -- United States
An Investment in Social Identity: Making Language Learning Meaningful and Effective for Adult ESL Learners
Capstone
ORIGINAL
LuoCapstone.docx
LuoCapstone.docx
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oai:ir.vanderbilt.edu:1803/6436
2014-06-06 14:47:59.844
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/75382020-04-22T06:33:01Zcom_1803_186com_1803_5548col_1803_187
Li, Wenxuan
2016-04-05T20:12:54Z
2016-04-05T20:12:54Z
2016-03
http://hdl.handle.net/1803/7538
Teaching and Learning Department capstone project
This ESL Portfolio demonstrates my understanding of how to become a qualified teacher to best serve culturally and linguistically diverse (CLD) English language learners (ELL). I reflect upon the theoretical knowledge that I have learned during the two years’ study at Peabody College, Vanderbilt University and also my practical teaching experiences. With the reflection, I develop my vision of teaching that help ELLs achieve academic success. This Portfolio consists of three parts: 1) philosophy of teaching, 2) TESOL standards for ESL/EFL teachers and 3) implications, challenges, and final reflections. In the first part, I state my philosophy of teaching under the theoretical framework of Vygotsky’s sociocultural view of learning. In the second part, I address the TESOL standards in seven domains, which are planning, instructing, assessing, identity and context, learning, content, and commitment and professionalism. For each domain, I demonstrate my understanding by explaining and evidences from the artifacts that I created for my course work. In the last part, I present my ideal vision of my future classroom, identity the challenges I will meet in real teaching, and also how I will make efforts to meet the challenges. This Portfolio not only shows my understanding of the knowledge I have gained through course work, but also my passion and efforts to become a successful ELL teacher.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Sociocultural Theory
ESL
Capstone Portfolio
Teaching -- Philosophy
English language -- Study and teaching -- Foreign speakers
Test of English as a Foreign Language
Capstone ESL Portfolio
Capstone
THUMBNAIL
Wenxuan Li-Capstone Portfolio.pdf.jpg
Wenxuan Li-Capstone Portfolio.pdf.jpg
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https://ir.vanderbilt.edu/bitstream/1803/7538/4/Wenxuan%20Li-Capstone%20Portfolio.pdf.jpg
5a98ba45447f2a6b225e666c6068b417
MD5
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ORIGINAL
Wenxuan Li-Capstone Portfolio.pdf
Wenxuan Li-Capstone Portfolio.pdf
application/pdf
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license.txt
license.txt
text/plain
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Wenxuan Li-Capstone Portfolio.pdf.txt
Wenxuan Li-Capstone Portfolio.pdf.txt
Extracted text
text/plain
186891
https://ir.vanderbilt.edu/bitstream/1803/7538/3/Wenxuan%20Li-Capstone%20Portfolio.pdf.txt
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1803/7538
oai:ir.vanderbilt.edu:1803/7538
2020-04-22 01:33:01.153
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/84112020-04-22T08:54:30Zcom_1803_186com_1803_5548col_1803_187
Zhi, Xiao
2017-07-11T22:18:14Z
2017-07-11T22:18:14Z
2017-03-01
http://hdl.handle.net/1803/8411
Teaching and Learning Department capstone project
This portfolio is a demonstration of my philosophy and proficiency in English language teaching.
It consists of three parts: 1) my philosophy of teaching, 2) my understanding of the TESOL
standards illustrated with artifacts, and 3) my reflection on teaching applications. In the first part,
I begin by discussing the overarching learning theories that support my future teaching, and
transit to more specific frameworks in language learning and teaching practice. In the second
part, I discuss my understanding of the eight TESOL domains: Planning, Instructing, Assessing,
Identity and Context, Language Proficiency, Learning, Content, and Commitment and
professionalism. The artifacts I use to support my professional knowledge are the works that I
have done during my two-year study in the English Language Learners program at Peabody
College. In analyzing the relevance between the artifact and the domain, I address it from four
aspects: 1) learners and learning, 2) the learning environment, 3) curriculum and 4) assessment.
As I bridge between theories and practice in the final parts, I talk about teaching implications
especially for English language teaching in China, and bring up obstacles and challenges that I
may encounter in my future teaching. Although I provide a general solution to some of them,
there are still some concerns about the implementation of CLT in China that are left open-ended.
Along with my interest in pronunciation learning, I identify directions for my continued
professional development in the future.
Peabody College of Education and Human Development
Vanderbilt University
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
English language learner, capstone, portfolio, second language acquisition
English language -- Study and teaching -- Foreign speakers
Second language acquisition
English Language Learners Capstone Portfolio
Capstone
THUMBNAIL
Zhi_X_ELLcapstone.pdf.jpg
Zhi_X_ELLcapstone.pdf.jpg
Generated Thumbnail
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1080
https://ir.vanderbilt.edu/bitstream/1803/8411/4/Zhi_X_ELLcapstone.pdf.jpg
7adea1fa25db865cbe4bfea2634baca2
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TEXT
Zhi_X_ELLcapstone.pdf.txt
Zhi_X_ELLcapstone.pdf.txt
Extracted text
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144767
https://ir.vanderbilt.edu/bitstream/1803/8411/3/Zhi_X_ELLcapstone.pdf.txt
d1c808b332966685dfcf97890e55139f
MD5
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ORIGINAL
Zhi_X_ELLcapstone.pdf
Zhi_X_ELLcapstone.pdf
Capstone Portfolio
application/pdf
6946665
https://ir.vanderbilt.edu/bitstream/1803/8411/1/Zhi_X_ELLcapstone.pdf
ee30421d52bd96e7ddcfab6236d1dcef
MD5
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LICENSE
license.txt
license.txt
text/plain
1748
https://ir.vanderbilt.edu/bitstream/1803/8411/2/license.txt
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MD5
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1803/8411
oai:ir.vanderbilt.edu:1803/8411
2020-04-22 03:54:30.083
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/171012022-04-19T20:04:18Zcom_1803_186com_1803_5548col_1803_187
2022-04-19T20:04:18Z
2022-04-19T20:04:18Z
2022-03
http://hdl.handle.net/1803/17101
Teaching and Learning Department capstone project
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
English Language Learners Capstone Portfolio
ORIGINAL
Chen, Yali ELL Capstone.pdf
Chen, Yali ELL Capstone.pdf
Main article
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2022-04-19 15:04:18.681
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/84412017-09-29T20:08:01Zcom_1803_186com_1803_5548col_1803_187
Zhang, Hangmin
2017-09-29T20:08:01Z
2017-09-29T20:08:01Z
2017-03-01
http://hdl.handle.net/1803/8441
Teaching and Learning Department capstone project
The capstone EFL portfolio manifests my beliefs, knowledge, and experience working with English language learners. At the end of the ELL program, I systematically collect my works and reflect upon my understanding obtained through theories and practices so as to inform and guide my further professional development.
The portfolio includes three parts: 1) philosophy of teaching 2) professional knowledge 3) application to practice. In the first part, I analyzed the factors that influence second language acquisition concerning cognitive, social-cultural, and linguistic dimensions. In the paper, I linked my analysis to three major theories: Piaget’s (1952) schema theory, Vygotsky’s (1978) social cultural theory, and de Jong’s (2011) linguistic theory. Based on the analysis and theories, I stated my beliefs of being a good language teacher focusing on two aspects: students and communities, curriculum and program design. In the second part, I took advantage of eight artifacts (examples of my work) to shed light on my understanding of the eight TESOL standards. I specifically addressed my professional knowledge and experience by focusing on learners and learning, the learning environment, curriculum, and assessment. In the last part of the portfolio, I depicted my future class concerning learners, environment, curriculum, and assessment. Meanwhile, to address the question of applying theory to practice in a class in which traditional notions dominate, I formulated specific instructional plans targeting at issues related to the conflict between my beliefs and traditional notions. Additionally, based on the recognition of my lack of knowledge as a novice teacher, I reflected upon options and directions to guide my career development.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
teach English to second language learners
English language -- Study and teaching -- Foreign speakers
Teaching -- Philosophy
Capstone EFL Portfolio
Capstone
ORIGINAL
Zhang_h_ELL capstone.docx
Zhang_h_ELL capstone.docx
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https://ir.vanderbilt.edu/bitstream/1803/8441/1/Zhang_h_ELL%20capstone.docx
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oai:ir.vanderbilt.edu:1803/8441
2017-09-29 15:08:01.646
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/5702011-02-11T17:42:58Zcom_1803_186com_1803_5548col_1803_187
Sampson, Candice Marie
2008-04-23T15:51:04Z
2008-04-23T15:51:04Z
2008-04-23T15:51:04Z
http://hdl.handle.net/1803/570
Teaching and Learning Department Capstone Project
When contemplating which Capstone experience to select, I chose to look at which product would be most beneficial for me upon completion of my degree. As a graduate candidate who plans to immediately return to the classroom as a pre-school or pre-kindergarten teacher before opening an independent early care and education center, I felt the project would best serve my interest as it would result in the creation of a product for classroom use. This project contains four parts: a literature review, a set of interactive read-aloud lesson plans, literature-based activities, and other suggested titles. LITERATURE REVIEW: Widely discussed in the field of education is the achievement gap of African American students. Several scholars have suggested that students require instruction and curriculum that takes into account and connects to their cultural differences. One such theory is that of culturally relevant pedagogy. The literature review, an attempt to provide theory and research to support those learners, provides an overview of culturally relevant pedagogy and an in-depth look at African American children's literature, a form of culturally relevant teaching. It concludes with a brief discussion of interactive read-alouds to provide a model/framework for curriculum planning and instruction. SELECTION CRITERIA:
Using Hefflin and Barksdale (2001) as a reference, two selection criteria scales were created. These scales, High Quality Picture Book and High Quality African American Children's Literature, were used to evaluate "Just Right Stew" for use as a high quality piece of African American children's literature. Collectively, the scales require the reviewer to look at features such as character and their portrayal, plot, language,its use, theme, illustrations, its authenticity, and cultural accuracy. Their inclusion in this writing serves as an example of the process that should be used to select texts appropriate for the target audience, in this case, three and four year old preschool children. INTERACTIVE READ-ALOUDS: The set of interactive read-alouds contained in this project function as an example of the curriculum one can plan using African American children's literature. In order for these to be effectively used, teachers must promote and maintain a classroom environment that supports open dialogue. No student should feel ashamed or embarrassed for participating in the conversational exchange that is characteristic of interactive read-alouds. Student thought must be encouraged and nurtured. LITERATURE-BASED ACTIVITIES: This section of the project offers various activities that can be used to extend the literature across multiple subject areas. These suggested activities include outlines that contain connections to TN Early learning standards, as well as assessment ideas. By listing materials and instructions for the teacher, educators have an idea of the type of learning context suitable for the listed activities. SUGGESTED TITLES: The final section contains an annotated bibliography of other titles related to families and traditions. These may be used in conjunction with "Just Right Stew" in a unit on families. Included in the list is an anthology of poems, a book suitable for beginning and/or young readers, and other texts for classroom read-alouds.
Peabody College of Education and Human Development
Department of Teaching and Learning
236544 bytes
application/msword
en_US
Vanderbilt University. Peabody College
Culturally responsive pedagogy
Interactive read alouds
African American children -- Books and reading
Literacy
Reading (Preschool)
Using African American Children's Literature to Support the Literacy Development of Three and Four Year Olds
Other
ORIGINAL
SampsonCapstone.doc
SampsonCapstone.doc
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236544
https://ir.vanderbilt.edu/bitstream/1803/570/1/SampsonCapstone.doc
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oai:ir.vanderbilt.edu:1803/570
2011-02-11 11:42:58.645
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/12132011-02-11T17:45:44Zcom_1803_186com_1803_5548col_1803_187
Kopald, Jack
2008-08-18T15:14:35Z
2008-08-18T15:14:35Z
2008-06-15T15:14:35Z
http://hdl.handle.net/1803/1213
Teaching and Learning Department Capstone project
The paper describes the growing number of immigrant students in secondary schools and discusses how these students present teachers with particular challenges and resources in teaching the civic education needed to sustain our democracy. Immigrant children are the fastest-growing sector of the U.S. child population and now comprise about one-fifth of children in the U.S. How well immigrants succeed (or fail) in assuming the responsibilities of citizens will have a significant impact on the future of this country; yet, while providing civic education has long been recognized as an important function of schools, today's educational policy emphasizes reading, mathematics and science, devoting little attention to civic education. On the one hand, immigrant children generally face a more difficult path to academic and social success than do native-born Americans, lacking knowledge of our culture, encountering negative reactions from the native-born, and struggling with a new language. On the other hand, to the extent their families seek American citizenship and to make this country their new home, immigrant children often possess a motivation for civic learning not present in the native-born. Immigrant students may also have different experiences with political institutions that teachers can build on and native-born students can learn from in the classroom. Immigrant students may come from cultures, however, that do not permit the independent thinking and public expression of opinion about political issues that lie at the heart of the American democracy. In order to teach democratic, civic skills to these students, teachers should model or demonstrate appropriate behavior and use cooperative learning strategies so that immigrant students can learn from their native-born peers. Simulations and well-planned discussion strategies in open, supportive environments will also help immigrant students develop the civic skills and dispositions needed to succeed in our democratic society. Finally, assessment methods must take into account cultural differences and avoid confusing English language skills with the subject matter content sought to be assessed.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Civic education
Social sciences -- Study and teaching
Immigrant Challenges and Opportunities in Civic Education
Capstone
ORIGINAL
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oai:ir.vanderbilt.edu:1803/1213
2011-02-11 11:45:44.854
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/51932020-04-22T08:20:14Zcom_1803_186com_1803_5548col_1803_187
Sun, Wenyang
2013-05-06T17:29:08Z
2013-05-06T17:29:08Z
2013-03-05
http://hdl.handle.net/1803/5193
Teaching and Learning Department Capstone Project
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
EFL
Capstone
Communicative Language Teaching
ELL
English language -- Study and teaching -- Foreign speakers
Second language acquisition -- Study and teaching
EFL Capstone Portfolio
Capstone
THUMBNAIL
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Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/71202015-07-27T18:37:37Zcom_1803_186com_1803_5548col_1803_187
Wisittanawat, Panchompii
2015-07-27T18:37:37Z
2015-07-27T18:37:37Z
2015
http://hdl.handle.net/1803/7120
Teaching and Learning Department Capstone Project
In this paper, I explore what it might mean to take the body as the focus of design to support learning in mathematics classrooms, and more specifically, to support learning to work with graphs. I will provide an overview of the literature on embodied cognition, as a genre of research that challenge or reject the traditional view of cognitive science. The difference between these two paradigms provides a context for understanding the current research interest in the role of the body in mathematics and also for understanding implications for learning. Then, I review some research focusing specifically on the role of the body in mathematics. The third section, I briefly discuss what learning to work with graphs entails. In the last section, I will take a leap, and look at a scientific practice, protein crystallography, that appears to have interesting elements of body-work. An ethnographic account of the laboratory and pedagogical work of protein crystallographers becomes an anchor for me to think about designing for the body in mathematics classroom as I think about future steps.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Attribution-NonCommercial-ShareAlike 3.0 United States
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Embodied Cognition
Embodied Mathematics
Mathematics -- Study and teaching
Mathematics -- Philosophy
Design for the Body in Mathematics Classrooms
Paper
ORIGINAL
PW—Capstone Essay.docx
PW—Capstone Essay.docx
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oai:ir.vanderbilt.edu:1803/7120
2015-07-27 13:37:37.043
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/98862020-04-06T00:45:10Zcom_1803_186com_1803_5548col_1803_187
Liu, Ling
2020-04-06T00:45:10Z
2020-04-06T00:45:10Z
2020
https://ir.vanderbilt.edu/xmlui/handle/1803/9886
Teaching and Learning Department capstone project
This capstone paper introduces my teaching philosophy based on my experience of two-year learning and practicing at Peabody College, Vanderbilt University. Under the guidance of TESOL standards, I critically analyze what theories and methods I have applied to real-life teaching and what to be more explored, from four professional knowledge areas of learners, the learning contexts, curriculum and assessment based on students’ funds of knowledge, Communicative Language Teaching, and building caring relations. Moreover, I discuss my future consideration and some lingering questions of teaching as they are crucial to broadening my horizon and enhancing my professional knowledge.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
EFL
communicative language teaching
EFL Capstone Portfolio
Thesis
LICENSE
license.txt
license.txt
text/plain
1972
https://ir.vanderbilt.edu/bitstream/1803/9886/2/license.txt
49f58bf859518f166339cafac2e786df
MD5
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ORIGINAL
Liu-Capstone Portfolio.docx
Liu-Capstone Portfolio.docx
application/msword
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https://ir.vanderbilt.edu/bitstream/1803/9886/1/Liu-Capstone%20Portfolio.docx
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1803/9886
oai:ir.vanderbilt.edu:1803/9886
2020-04-05 19:45:10.419
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/64352014-06-06T19:41:38Zcom_1803_186com_1803_5548col_1803_187
Li, Shuzhan
2014-06-06T19:41:38Z
2014-06-06T19:41:38Z
2014-04-20
http://hdl.handle.net/1803/6435
Teaching and Learning Department Capstone Project
My fundamental thinking on the issues and ideas in educating EL students are influenced by two courses EDUC 3530: Foundations for Teaching English Language Learners by Prof. Lisa Pray and EDUC 3590.01: Issues in ELL Education: Research, Policy, and Instruction of English Learners by Prof. Robert Jiménez. Through these two courses I have been familiarized with the changing demographics of public schools in the US and the challenges and needs of students learning English while learning content knowledge. It was Prof. Henry Milner who first introduced the concept of Culturally Responsive Pedagogy in the course EDUC 3900.01.2: Culturally Responsive Pedagogy. Prof. Milner also deeply influenced me with his compassion and care for the wellbeing and success of African American students. I have carried this compassion and care when I work with English learning students. My methodology in this project was shaped by the course EDUC.3170.01: Analysis of Teaching where Prof. Catherine McTamaney equipped me with a critical perspective in analyzing school setting, classroom environment and teacher discourse.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Attribution-NonCommercial-NoDerivs 3.0 United States
http://creativecommons.org/licenses/by-nc-nd/3.0/us/
Culturally Responsive Pedagogy
English Language Learners
learning context
learner
Culturally Responsive Teaching
English language -- Study and teaching -- Foreign speakers
English Language Learners -- Study and teaching
Culturally Responsive Pedagogy in Action for Teaching ELLs
Capstone
ORIGINAL
LiSCapstone revised.docx
LiSCapstone revised.docx
application/msword
182976
https://ir.vanderbilt.edu/bitstream/1803/6435/1/LiSCapstone%20revised.docx
942ff9043084c96d89b67c44f85af326
MD5
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CC-LICENSE
license_rdf
license_rdf
application/rdf+xml; charset=utf-8
1232
https://ir.vanderbilt.edu/bitstream/1803/6435/2/license_rdf
bb87e2fb4674c76d0d2e9ed07fbb9c86
MD5
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LICENSE
license.txt
license.txt
text/plain
1736
https://ir.vanderbilt.edu/bitstream/1803/6435/3/license.txt
ece5a9f3b88102a1eb9b2ff22411c299
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1803/6435
oai:ir.vanderbilt.edu:1803/6435
2014-06-06 14:41:38.976
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/50702012-04-11T18:52:22Zcom_1803_186com_1803_5548col_1803_187
Huppert, Eileen
2012-04-11T18:50:47Z
2012-04-11T18:50:47Z
2012-05
http://hdl.handle.net/1803/5070
Teaching and Learning Department Capstone Project
Learning mathematics can sometimes be mundane and limited when it is taught solely through a textbook. In order to engage and reach more students, mathematics in the K-5 classroom can be supplemented with an approach through the use of children’s literature. This has been proven to be quite beneficial for both learners and the learning context. Benefits can be seen in student motivation and engagement in mathematics, student sense-making, and student dispositions towards mathematics. To be effective, appropriate literature must be chosen after considering both the literary and mathematical aspects of the book. Implementing children’s literature into the classroom can vary in its approach. It can be used in whole group or small group instruction and the mathematics can be both explored and enhanced by the students. The books can create hands-on, realistic situations for students to engage in. There are multiple resources available for teachers to begin this implementation and some of these resources will be explored through this review. While these resources do exist, it is also needed that schools and administrators begin to take note of this approach and offer professional development for interested personnel.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Mathematics -- Study and teaching
Children's literature in mathematics education
Integrating Children's Literature into the Mathematics Classroom
Capstone
ORIGINAL
HuppertCapstone.docx
HuppertCapstone.docx
application/msword
44035
https://ir.vanderbilt.edu/bitstream/1803/5070/1/HuppertCapstone.docx
6d7aef59bbeb1c227b628f446004d2c8
MD5
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LICENSE
license.txt
license.txt
text/plain
1739
https://ir.vanderbilt.edu/bitstream/1803/5070/2/license.txt
8ec8fd34acde2f4d8b37a78345cbcc36
MD5
2
1803/5070
oai:ir.vanderbilt.edu:1803/5070
2012-04-11 13:52:22.45
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/52112020-04-22T06:05:48Zcom_1803_186com_1803_5548col_1803_187
Qiao, Xue
2013-05-10T20:49:18Z
2013-05-10T20:49:18Z
2013-03-01
http://hdl.handle.net/1803/5211
Teaching and Learning Department Capstone Project
This portfolio demonstrates my comprehensive understanding of the teaching of English language learners (ELLs). In my Philsophy of Teaching, I elaborate on my beliefs on how to help students thrive in a foreign language classroom and the theoretical framework on which I base my teaching practice. To address the eight standards for Teaching English to Speakers of Other Languages (TESOL), I include in the portfolio the artifacts that prove my expertise in them. In each of the eight domains-planning, instructing, assessing, identity and context, language proficiency, learning, content, and commitment and professionalism, I show my careful consideration for learners, learning context, curriculum, and assessment. In the concluding part of my portfolio, I reflect on the implications of my graduate study on my future teaching and how I plan to solve the remaining questions about the teaching profession.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
learner, learning context, curriculum, assessment
Teaching English to Speakers of Other Languages
TESOL
English language -- Study and teaching -- Foreign speakers
EFL Capstone Portfolio
Capstone
THUMBNAIL
Qiao-EFL Capstone Portfolio.pdf.jpg
Qiao-EFL Capstone Portfolio.pdf.jpg
Generated Thumbnail
image/jpeg
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https://ir.vanderbilt.edu/bitstream/1803/5211/4/Qiao-EFL%20Capstone%20Portfolio.pdf.jpg
d00b5d53136a9a646007ef69115ad13e
MD5
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ORIGINAL
Qiao-EFL Capstone Portfolio.pdf
Qiao-EFL Capstone Portfolio.pdf
application/pdf
2327146
https://ir.vanderbilt.edu/bitstream/1803/5211/1/Qiao-EFL%20Capstone%20Portfolio.pdf
280868ae890ce3f44a16dc5b9821d2e7
MD5
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license.txt
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8ec8fd34acde2f4d8b37a78345cbcc36
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Qiao-EFL Capstone Portfolio.pdf.txt
Qiao-EFL Capstone Portfolio.pdf.txt
Extracted text
text/plain
131455
https://ir.vanderbilt.edu/bitstream/1803/5211/3/Qiao-EFL%20Capstone%20Portfolio.pdf.txt
02031b16f90976326abff13aaa989703
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1803/5211
oai:ir.vanderbilt.edu:1803/5211
2020-04-22 01:05:48.207
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/48492014-05-07T22:22:32Zcom_1803_186com_1803_5548col_1803_187
Rowe, Dr. Deborah
Ranew, Lindsay
2011-08-29T20:13:30Z
2011-08-29T20:13:30Z
2011-06
http://hdl.handle.net/1803/4849
Teaching and Learning Department capstone project
This paper was my Teaching and Learning Department capstone project, giving examples of how to best incorporate children's literature into an elementary classroom. Also discussed is how these practices can help ELLs. Such practices detailed include read-alouds, literature circles, and mentor texts. My research began in EDUC 3390, Literacy Development, with Dr. Debbie Rowe.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
ELL
Children's Literature
Read-alouds
Literature circles
Mentor Texts
English language -- Study and teaching -- Foreign speakers
Reading -- Study and teaching
Oral reading -- Study and teaching
Model, Meet, and Mimic: How to Use Children’s Literature with ELLs in the Elementary Classroom
Capstone
ORIGINAL
RanewCapstone.docx
RanewCapstone.docx
application/msword
364390
https://ir.vanderbilt.edu/bitstream/1803/4849/1/RanewCapstone.docx
c6579815aea18a588ac21499a29ef501
MD5
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LICENSE
license.txt
license.txt
text/plain
1739
https://ir.vanderbilt.edu/bitstream/1803/4849/2/license.txt
8ec8fd34acde2f4d8b37a78345cbcc36
MD5
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1803/4849
oai:ir.vanderbilt.edu:1803/4849
2014-05-07 17:22:32.387
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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
oai:ir.vanderbilt.edu:1803/71432015-07-31T06:02:00Zcom_1803_186com_1803_5548col_1803_187
Haltermann, Julia
2015-07-30T21:14:20Z
2015-07-30T21:14:20Z
2015-06-15
http://hdl.handle.net/1803/7143
This capstone paper explores how teachers can provide identity resources (norms, participation structures, and discourse strategies) to high school math students to encourage a reconciliation among mathematic, social, cultural identities. By providing positive identity resources for students and increasing opportunities for competence construction, teachers simultaneously reduce the social risk which inhibits many students and therefore support a collaborative learning environment.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Attribution-NoDerivs 3.0 United States
http://creativecommons.org/licenses/by-nd/3.0/us/
trust, social risk, math identity, competence
Building Trust in High School Math Classrooms: Strategies for Mitigating Social Risk to Support a Collaborative Learning Environment
Capstone
ORIGINAL
HaltermannCapstone.doc
HaltermannCapstone.doc
application/msword
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https://ir.vanderbilt.edu/bitstream/1803/7143/1/HaltermannCapstone.doc
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MD5
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CC-LICENSE
license_rdf
license_rdf
application/rdf+xml; charset=utf-8
1223
https://ir.vanderbilt.edu/bitstream/1803/7143/2/license_rdf
d127a3413712d6c6e962d5d436c463fc
MD5
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LICENSE
license.txt
license.txt
text/plain
1736
https://ir.vanderbilt.edu/bitstream/1803/7143/3/license.txt
ece5a9f3b88102a1eb9b2ff22411c299
MD5
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TEXT
HaltermannCapstone.doc.txt
HaltermannCapstone.doc.txt
Extracted text
text/plain
44889
https://ir.vanderbilt.edu/bitstream/1803/7143/4/HaltermannCapstone.doc.txt
9f6371a16ab35dfefe8e143044573b6e
MD5
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1803/7143
oai:ir.vanderbilt.edu:1803/7143
2015-07-31 01:02:00.447
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/50182012-01-05T22:56:34Zcom_1803_186com_1803_5548col_1803_187
Klein, Neil
2012-01-05T22:56:34Z
2012-01-05T22:56:34Z
2011-09-15
http://hdl.handle.net/1803/5018
Teaching and Learning Department Capstone Project
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Critical thinking, digital literacies, reading
Education -- Effect of technological innovations on
Internet in education
Educational technology
Critical Thinking in Response to Digital Literacies
Capstone
ORIGINAL
Capstone .docx
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2012-01-05 16:56:34.579
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/42912020-04-22T08:11:10Zcom_1803_186com_1803_5548col_1803_187
Hoffwolt, Clifford
Johnson, Eric
2010-09-13T19:57:44Z
2010-09-13T19:57:44Z
2010-05
http://hdl.handle.net/1803/4291
Teaching and Learning Department capstone project
In this capstone paper, I explore the difficulties students with LD and ADHD have in utilizing metacognitive strategies while learning. To help in this area, I look specifically at self-regulation, a concept closely connected to Albert Bandura's social cognitive model, which posits that successful learning takes place at the intersect of personal beliefs and external supports. From here, I argue that our educational framework must move from being content-driven to student-driven, looking at four specific areas needing transformation. First, in learners and learning, I explore the specific deficits that students with LD and ADHD bring to the learning process, as well as how self-regulation can begin to compensate for these weaknesses. Next, in the learning environment, I look specifically at two case studies that demonstrate what a student-centered classroom should look like. Third, in curriculum and instruction, I summarize the key components of self-regulation instruction, including direct instruction, modeling, guided practice, feedback, and self-reflection. Fourth, in assessment, I argue for a more student-centered approach to tests, one that uses assessments as a learning tool to help students measure their growth and practice their academic habits. Finally, I discuss the experience of implementing self-regulation instruction in my own classroom. I end with a call to action for improved strategy instruction for all students.
Peabody College of Education and Human Development
Vanderbilt University
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
self-regulation
metacognition
learning disabilities
ADHD
study skills
executive function
Learning disabled children -- Education
Attention-deficit-disordered children -- Education
Learning strategies
Learning to Learn: Using Self-Regulation Strategies to Improve the Academic Habits of High School Students with Learning Disabilities
Capstone
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oai:ir.vanderbilt.edu:1803/4291
2020-04-22 03:11:10.659
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/53472020-04-22T08:20:49Zcom_1803_186com_1803_5548col_1803_187
Tang, Ying
2013-05-28T20:02:09Z
2013-05-28T20:02:09Z
2013-03-01
http://hdl.handle.net/1803/5347
Teaching and Learning Department Capstone Project
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
English as a Foreign Language
adult learners
English language -- Study and teaching -- Foreign speakers
English language -- Study and teaching -- Foreign speakers -- Curricula
Multicultural education -- Study and teaching
Capstone EFL Portfolio
Capstone
THUMBNAIL
Capstone, Tang Y.pdf.jpg
Capstone, Tang Y.pdf.jpg
Generated Thumbnail
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https://ir.vanderbilt.edu/bitstream/1803/5347/7/Capstone%2c%20Tang%20Y.pdf.jpg
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Capstone, Tang Y.pdf
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Capstone, Tang Y.pdf.txt
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Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/43322010-09-22T23:55:50Zcom_1803_186com_1803_5548col_1803_187
Combs, Sheilese
2010-09-22T23:55:50Z
2010-09-22T23:55:50Z
2010-06-15
http://hdl.handle.net/1803/4332
Teaching and Learning Department capstone project. Many of the challenges found in public urban schools can be reduced if multicultural perspectives and Critical Race Theory were infused into teacher education programs.
The number of students of color in urban and suburban areas continues to increase (Howard, 1999, Irvine 2003,). In 2001 forty percent of students enrolled in public schools were students of color (Irvine, 2003). In some of the nation’s largest cities and metropolitan areas at least half of the students are students of color (Irvine, 2003). Yet the field of education is still dominated by white middle-class females (Howard, 1999, Landsman and Lewis, 2006, Wood, 2009). A large number of these women are completing Pre-service teachers education programs that are not adequately prepared to teach diverse groups of students that can be found in one classroom (Dixon, 2006, Landsman and Lewis, 2006, ). For most teachers, the first three years are the most challenging. A large number of teachers who leave the profession do so within the first three years.
These challenges can be reduced if multicultural perspectives and Critical Race Theory is infused in teacher education programs. Not only will the challenges of the first few years be reduced, but it will also aid in the preparation of teachers who can teach all students. Cultural awareness within pre-service teacher preparation is beneficial to all teachers regardless of their racial or ethnic background. Race-consciousness as well as cultural awareness can help White teachers to better understand students of color. It can also help teachers of color utilize their cultural strengths when working with students of color.
Educators should be aware of critical race theories and the use of race as a social construct. For centuries race has been used to support White supremacy, while oppressing people of color (Watkins, Lewis, and Chou, 2001). Once teachers have developed racial awareness, they can help their students to develop a positive cultural identity. A positive racial identity for students of color is essential to academic success.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
critical race theory in education
Race -- Study and teaching
Discrimination in education
Multicultural education
Diversity, Urban Education, and Teacher Education
Thesis
ORIGINAL
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2010-09-22 18:55:50.315
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/71422020-04-22T06:35:16Zcom_1803_186com_1803_5548col_1803_187
Veraluz, Claire
2015-07-30T21:14:14Z
2015-07-30T21:14:14Z
2015-06-15
http://hdl.handle.net/1803/7142
Teaching and Learning Department capstone project.
Decades of research has been dedicated to demonstrating differences between low-
income children’s early language and high-income children’s early language: much of this research also indicates differences between racial/ethnic groups. This research, conducted from a middle-class White normative perspective, posits that these early differences are the cause of the achievement gap, and therefore deficits: many researchers and popular discourse argue that for these reasons there is a need for early language intervention programs. Latino families are a fast-growing population in our country, and are a target population for these interventions. I contend that the concept of intervention is colonizing in nature, and that in order to truly work for equity we must rethink the concept as opposed to merely culturally adapting programs. Rather than interventions intended to fix children and families, interventions should create avenues for empowerment so that educators and families may work together to fix schools and society. I provide a framework for such a program, with recommendations for adapting the framework to different contexts.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
early language
family
intervention
decolonizing
program/curriculum
Hablemos Juntos (Let’s Talk Together): Reimagining Early Language Intervention
Capstone
THUMBNAIL
Veraluz Capstone.pdf.jpg
Veraluz Capstone.pdf.jpg
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Veraluz Capstone.pdf
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Veraluz Capstone.pdf.txt
Veraluz Capstone.pdf.txt
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2020-04-22 01:35:16.937
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/63022014-04-22T06:02:29Zcom_1803_186com_1803_5548col_1803_187
Liu, Hui
2014-04-21T20:14:38Z
2014-04-21T20:14:38Z
2014-03-31
http://hdl.handle.net/1803/6302
Teaching and Learning Department capstone project
This paper examines the current research and theories concerning service-learning and its potential as an effective instructional strategy in middle school social studies classrooms. Traditional social studies classrooms rely mostly on textbooks and class lectures. Students learn knowledge by rote memorization, without seeing their learning connected to real-world settings. However, in recent years researchers and teachers have paid increasing attention to student-directed investigation methods and see their potential as instructional strategies in K-12 classrooms. One of these methods is service-learning, which combines authentic community services with integrated academic outcomes. Although service-learning has been used for teaching various subjects to students of all ages, the goal of social studies and the unique characteristics of middle school students make it particularly suitable for middle school social studies learners. This paper begins with the use of service-learning in a broader context. Then the potential of using service-learning to teach social studies in middle school is addressed through four specific elements: learning context, learner, curriculum and instructional strategy, and assessment. Next, the concerns and limitations of service-learning are presented. Last, this paper concludes with the recommendation of using service-learning as an effective instructional strategy in middle school social studies classrooms.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Service-Learning
Middle School Students
Social Studies
Service learning
Service learning -- Curricula
Social sciences -- Study and teaching (Middle school) -- Curricula
The Potential of Service-Learning as an Effective Instructional Strategy in Middle School Social Studies Classrooms
Capstone
ORIGINAL
Liu_Capstone.doc
Liu_Capstone.doc
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Liu_Capstone.doc.txt
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oai:ir.vanderbilt.edu:1803/6302
2014-04-22 01:02:29.893
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/66832020-04-22T06:08:19Zcom_1803_186com_1803_5548col_1803_187
Hofwolt, Clifford
Lee, Lisa
2014-08-27T19:34:30Z
2014-08-27T19:34:30Z
2014
http://hdl.handle.net/1803/6683
Teaching and Learning Department Capstone project
The practice of critical discourse analysis examines the relationship between language, institutions, and power. This capstone essay critically examines the bimodal, culture-bound, racialized discourses to describe both high and low academic achievement in urban Asian American and Pacific Islander (AAPI) students and institutionally position them using deterministic and oversimplistic stereotypes in school and society. As it currently stands, the discourse of urban AAPI education relies on dichotomous identities of the model minority or the urban delinquent to explain achievement. These identities are embedded in racializing discourses that are critiqued for emphasizing anthropological explanations of culture clash and assimilation-opposition typologies. The underlying ideologies, pervasiveness in urban school culture, and disempowering impacts of this discursive positioning on the racial and academic identity development of urban AAPI youth are explored. Furthermore, culturally responsive practices are proposed as potential teaching strategies to create dynamic, diversified discourses that accurately represent urban AAPI academic experiences.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Attribution 3.0 United States
http://creativecommons.org/licenses/by/3.0/us/
discourse analysis
Asian American and Pacific Islander
critical race theory
achievement
racializing discourse
culturally responsive pedagogy
model minority
Asian Americans -- Education
Pacific Islander Americans -- Education
Critically Examining the Discourse of Urban Asian American and Pacific Islander Achievement
Capstone
THUMBNAIL
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2020-04-22 01:08:19.556
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/53522013-05-28T20:19:48Zcom_1803_186com_1803_5548col_1803_187
LoBello, Jana
2013-05-28T20:19:48Z
2013-05-28T20:19:48Z
2012-06-16
http://hdl.handle.net/1803/5352
Teaching and Learning Department Capstone Project
High percentages of racial minority and low-income high school dropouts present a growing concern for both the student and society as dropouts are likely to experience future economic instability and are more likely to require public assistance or enter correctional facilities. The urban high school context includes high percentages of students from racially diverse, ethnically diverse, and low-income populations. The purpose of this Capstone essay is to address the high percentage of urban high student dropout through a discussion of the multiple predictors to high school dropout, specifically the interplay between the student, parental involvement and the school. Two essential questions “Why do some students in urban schools drop out?” and “What are the roles of parental involvement in decreasing high school dropout rates?” guide this synthesis in order to add to the growing body of research on the effectiveness of parental involvement in combating student dropout. One theme found throughout much of the key research was the mismatch of perceptions of “parental involvement” between schools and low-income, racially or ethnically diverse parents. Different types of parental involvement in both deficit and asset mindsets have been associated with parents, with distinction across social class and racial lines. An analysis of the research suggests multiple predictors, such as familial background, parental education, parental attitudes, student engagement, and student achievement influence the likelihood of high school dropout across a student’s educational career. One conclusion for the role of parental involvement shows evidence that urban school parents consider different types of parental involvement that is more psychologically supportively and home-centered than physically present. The implications for taking theory to practice are outlined as schools, parents, and communities build partnerships, engage in culturally responsive parental involvement, view all parents as assets, and use effective administrative leadership during professional development to create committed and accountable teachers.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
urban, dropout, high school
High school dropouts -- United States -- Attitudes
High school dropouts -- United States -- Forecasting
Education -- Parent participation
Why Do Some Students Drop Out of Urban High Schools?
Capstone
ORIGINAL
LoBelloCapstone.docx
LoBelloCapstone.docx
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oai:ir.vanderbilt.edu:1803/5352
2013-05-28 15:19:48.326
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/83422016-08-29T21:58:34Zcom_1803_186com_1803_5548col_1803_187
Griffith, William
2016-08-29T21:58:34Z
2016-08-29T21:58:34Z
2016-07-15
http://hdl.handle.net/1803/8342
Teaching and Learning Department capstone project
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 they know in mathematics. The resulting evaluation tells students how well they learned the material. The grades they get let them know how “good” they are at math. And yet, this is not necessarily true. Assessments do not fully evaluate students’ mathematical knowledge. Assessments fall short of this, especially in the vision of mathematics that reform movements are calling for. And as students continue to take tests throughout their years in public schools – as they take tests to go to be placed in advanced or remedial classes, tests to enter into college, or to simply just pass their current class – they come to implicitly learn what “counts” as knowing mathematics. Students have come to believe that math is about following rules, answering quickly, and getting the right answer. Interestingly, reform mathematics calls for a shift away from all of these things. However, these reform movements are struggling to take hold in a society that has attached even more high stakes to tests – tests that still reward rule following, answering quickly, and getting the right answer. This paper looks at what reform mathematics calls for and juxtaposes this with what students come to believe about mathematics through assessment. It ends with a discussion of what an alternative, reform mathematics assessment might value and what all of this means for my practice as a teacher.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Mathematics
Implicitly Learned
Assessment
Student Beliefs
Mathematics -- Study and teaching
Mathematical ability -- Testing
Mathematics -- Study and teaching -- Evaluation
Students' Mathematical Beliefs Implicitly Learned Through Assessment
Capstone
ORIGINAL
GriffithCapstone.doc.docx
GriffithCapstone.doc.docx
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2016-08-29 16:58:34.895
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/83862020-04-22T10:38:00Zcom_1803_186com_1803_5548col_1803_187
Singer Gabella, Marcy
Eid, Carol
2017-04-17T19:55:08Z
2017-04-17T19:55:08Z
2016-10-12
http://hdl.handle.net/1803/8386
Teaching and Learning Department capstone project
This paper argues against the sense of inescapable reality engendered by capitalism and discusses how playing out a re-imagined reality at school could defy this world. I utilize the concept of “figured worlds” as a lens to understand how constructed perceptions of reality define the contours of our activity and what we deem possible. I then analyze the figured world of capitalism in relation to that of school and argue that the recent interest in promoting creativity at school is unlikely to challenge capitalism. Instead, I posit "playing out" re-imagined realities as a means that could transform our perception of what is possible by providing the opportunity to experience alternative spaces. I end my paper with my vision of a designed figured world of school that could expose the shortcomings of capitalism and provide students with alternative ways to think about realizing their lives.
Peabody College of Education and Human Development
Vanderbilt University
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
capitalism
figured world
third space
spatiality
space of activity
creativity
school
socialization
play
reimagination
education
makerism
instrumentalism
well-being
Educational sociology
Capitalism -- Study and teaching
Defying Capitalism Through a Reimagined World of School
Capstone
THUMBNAIL
Carol Eid-Capstone-Oct122016.pdf.jpg
Carol Eid-Capstone-Oct122016.pdf.jpg
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Carol Eid-Capstone-Oct122016.pdf
Carol Eid-Capstone-Oct122016.pdf
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Carol Eid-Capstone-Oct122016.pdf.txt
Carol Eid-Capstone-Oct122016.pdf.txt
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oai:ir.vanderbilt.edu:1803/8386
2020-04-22 05:38:00.318
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/94372019-04-19T15:37:58Zcom_1803_186com_1803_5548col_1803_187
Harel, Benjamin
2019-04-19T15:37:58Z
2019-04-19T15:37:58Z
2019-03-15
http://hdl.handle.net/1803/9437
Teaching and Learning Department capstone project
Within this paper, I am going to synthesize the most effective implementation of democratic principles applied within a school setting. The end result I hope to achieve is to make schools more responsive and relevant to their stakeholders and the communities they reside within. Through examples of effective implementation, I will show that democratic schooling principles, despite limitations, function as catalysts for altering power dynamics in schools, making schools more adaptive and stakeholder-focused. Democracy is not a silver bullet, however evidence points to the notion that democracy within schooling has many beneficial effects for students and teachers alike.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Democratic Schooling
Education
Democracy
Democratic Schools
Capstone
ORIGINAL
Harel.Benjamin (2).docx
Harel.Benjamin (2).docx
application/msword
28422
https://ir.vanderbilt.edu/bitstream/1803/9437/1/Harel.Benjamin%20%282%29.docx
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license.txt
license.txt
text/plain
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1803/9437
oai:ir.vanderbilt.edu:1803/9437
2019-04-19 10:37:58.345
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/179522023-01-26T16:29:51Zcom_1803_186com_1803_5548col_1803_187
Liu, Hsintzu
2023-01-26T16:29:51Z
2023-01-26T16:29:51Z
2022-11-28
http://hdl.handle.net/1803/17952
Teaching and Learning Department capstone project
This teacher’s portfolio reflects my professional knowledge developed and the works I have done during my time at Vanderbilt University. The paper begins with my philosophy of teaching, which addresses my vision of quality instruction and educational equity. Then, I critically examine my artifacts with the TESOL domains categorized by the four professional knowledge areas: learners, learning contexts, curriculum, and assessment. Last but not least, I will discuss my implications and future considerations tying back with my philosophy of teaching.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
A Teacher’s Portfolio
ORIGINAL
Liu, Hsin-Tzu_Final Capstone.docx
Liu, Hsin-Tzu_Final Capstone.docx
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https://ir.vanderbilt.edu/bitstream/1803/17952/1/Liu%2c%20Hsin-Tzu_Final%20Capstone.docx
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LICENSE
license.txt
license.txt
text/plain
1972
https://ir.vanderbilt.edu/bitstream/1803/17952/2/license.txt
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1803/17952
oai:ir.vanderbilt.edu:1803/17952
2023-01-26 10:29:51.242
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/12262011-02-11T17:45:40Zcom_1803_186com_1803_5548col_1803_187
Peck, Katherine
2008-08-20T19:59:35Z
2008-08-20T19:59:35Z
2008-08-20T19:59:35Z
http://hdl.handle.net/1803/1226
Teaching and Learning Department Capstone project
For young children, learning to work cooperatively with others is an important part of the learning that goes on in the classroom. Unfortunately, with increased pressure from state standards and tests, the limited time spent in the classroom feels inadequate to teach academics and social and emotional skills. While attention is paid primarily to academic instruction, the import of social skills on a student's academic success should not be discounted. Scientific research links students' social and emotional adjustment and their academic performance. Early social and emotional intervention positively affect academic achievement, and achievement patterns are often consistent as children grow. The Responsive Classroom (RC) is a teaching approach that seeks to influence social, emotional, and academic attainment in elementary and middle school students. The belief that social and academic learning go hand-in-hand drives the program. Its framework consists of several elements from common meeting times to cooperative learning opportunities. Started in the early 1980s, it is a well-recognized program among groups concerned with the social/emotional development of students. Several studies have been and are currently being conducted to determine the value of The Responsive Classroom. RC can be thought of as a framework rather than a curriculum. This framework offers tools and techniques for communication with students, classroom management, and learning contexts. With limited experience with the program I became curious about its claims. I found RC's theoretical base to be supported by well-established developmental psychology, from Maslow, to Piaget, to Gardner. Upon review of research on the social and academic lives of children and Responsive Classroom studies, the approach impresses me as one that would benefit students' lives both socially and academically. The research supports schools and classrooms that closely follow the program. More work should be done to gain a better perspective on the scope of Responsive Classroom's effect on schools, classrooms, and students.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Responsive Classroom
Interpersonal relations
Classroom management -- Study and teaching
Social skills -- Study and teaching (Elementary)
Classroom environment
Social and Academic Effects of the Responsive Classroom
Capstone
ORIGINAL
CAPSTONE Essay II.doc
CAPSTONE Essay II.doc
application/msword
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https://ir.vanderbilt.edu/bitstream/1803/1226/1/CAPSTONE%20Essay%20II.doc
6bbba7bb651c05d20039f9f63b718bb2
MD5
1
LICENSE
license.txt
license.txt
text/plain
1833
https://ir.vanderbilt.edu/bitstream/1803/1226/2/license.txt
9e001f49dc86bc32226c492b337a9d34
MD5
2
TEXT
CAPSTONE Essay II.doc.txt
CAPSTONE Essay II.doc.txt
Extracted text
text/plain
36000
https://ir.vanderbilt.edu/bitstream/1803/1226/3/CAPSTONE%20Essay%20II.doc.txt
84bd9cbb0ccd21d21218f77eaa0679d4
MD5
3
1803/1226
oai:ir.vanderbilt.edu:1803/1226
2011-02-11 11:45:40.85
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/16962020-04-22T06:49:22Zcom_1803_186com_1803_5548col_1803_187
Leona Schauble
Bane, Samantha
2008-11-13T18:51:44Z
2008-11-13T18:51:44Z
2008-09-12
http://hdl.handle.net/1803/1696
Teaching and Learning Department Capstone Project
Museums are informal environments that incorporate various elements of learning, such as: the learner environment, learners and learning, curriculum and teaching strategies, and
assessment. This paper focuses on these elements that are apparent in children's
museums and science museums. Important aspects of these topics that are discussed
include: participation, agency, mediation, collaborative learning, novelty of resources,
community connections, partnerships between museum and researcher, the use of
background knowledge, motivation, interest, inquiry, the zone of proximal development,
discourse, and play. There are also implications to be considered from understanding
these elements of the informal museum setting, and how they relate to and affect the
formal classroom setting.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Museums and Education
Science Museums
Children's museums
Children's museums -- Educational aspects
Science museums -- Educational aspects
Learning, Psychology of
Active learning
Object-teaching
Museums and Education: Connecting the Elements of Education to Science and Children's Museums
Capstone
THUMBNAIL
bane,capstone.pdf.jpg
bane,capstone.pdf.jpg
Generated Thumbnail
image/jpeg
1164
https://ir.vanderbilt.edu/bitstream/1803/1696/4/bane%2ccapstone.pdf.jpg
36dc24f303d39b36ada925e1c6aebb73
MD5
4
LICENSE
license.txt
license.txt
text/plain
1837
https://ir.vanderbilt.edu/bitstream/1803/1696/2/license.txt
b1966a96d1e072cd71f9efa189c49f91
MD5
2
ORIGINAL
bane,capstone.pdf
bane,capstone.pdf
application/pdf
165252
https://ir.vanderbilt.edu/bitstream/1803/1696/1/bane%2ccapstone.pdf
67862ad314f386a009e1279ccf83bc55
MD5
1
TEXT
bane,capstone.pdf.txt
bane,capstone.pdf.txt
Extracted Text
text/plain
40903
https://ir.vanderbilt.edu/bitstream/1803/1696/3/bane%2ccapstone.pdf.txt
3a127ecec140d6b77fe216393e56aa9a
MD5
3
1803/1696
oai:ir.vanderbilt.edu:1803/1696
2020-04-22 01:49:22.955
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/88222020-04-22T08:11:17Zcom_1803_186com_1803_5548col_1803_187
Wu, Xinyue
2018-04-16T18:17:24Z
2018-04-16T18:17:24Z
2018-04-13
http://hdl.handle.net/1803/8822
Teaching and Learning Department capstone project
A qualified teacher candidate is not only equipped with the professional knowledge of teaching, but also built with strong confidence to conduct the professional knowledge in the classroom settings. This paper mainly describes and analyzes the process of how did I grow as a qualified teacher candidate in the aspects of forming the mature teaching philosophy, demonstrating the achievement with artifact, and describing the implication of practice. By closely analyzing my teaching beliefs around learners, learning context, curriculum and assessments, I evaluate my strengths and weakness as a future teacher, and as a Vanderbilt Master student.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
English Language Learners
English
Teaching
ELL Capstone Portfolio: Xinyue Wu, Spring 2018
Capstone
THUMBNAIL
WuXinyue.pdf.jpg
WuXinyue.pdf.jpg
Generated Thumbnail
image/jpeg
1059
https://ir.vanderbilt.edu/bitstream/1803/8822/4/WuXinyue.pdf.jpg
558c8c703d0f11affa0f85b34b49f267
MD5
4
ORIGINAL
WuXinyue.pdf
WuXinyue.pdf
Wu_Portfolio
application/pdf
15040008
https://ir.vanderbilt.edu/bitstream/1803/8822/1/WuXinyue.pdf
92f6693b5cb91a962322125d97cb4643
MD5
1
LICENSE
license.txt
license.txt
text/plain
1748
https://ir.vanderbilt.edu/bitstream/1803/8822/2/license.txt
8a4605be74aa9ea9d79846c1fba20a33
MD5
2
TEXT
WuXinyue.pdf.txt
WuXinyue.pdf.txt
Extracted text
text/plain
184948
https://ir.vanderbilt.edu/bitstream/1803/8822/3/WuXinyue.pdf.txt
77d4e01803e63115414b22317a321cbc
MD5
3
1803/8822
oai:ir.vanderbilt.edu:1803/8822
2020-04-22 03:11:17.814
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/181002023-05-02T13:56:39Zcom_1803_186com_1803_5548col_1803_187
2023-05-02T13:56:39Z
2023-05-02T13:56:39Z
2023-05
http://hdl.handle.net/1803/18100
Teaching and Learning Department thesis paper
Dialogic teaching has been recognized as a positive and productive approach to classroom instruction, but broader uptake of dialogic practices has proven to be a challenging goal. After establishing the grounds for a dialogic approach and the theoretical grounding for the work that follows, this thesis develops a teacher-facing guide intended to aid in self-reflection, information gathering, and next-step actions within five proposed domains on which dialogic work in the classroom rests. Each domain is presented as an area in which productive work and personal inquiry can be done: (1) Teachers and (2) students may examine their own stances, skills, and knowledge. Teachers can also examine the health of the (3) classroom community as a whole, the design of their (4) curricular goals and specific questions for discussion, and (5) the structural support or resistance to dialogic work within their school site. The guide includes numerous frameworks, questionnaires, surveys, and other tools from a variety of established sources in order to help guide teachers’ work.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
dialogic teaching
dialogic pedagogy
classroom discussion
academic conversation
Navigating Productive Domains of Dialogic Work
Thesis
ORIGINAL
DeVos Thesis_Navigating Productive Domains of Dialogic Work.pdf
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2023-05-02 08:56:39.189
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/14932020-04-22T07:25:30Zcom_1803_186com_1803_5548col_1803_187
Wilczynski, Lindsey
2008-10-20T18:57:19Z
2008-10-20T18:57:19Z
2008
http://hdl.handle.net/1803/1493
Teaching and Learning Department Capstone Project
In the search for best practices in literacy instruction, Reading and Writing Workshops emerge as effective, engaging methods. Reading and Writing Workshops are an alternative to text-based, teacher-led question-answer sessions in which students may be minimally engaged in the text or the discussion. Workshop environments foster a sense of community as readers and writers come together to help one another explore and achieve. Addressing learners and learning, the learning environment,
curriculum and instructional strategies, and assessment, research defends this conceptual theory, and there are many examples of workshops in practice today that exemplify why Reading and Writing Workshops should be more widespread in our schools, specifically in the middle grades.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Writing Workshop
Reading Workshop
Middle Grades
English language -- Study and teaching (Middle school) -- Foreign speakers
Logistics and Legitimization for Implementing Reading and Writing Workshops in the Middle Grades
Capstone
THUMBNAIL
WilczynskiCapstone.pdf.jpg
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oai:ir.vanderbilt.edu:1803/1493
2020-04-22 02:25:30.924
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/11052011-02-11T17:44:06Zcom_1803_186com_1803_5548col_1803_187
Hare, James
2008-07-28T15:56:12Z
2008-07-28T15:56:12Z
2008-07-28T15:56:12Z
http://hdl.handle.net/1803/1105
Teaching and Learning Department Capstone project
Motivation is a key ingredient in the elementary classroom. When students are intrinsically motivated to learn, they learn more effectively. While some students enter the classroom with a high-degree of motivation, many do not. Teachers can employ numerous means in order to maintain and increase motivation in all students. This paper reviews numerous research articles in an attempt to provide a detailed list of various techniques teachers may use in order to maximize motivation in all students across the content areas. While the author does not purport the techniques compiled in this paper to be comprehensive, it is an excellent start and a useful set of guidelines that can help teachers connect research and theory to practice. Research yielded seven general categories of ways in which teachers may help to increase and maximize motivation. Grouping strategies, student-choice, the utility of education, proper goal orientation, attribution, appropriate challenges, and a supportive environment in which students feel comfortable are all key ways to empower students with an intrinsic desire to learn. This paper goes into substantial detail concerning what these categories actually entail with regards to implementation in the elementary classroom. The author goes on to infer from the research that motivation is generally supported in a student-centered classroom. When teachers acknowledge and celebrate the diversity of learning styles and the needs of individual students and react accordingly, students come to appreciate this concern and respond with an increased desire to learn. The author also supplies a final caveat concerning the implementation of these methods. The moment a teacher begins to apply the methods detailed in the paper without regard to the specific needs of the individuals within the classroom, the classroom ceases to be student-centered. One must always remember that no set of guidelines is universally applicable to every student and that good educators must react in ways specifically designed to address the needs of individuals.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Attribution
Student-choice
Grouping strategies
Proper goal orientation
Utility of education
Supportive environment
Appropriate challenges
Motivation (Psychology) in children
Teacher-student relationships
Motivation in education
Inspired to Learn: Effective Techniques for Motivating Students in the Elementary Classroom
Capstone
CC-LICENSE
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license_url
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2011-02-11 11:44:06.734
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/71222015-07-29T19:54:21Zcom_1803_186com_1803_5548col_1803_187
Rowe, Deborah
Springer, Sophie
2015-07-29T19:54:21Z
2015-07-29T19:54:21Z
2015-06-15
http://hdl.handle.net/1803/7122
Teaching and Learning Department capstone project: This capstone project provides a literature review, rational, and unit plan for a middle school critical literacy curriculum using picture books as anchor texts.
EDUC-3680-01
Dr. Neal
Capstone Seminar
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Critical Literacy
Social Action
Picture Books
Picturing Critical Literacy: Using Picture Books and Critical Literacy to Promote Social Action in the Middle School Classroom
Capstone
ORIGINAL
SpringerCapstoneA.docx
SpringerCapstoneA.docx
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oai:ir.vanderbilt.edu:1803/7122
2015-07-29 14:54:21.772
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/84532017-10-17T20:39:17Zcom_1803_186com_1803_5548col_1803_187
Mellecker, Lisa
2017-10-17T20:39:17Z
2017-10-17T20:39:17Z
2017-07-19
http://hdl.handle.net/1803/8453
Department of Teaching and Learning Capstone.
Mathematic ability has long been considered a “gatekeeper” to advanced education, better jobs, and higher status in society. People who are considered successful in mathematics are often selected by a teacher at a young age and put on a path of more challenging curriculum and additional opportunities for growth, not available to all students (Boaler, 2016). In this process, teachers assign mathematical competence to students. This assignment has both immediate effects on how students identify with mathematics, and gives a lifelong advantage when entering the workforce (Parsons & Bynner, 1997). Unfortunately, not all students experience the cultural advantages that come along with mathematic ability and many times this is due to factors outside of their control. A large number of math teachers still hold traditionally strict views of what it means to be “mathematically competent” (Boaler, 2016) along with potential bias based on race, gender, and socioeconomic status (Delpit, 2013; Martin, 2009). Instead of looking to the next educational reform for answers, I believe teachers’ must learn to reflect on their own mindset and how it manifests itself in their everyday practice. My recommendations for teachers are to: recognize that everyone has bias, reframe conversations about achievement disparities, seek out student perspectives, watch grades for indications of bias, support teacher diversity initiatives, and provide professional development to change behavior.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Teacher Mindset
Middle School Mathematics
Mathematics teachers – Attitudes
Mathematics teachers – Training of
Mathematics teachers -- Life skills guides
Confronting Bias in Teachers' Mathematical Mindsets
Capstone
ORIGINAL
Capstone - Teacher Mindsets.docx
Capstone - Teacher Mindsets.docx
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oai:ir.vanderbilt.edu:1803/8453
2017-10-17 15:39:17.198
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/71402020-04-22T06:32:12Zcom_1803_186com_1803_5548col_1803_187
Salchli, Zach
2015-07-30T21:13:56Z
2015-07-30T21:13:56Z
2015-03-01
http://hdl.handle.net/1803/7140
Teaching and Learning Department capstone project
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
early elementary
critical literacy
Fostering Critical Conversations through Read-Alouds: Critical Literacy in Early Elementary
Capstone
THUMBNAIL
Critical_Literacy_EarlyElementary.pdf.jpg
Critical_Literacy_EarlyElementary.pdf.jpg
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Critical_Literacy_EarlyElementary.pdf
Critical_Literacy_EarlyElementary.pdf
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Critical_Literacy_EarlyElementary.pdf.txt
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oai:ir.vanderbilt.edu:1803/7140
2020-04-22 01:32:12.842
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/171042022-04-20T16:55:52Zcom_1803_186com_1803_5548col_1803_187
Jia, Wenyun
2022-04-20T16:55:52Z
2022-04-20T16:55:52Z
2022-04-20
http://hdl.handle.net/1803/17104
Teaching and Learning Department capstone project
This paper reflects my view of education and English teaching shaped through the English Language Learners Master’s program at Vanderbilt University. I begin with my teaching philosophy, which demonstrates what is important to me in English education and provides a framework of my teaching practice from three aspects: teacher as a facilitator, warm demander, and bridge to the world. Then, based on four professional knowledge areas (i.e., learner, learning context, curriculum, and assessment), I analyze how my teaching philosophies and my professional knowledge of the six TESOL domains are shown in my artifacts from my work at Peabody. Finally, I reflect on where I need further improvement and how to continue my professional growth as an English teacher and a teacher-researcher.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
English Language Leaners Capstone
ORIGINAL
Capstone portfolio-Wenyun.pdf
Capstone portfolio-Wenyun.pdf
application/pdf
2122968
https://ir.vanderbilt.edu/bitstream/1803/17104/1/Capstone%20portfolio-Wenyun.pdf
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MD5
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LICENSE
license.txt
license.txt
text/plain
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https://ir.vanderbilt.edu/bitstream/1803/17104/2/license.txt
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1803/17104
oai:ir.vanderbilt.edu:1803/17104
2022-04-20 11:55:52.88
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/48102020-04-22T08:02:56Zcom_1803_186com_1803_5548col_1803_187
Hong, Su Hyang
2011-05-27T17:46:33Z
2011-05-27T17:46:33Z
2011-03-01
http://hdl.handle.net/1803/4810
This project attempts to apply Gay's culturally responsive teaching and Sheltered instruction targeted classrooms with general students and ELLs.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Culturally Responsive Teaching
English Language Learners
Sheltered instruction
English language -- Study and teaching -- Foreign speakers
Multicultural education
Guy, Geneva. Culturally Responsive Teaching
Individualized instruction
Fourth Grade Classroom Application Using Culturally Responsive Teaching
Capstone
THUMBNAIL
Capstone_Project_SuHyangHong.pdf.jpg
Capstone_Project_SuHyangHong.pdf.jpg
Generated Thumbnail
image/jpeg
1051
https://ir.vanderbilt.edu/bitstream/1803/4810/4/Capstone_Project_SuHyangHong.pdf.jpg
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MD5
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ORIGINAL
Capstone_Project_SuHyangHong.pdf
Capstone_Project_SuHyangHong.pdf
application/pdf
492752
https://ir.vanderbilt.edu/bitstream/1803/4810/1/Capstone_Project_SuHyangHong.pdf
597bded54f98c8d5b5b1f9bd1fc76223
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license.txt
license.txt
text/plain
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https://ir.vanderbilt.edu/bitstream/1803/4810/2/license.txt
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TEXT
Capstone_Project_SuHyangHong.pdf.txt
Capstone_Project_SuHyangHong.pdf.txt
Extracted text
text/plain
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https://ir.vanderbilt.edu/bitstream/1803/4810/3/Capstone_Project_SuHyangHong.pdf.txt
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oai:ir.vanderbilt.edu:1803/4810
2020-04-22 03:02:56.711
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/71342015-07-30T21:12:07Zcom_1803_186com_1803_5548col_1803_187
Zeppos, Cristina
2015-07-30T21:12:07Z
2015-07-30T21:12:07Z
2015-06
http://hdl.handle.net/1803/7134
This capstone explores both the benefits and potential challenges of upper elementary classroom departmentalization. An overview of departmentalized classrooms is also included.
EDUC 3680
Capstone Seminar
Dr. Kristen Weeks Neal
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Classroom Departmentalization, Self-Contained, Upper Elementary
Classroom Departmentalization: Is It The Most Effective Way To Teach Upper Elementary Students?
Capstone
ORIGINAL
Classroom Departmentalization.docx
Classroom Departmentalization.docx
application/msword
66717
https://ir.vanderbilt.edu/bitstream/1803/7134/1/Classroom%20Departmentalization.docx
e8cbb9b4b7fd5fed662ac96aac7b987f
MD5
1
LICENSE
license.txt
license.txt
text/plain
1736
https://ir.vanderbilt.edu/bitstream/1803/7134/2/license.txt
ece5a9f3b88102a1eb9b2ff22411c299
MD5
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1803/7134
oai:ir.vanderbilt.edu:1803/7134
2015-07-30 16:12:07.051
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/71302020-04-22T06:35:59Zcom_1803_186com_1803_5548col_1803_187
Zhang, Qing
2015-07-30T21:11:38Z
2015-07-30T21:11:38Z
2015-03-01
http://hdl.handle.net/1803/7130
Teaching and Learning Department capstone project
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
English language learners
Teaching philosophy
TESOL standards
Capstone ESL Portfolio
Capstone
THUMBNAIL
Qing_Portfolio Written Part.pdf.jpg
Qing_Portfolio Written Part.pdf.jpg
Generated Thumbnail
image/jpeg
1098
https://ir.vanderbilt.edu/bitstream/1803/7130/39/Qing_Portfolio%20Written%20Part.pdf.jpg
ec42e71b50452a799ea9418e73c35123
MD5
39
Artifact A.pdf.jpg
Artifact A.pdf.jpg
Generated Thumbnail
image/jpeg
2153
https://ir.vanderbilt.edu/bitstream/1803/7130/40/Artifact%20A.pdf.jpg
e28344d393a4fa103f384486357f4434
MD5
40
Artifact B.pdf.jpg
Artifact B.pdf.jpg
Generated Thumbnail
image/jpeg
1536
https://ir.vanderbilt.edu/bitstream/1803/7130/41/Artifact%20B.pdf.jpg
6300654e7f199035ae42a3db66a5cccd
MD5
41
Artifact C .pdf.jpg
Artifact C .pdf.jpg
Generated Thumbnail
image/jpeg
1072
https://ir.vanderbilt.edu/bitstream/1803/7130/42/Artifact%20C%20.pdf.jpg
b3c197971510157e7bfb50d3a3704f9f
MD5
42
Artifact D .pdf.jpg
Artifact D .pdf.jpg
Generated Thumbnail
image/jpeg
1591
https://ir.vanderbilt.edu/bitstream/1803/7130/43/Artifact%20D%20.pdf.jpg
95ea61c9227de556331042732e822910
MD5
43
Artifact E.pdf.jpg
Artifact E.pdf.jpg
Generated Thumbnail
image/jpeg
1603
https://ir.vanderbilt.edu/bitstream/1803/7130/44/Artifact%20E.pdf.jpg
bd7379ecd132d2a28bad85e30c2504aa
MD5
44
Artifact F.pdf.jpg
Artifact F.pdf.jpg
Generated Thumbnail
image/jpeg
1629
https://ir.vanderbilt.edu/bitstream/1803/7130/45/Artifact%20F.pdf.jpg
950c94f375b0216489dcc06af0d52024
MD5
45
Artifact G.pdf.jpg
Artifact G.pdf.jpg
Generated Thumbnail
image/jpeg
1629
https://ir.vanderbilt.edu/bitstream/1803/7130/46/Artifact%20G.pdf.jpg
2c8322c591291096aa42853ff223f1c1
MD5
46
Artifact H.pdf.jpg
Artifact H.pdf.jpg
Generated Thumbnail
image/jpeg
1775
https://ir.vanderbilt.edu/bitstream/1803/7130/47/Artifact%20H.pdf.jpg
001bf7cb30a004dc67c286e66d91884e
MD5
47
Artifact J.pdf.jpg
Artifact J.pdf.jpg
Generated Thumbnail
image/jpeg
1631
https://ir.vanderbilt.edu/bitstream/1803/7130/48/Artifact%20J.pdf.jpg
1ececda2039791c6e1428845422416cb
MD5
48
Artifact K.pdf.jpg
Artifact K.pdf.jpg
Generated Thumbnail
image/jpeg
1104
https://ir.vanderbilt.edu/bitstream/1803/7130/49/Artifact%20K.pdf.jpg
75d425751c0ac18ba43cd9de45c325c2
MD5
49
Artifact M.pdf.jpg
Artifact M.pdf.jpg
Generated Thumbnail
image/jpeg
1651
https://ir.vanderbilt.edu/bitstream/1803/7130/50/Artifact%20M.pdf.jpg
1241c95fa54042f3b59796ae92439219
MD5
50
Artifact N.pdf.jpg
Artifact N.pdf.jpg
Generated Thumbnail
image/jpeg
1673
https://ir.vanderbilt.edu/bitstream/1803/7130/51/Artifact%20N.pdf.jpg
dc469c347a5f8fc1a98a728f6ebdcd7f
MD5
51
Artifact O.pdf.jpg
Artifact O.pdf.jpg
Generated Thumbnail
image/jpeg
1713
https://ir.vanderbilt.edu/bitstream/1803/7130/52/Artifact%20O.pdf.jpg
7ebd9ebdb59cfbbbf301c174518f35a0
MD5
52
Artifact P.pdf.jpg
Artifact P.pdf.jpg
Generated Thumbnail
image/jpeg
1754
https://ir.vanderbilt.edu/bitstream/1803/7130/53/Artifact%20P.pdf.jpg
ec9ea9744f88247b3e64c6c8b71ef822
MD5
53
Artifact Q.pdf.jpg
Artifact Q.pdf.jpg
Generated Thumbnail
image/jpeg
1612
https://ir.vanderbilt.edu/bitstream/1803/7130/54/Artifact%20Q.pdf.jpg
a9430cd2d3cd772bade2c6afdd345dde
MD5
54
Artifact R.pdf.jpg
Artifact R.pdf.jpg
Generated Thumbnail
image/jpeg
1910
https://ir.vanderbilt.edu/bitstream/1803/7130/55/Artifact%20R.pdf.jpg
887537b9421fec386ced2d985d43378f
MD5
55
Artifact S.pdf.jpg
Artifact S.pdf.jpg
Generated Thumbnail
image/jpeg
1624
https://ir.vanderbilt.edu/bitstream/1803/7130/56/Artifact%20S.pdf.jpg
dbdd71a26f5bc93ace92f7b9fa290d44
MD5
56
ORIGINAL
Qing_Portfolio Written Part.pdf
Qing_Portfolio Written Part.pdf
Main Article
application/pdf
259513
https://ir.vanderbilt.edu/bitstream/1803/7130/1/Qing_Portfolio%20Written%20Part.pdf
9947b9ecb7e4fd815ef3217873ac8e2d
MD5
1
Artifact A.pdf
Artifact A.pdf
Supporting evidence
application/pdf
2652938
https://ir.vanderbilt.edu/bitstream/1803/7130/2/Artifact%20A.pdf
1d7d563740ba13dfbf92be1700576624
MD5
2
Artifact B.pdf
Artifact B.pdf
Supporting evidence
application/pdf
770327
https://ir.vanderbilt.edu/bitstream/1803/7130/3/Artifact%20B.pdf
54535c8cc6721c4ce0847694b60db168
MD5
3
Artifact C .pdf
Artifact C .pdf
Supporting evidence
application/pdf
281186
https://ir.vanderbilt.edu/bitstream/1803/7130/4/Artifact%20C%20.pdf
0fd9cbbb8d94e909dc23e68831d8d7cc
MD5
4
Artifact D .pdf
Artifact D .pdf
Supporting evidence
application/pdf
1967072
https://ir.vanderbilt.edu/bitstream/1803/7130/5/Artifact%20D%20.pdf
7a6a41691ad49db8fc2edd32ecb947b6
MD5
5
Artifact E.pdf
Artifact E.pdf
Supporting evidence
application/pdf
94238
https://ir.vanderbilt.edu/bitstream/1803/7130/6/Artifact%20E.pdf
ddcb9453f9639ce44d1b25fb2a0b7172
MD5
6
Artifact F.pdf
Artifact F.pdf
Supporting evidence
application/pdf
7765377
https://ir.vanderbilt.edu/bitstream/1803/7130/7/Artifact%20F.pdf
2fb890c949f5d8cb8ba7e26e6082484a
MD5
7
Artifact G.pdf
Artifact G.pdf
Supporting evidence
application/pdf
126329
https://ir.vanderbilt.edu/bitstream/1803/7130/8/Artifact%20G.pdf
dbf15061f0d0ce6a25ad980eb3565461
MD5
8
Artifact H.pdf
Artifact H.pdf
Supporting evidence
application/pdf
3266753
https://ir.vanderbilt.edu/bitstream/1803/7130/9/Artifact%20H.pdf
511ceb98c37040fe12dee8b61d18eccf
MD5
9
Artifact J.pdf
Artifact J.pdf
Supporting evidence
application/pdf
59891
https://ir.vanderbilt.edu/bitstream/1803/7130/10/Artifact%20J.pdf
91abe66cba999d36a7e2d8e37ecb507c
MD5
10
Artifact K.pdf
Artifact K.pdf
Supporting evidence
application/pdf
155444
https://ir.vanderbilt.edu/bitstream/1803/7130/11/Artifact%20K.pdf
c47f54c3a342ae79295c71c26ce45f6f
MD5
11
Artifact L.m4a
Artifact L.m4a
Supporting evidence
audio/aac, aacp
15786798
https://ir.vanderbilt.edu/bitstream/1803/7130/12/Artifact%20L.m4a
ffc46258265c115f0750fff6fd77f4a9
MD5
12
Artifact M.pdf
Artifact M.pdf
Supporting evidence
application/pdf
103792
https://ir.vanderbilt.edu/bitstream/1803/7130/13/Artifact%20M.pdf
4170ae475eb3581541ca834ca806ca7b
MD5
13
Artifact N.pdf
Artifact N.pdf
Supporting evidence
application/pdf
114351
https://ir.vanderbilt.edu/bitstream/1803/7130/14/Artifact%20N.pdf
5e6f105487c3cad55cced46f11722ea5
MD5
14
Artifact O.pdf
Artifact O.pdf
Supporting evidence
application/pdf
63767
https://ir.vanderbilt.edu/bitstream/1803/7130/15/Artifact%20O.pdf
49c68bf9e48071a22759799767984a6c
MD5
15
Artifact P.pdf
Artifact P.pdf
Supporting evidence
application/pdf
1049786
https://ir.vanderbilt.edu/bitstream/1803/7130/16/Artifact%20P.pdf
1484050b51eafb9da6a7e3f4f720d11b
MD5
16
Artifact Q.pdf
Artifact Q.pdf
Supporting evidence
application/pdf
326830
https://ir.vanderbilt.edu/bitstream/1803/7130/17/Artifact%20Q.pdf
732fd92ba9a57b8e0b1602339a8f09bd
MD5
17
Artifact R.pdf
Artifact R.pdf
Supporting evidence
application/pdf
525151
https://ir.vanderbilt.edu/bitstream/1803/7130/18/Artifact%20R.pdf
8e1df869fb58fdf6ae57ee39cfb91d2a
MD5
18
Artifact S.pdf
Artifact S.pdf
Supporting evidence
application/pdf
81968
https://ir.vanderbilt.edu/bitstream/1803/7130/19/Artifact%20S.pdf
c06370e49a5265a0a8103493fce9aecb
MD5
19
LICENSE
license.txt
license.txt
text/plain
1736
https://ir.vanderbilt.edu/bitstream/1803/7130/20/license.txt
ece5a9f3b88102a1eb9b2ff22411c299
MD5
20
TEXT
Qing_Portfolio Written Part.pdf.txt
Qing_Portfolio Written Part.pdf.txt
Extracted text
text/plain
74557
https://ir.vanderbilt.edu/bitstream/1803/7130/21/Qing_Portfolio%20Written%20Part.pdf.txt
c51120fbfa18f63ef99a199d942c15ba
MD5
21
Artifact A.pdf.txt
Artifact A.pdf.txt
Extracted text
text/plain
26505
https://ir.vanderbilt.edu/bitstream/1803/7130/22/Artifact%20A.pdf.txt
b1aecdc3d418d6e4fdb1f917d416ee93
MD5
22
Artifact B.pdf.txt
Artifact B.pdf.txt
Extracted text
text/plain
3041
https://ir.vanderbilt.edu/bitstream/1803/7130/23/Artifact%20B.pdf.txt
0a80f45d6633ba63b4b0630cc83bcb52
MD5
23
Artifact C .pdf.txt
Artifact C .pdf.txt
Extracted text
text/plain
47113
https://ir.vanderbilt.edu/bitstream/1803/7130/24/Artifact%20C%20.pdf.txt
a9c6d64bc435f13ca828e1429a0accec
MD5
24
Artifact D .pdf.txt
Artifact D .pdf.txt
Extracted text
text/plain
343
https://ir.vanderbilt.edu/bitstream/1803/7130/25/Artifact%20D%20.pdf.txt
bcb1d8304a37861756a8c7a1aac28bb3
MD5
25
Artifact E.pdf.txt
Artifact E.pdf.txt
Extracted text
text/plain
5748
https://ir.vanderbilt.edu/bitstream/1803/7130/26/Artifact%20E.pdf.txt
21a2b49c0aea0b7eec6aa167643b1762
MD5
26
Artifact F.pdf.txt
Artifact F.pdf.txt
Extracted text
text/plain
15802
https://ir.vanderbilt.edu/bitstream/1803/7130/27/Artifact%20F.pdf.txt
afc67a48c6d2f4c98d0fad2433ea7fc1
MD5
27
Artifact G.pdf.txt
Artifact G.pdf.txt
Extracted text
text/plain
16591
https://ir.vanderbilt.edu/bitstream/1803/7130/28/Artifact%20G.pdf.txt
7f4ba69a675ce479fb6da54608d70d20
MD5
28
Artifact H.pdf.txt
Artifact H.pdf.txt
Extracted text
text/plain
1810
https://ir.vanderbilt.edu/bitstream/1803/7130/29/Artifact%20H.pdf.txt
861b95b13e0d79ef9bfb2e3d5455d5e4
MD5
29
Artifact J.pdf.txt
Artifact J.pdf.txt
Extracted text
text/plain
4918
https://ir.vanderbilt.edu/bitstream/1803/7130/30/Artifact%20J.pdf.txt
920b0382540523927acaf2f089bb9ad4
MD5
30
Artifact K.pdf.txt
Artifact K.pdf.txt
Extracted text
text/plain
27112
https://ir.vanderbilt.edu/bitstream/1803/7130/31/Artifact%20K.pdf.txt
873b97e24d548800b23f872687365430
MD5
31
Artifact M.pdf.txt
Artifact M.pdf.txt
Extracted text
text/plain
4467
https://ir.vanderbilt.edu/bitstream/1803/7130/32/Artifact%20M.pdf.txt
5272b77dad30374393ecf5163fdb26e8
MD5
32
Artifact N.pdf.txt
Artifact N.pdf.txt
Extracted text
text/plain
7059
https://ir.vanderbilt.edu/bitstream/1803/7130/33/Artifact%20N.pdf.txt
4c99716f0dc00561dcb33de5b61460b7
MD5
33
Artifact O.pdf.txt
Artifact O.pdf.txt
Extracted text
text/plain
3266
https://ir.vanderbilt.edu/bitstream/1803/7130/34/Artifact%20O.pdf.txt
531633eb510b39ce9b9bad620a05b20c
MD5
34
Artifact P.pdf.txt
Artifact P.pdf.txt
Extracted text
text/plain
24
https://ir.vanderbilt.edu/bitstream/1803/7130/35/Artifact%20P.pdf.txt
1b70f87af6fdb6f73d267b35669fa6d4
MD5
35
Artifact Q.pdf.txt
Artifact Q.pdf.txt
Extracted text
text/plain
26837
https://ir.vanderbilt.edu/bitstream/1803/7130/36/Artifact%20Q.pdf.txt
a22c0660811c01a6cf8b63cd91269309
MD5
36
Artifact R.pdf.txt
Artifact R.pdf.txt
Extracted text
text/plain
1024
https://ir.vanderbilt.edu/bitstream/1803/7130/37/Artifact%20R.pdf.txt
ac0eac0df6a89daff3ebc0b8a4454640
MD5
37
Artifact S.pdf.txt
Artifact S.pdf.txt
Extracted text
text/plain
3687
https://ir.vanderbilt.edu/bitstream/1803/7130/38/Artifact%20S.pdf.txt
a7c4244238325dd78fe16c32ce0ec7f9
MD5
38
1803/7130
oai:ir.vanderbilt.edu:1803/7130
2020-04-22 01:35:59.913
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/71282015-07-30T21:09:44Zcom_1803_186com_1803_5548col_1803_187
Woodward, Hannah
2015-07-30T21:09:44Z
2015-07-30T21:09:44Z
2015-06-15
http://hdl.handle.net/1803/7128
Teaching and Learning Department capstone project that examines text types used in early elementary classrooms for phonics instruction within a balanced literacy curriculum.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
phonics balanced literacy elementary texts
Using a Combination of Text Types for Phonics Instruction and Practice in Early Elementary Grades
Capstone
ORIGINAL
Woodward_Capstone.docx
Woodward_Capstone.docx
application/msword
77858
https://ir.vanderbilt.edu/bitstream/1803/7128/1/Woodward_Capstone.docx
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license.txt
license.txt
text/plain
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https://ir.vanderbilt.edu/bitstream/1803/7128/2/license.txt
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oai:ir.vanderbilt.edu:1803/7128
2015-07-30 16:09:44.332
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/95912019-11-20T19:04:41Zcom_1803_186com_1803_5548col_1803_187
Wang, Xiao
2019-11-20T19:04:41Z
2019-11-20T19:04:41Z
2019-11-19
http://hdl.handle.net/1803/9591
Teaching and Learning Department capstone project.
Course number:EDUC-7992-03
Course name: Capstone Seminar.
Professor: Lisa Carol Pray
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
English Language Learners Capstone Project: Xiao Wang, Fall 2019
Capstone
ORIGINAL
Capstone-Xiao Wang.docx
Capstone-Xiao Wang.docx
application/msword
61621
https://ir.vanderbilt.edu/bitstream/1803/9591/1/Capstone-Xiao%20Wang.docx
dbd1a60ba2ace0f41b2ccdd36a006a39
MD5
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LICENSE
license.txt
license.txt
text/plain
1972
https://ir.vanderbilt.edu/bitstream/1803/9591/2/license.txt
49f58bf859518f166339cafac2e786df
MD5
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1803/9591
oai:ir.vanderbilt.edu:1803/9591
2019-11-20 13:04:41.181
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/49662011-11-30T20:54:18Zcom_1803_186com_1803_5548col_1803_187
Yen, Jessica
2011-11-30T20:54:18Z
2011-11-30T20:54:18Z
2011-07-15
http://hdl.handle.net/1803/4966
Teaching and Learning Department Capstone Project
Inequity in achievement and opportunities to learn mathematics among different subpopulations of students permeate every level of the United States education system: national, local, school, and even individual classrooms. In an effort to address such inequalities and respond to the recommendations made by the National Council of Teachers of Mathematics (NCTM) in their Standards documents (1989; 1991), many educators called for a necessary reform in math curriculum. This paper discusses the theory and support behind the development of two reform curricula: Interactive Mathematics Project (IMP) and College Preparatory Mathematics (CPM). The paper then evaluates and synthesizes the lessons learned from documented implementations of such reform-based curricula and personal experience. This literature review provides the basis for suggestions for promoting equitable learning opportunities for students in the practice of teaching math. The paper concludes with an example of an Algebra I instructional sequence and assessment on solving systems of linear equations demonstrating these principles of promoting equity in the math classroom.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
equity
mathematics reform
mathematics curriculum
Algebra I
Mathematics -- Study and teaching -- Curricula
Promoting Equity in the Math Classroom
Capstone
ORIGINAL
YenCapstone.docx
YenCapstone.docx
application/msword
143113
https://ir.vanderbilt.edu/bitstream/1803/4966/1/YenCapstone.docx
192dbf904e4ebfb679bd0aca4ac21788
MD5
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LICENSE
license.txt
license.txt
text/plain
1739
https://ir.vanderbilt.edu/bitstream/1803/4966/2/license.txt
8ec8fd34acde2f4d8b37a78345cbcc36
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1803/4966
oai:ir.vanderbilt.edu:1803/4966
2011-11-30 14:54:18.846
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/99192020-04-22T06:01:19Zcom_1803_186com_1803_5548col_1803_187
Huang, Yawei (Gia)
2020-04-14T16:51:06Z
2020-04-14T16:51:06Z
2020-04-14
http://hdl.handle.net/1803/9919
Teaching and Learning Department capstone project
Effective EFL classrooms carry students beyond obtaining language proficiency to seeking authentic relationships and purpose in the world. In this portfolio, I present my approach to teaching English as a foreign language by adopting Constructivism as a guiding lens, analyzing multiple relevant artifacts pertaining to my two years’ work in teaching observation, practice, and reflection. The theoretically-informed statement of my teaching philosophy and evaluation of artifacts showcase my pedagogical knowledge and skills in adhering to the TESOL Standards for ESL/EFL teachers.
This paper consists of three parts: In part one, I focus on how the overarching principle of constructivism speaks to my previous language learning experience and how it has taken root in shaping my teaching values. It also lends support to different components of my philosophy. In part two, regarding artifact analysis, I demonstrate my professional knowledge in explaining, problematizing, and justifying how different EFL artifacts, chosen for each TESOL domain, meet or fall short of what the standard underscores. For the third part, looking ahead, I propose my future prospects in education—endorsing constructivism as a fundamental teaching disposition gained from previous discussions. I also address the potential challenges in advocating for a sustainable constructivist classroom culture and offer solutions and approaches in professional development.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Constructivism
Scaffolded instruction
Cultural literacy
Multimodal instruction
English language teaching and learning
Capstone EFL Portfolio
Article
ORIGINAL
Capstone final version -Gia .pdf
Capstone final version -Gia .pdf
Individual project
application/pdf
2877517
https://ir.vanderbilt.edu/bitstream/1803/9919/1/Capstone%20final%20version%20-Gia%20.pdf
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MD5
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LICENSE
license.txt
license.txt
text/plain
1972
https://ir.vanderbilt.edu/bitstream/1803/9919/2/license.txt
49f58bf859518f166339cafac2e786df
MD5
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TEXT
Capstone final version -Gia .pdf.txt
Capstone final version -Gia .pdf.txt
Extracted text
text/plain
209717
https://ir.vanderbilt.edu/bitstream/1803/9919/3/Capstone%20final%20version%20-Gia%20.pdf.txt
1093eae8a037d51bd511692a3047b440
MD5
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THUMBNAIL
Capstone final version -Gia .pdf.jpg
Capstone final version -Gia .pdf.jpg
Generated Thumbnail
image/jpeg
1109
https://ir.vanderbilt.edu/bitstream/1803/9919/4/Capstone%20final%20version%20-Gia%20.pdf.jpg
e23ba46e73bec367b8b6c42c665f2f9d
MD5
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1803/9919
oai:ir.vanderbilt.edu:1803/9919
2020-04-22 01:01:19.019
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/71002020-04-22T06:18:43Zcom_1803_186com_1803_5548col_1803_187
Byrnes, Mary
2015-06-17T15:40:20Z
2015-06-17T15:40:20Z
2014-06-15
http://hdl.handle.net/1803/7100
Teaching and Learning Department Capstone Project
This capstone employs research from cognitive architecture to analyze, critique, and inform a form of digital scaffolding called Immersedition. Specifically, this capstone explores the way in which Immersedition and Immersicons account for the learner, context, curriculum, and assessment. Findings include the responsiveness of the text to individual student needs through the interactive journey the text provides by allowing students to push beyond the barriers of the narrative usually proposed by reading in a traditional format. Implications for the future suggest a focus on developing skills to create self-regulated learners.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Immersedition
Scaffolded hypertexts
Instructional design
Constructivism (Education)
Computer-assisted instruction
It Just Makes Sense: Cognitive Development, Instructional Design, and Technology-Based Curriculum
Capstone
THUMBNAIL
ByrnesCapstone.doc .pdf.jpg
ByrnesCapstone.doc .pdf.jpg
Generated Thumbnail
image/jpeg
1184
https://ir.vanderbilt.edu/bitstream/1803/7100/4/ByrnesCapstone.doc%20.pdf.jpg
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MD5
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ORIGINAL
ByrnesCapstone.doc .pdf
ByrnesCapstone.doc .pdf
application/pdf
926749
https://ir.vanderbilt.edu/bitstream/1803/7100/1/ByrnesCapstone.doc%20.pdf
89fc0b7960fd1fcf8ed026eb885ff7cc
MD5
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LICENSE
license.txt
license.txt
text/plain
1736
https://ir.vanderbilt.edu/bitstream/1803/7100/2/license.txt
ece5a9f3b88102a1eb9b2ff22411c299
MD5
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ByrnesCapstone.doc .pdf.txt
ByrnesCapstone.doc .pdf.txt
Extracted text
text/plain
48249
https://ir.vanderbilt.edu/bitstream/1803/7100/3/ByrnesCapstone.doc%20.pdf.txt
634909bb4b4829babad3bd13d831515f
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1803/7100
oai:ir.vanderbilt.edu:1803/7100
2020-04-22 01:18:43.496
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/164802021-04-26T22:03:48Zcom_1803_186com_1803_5548col_1803_187
Liu, Yuting
2021-04-26T22:03:47Z
2021-04-26T22:03:47Z
2021
http://hdl.handle.net/1803/16480
Teaching and Learning Department capstone project
After I graduate from Peabody College, I expect myself to work as a EFL educator in China. Hence, the first part of this portfolio would be my visions working professionally as an EFL educator. There are three philosophies of teaching that I would want myself to prioritize: 1) identify learners identities, particularly in thinking how their community literacies might be helpful for L2 learning/acquisition; 2) bring learners existing knowledge to class; 3) train learners to think bi-/multilingually. The second part would be the artifact analyses in which I select my professional work from the learning trajectories in the past two years and conduct analysis via the lens of professional knowledge areas and TESOL domains. Last but not least, I would articulate the application to practice part. In this part, I connect my philosophies of teaching and artifact analyses to the implications in the field of education and make further considerations.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
EFL Teaching Portfolio
Other
ORIGINAL
Yuting Liu-EFL Portfolio.pdf
Yuting Liu-EFL Portfolio.pdf
application/pdf
758222
https://ir.vanderbilt.edu/bitstream/1803/16480/2/Yuting%20Liu-EFL%20Portfolio.pdf
c90e7e3b0ab7120155156cd06aafc51a
MD5
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LICENSE
license.txt
license.txt
text/plain
1972
https://ir.vanderbilt.edu/bitstream/1803/16480/3/license.txt
49f58bf859518f166339cafac2e786df
MD5
3
1803/16480
oai:ir.vanderbilt.edu:1803/16480
2021-04-26 17:03:48.006
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/75652020-04-22T06:16:22Zcom_1803_186com_1803_5548col_1803_187
Liu, Mengfei
2016-05-03T16:14:43Z
2016-05-03T16:14:43Z
2016-03
http://hdl.handle.net/1803/7565
Teaching and Learning Department Capstone Project
The Capstone Portfolio demonstrates my understanding of language acquisition and pedagogical knowledge for teaching English Language Learners (ELLs). Grounded on theoretical frameworks and empirical evidence, I reflect on the coursework I did during the graduate study at Peabody College and envision myself as a future teacher.
This portfolio consists of three sections: 1) philosophy of teaching, 2) TESOL domains and standards and 3) bridging theory and practice. Section I discusses the teaching philosophy that I believe to be critical for language learning based on the Interaction Hypothesis. In Section II, I explain my interpretation of the seven TESOL standards and domains, namely Planning, Instructing, Assessing, Identity and Context, Learning, Content, and Commitment and Professionalism. I present one to three artifacts for each domain and analyze how these artifacts are connected with the domains and standards from the perspectives of learning and learners, the learning environment, curriculum and assessment. The last section talks about the kind of teacher I would like to be in the future considering the insight I have gained through this ELL program. Moreover, I anticipate possible challenges in my future classroom and think of how I can address them. Continuous learning and professional development will also be an important part of my career plan, and I will grasp every opportunity I can to hone my teaching expertise. I conclude this portfolio by briefly reviewing what I have learned and the biggest takeaway from the two-year study at Peabody College.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
English language -- Study and teaching -- Foreign speakers
Test of English as a Foreign Language
Teaching -- Philosophy
Capstone Portfolio English Language Learners Program
Capstone
THUMBNAIL
Capstone Portfolio Mengfei Liu.pdf.jpg
Capstone Portfolio Mengfei Liu.pdf.jpg
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https://ir.vanderbilt.edu/bitstream/1803/7565/4/Capstone%20Portfolio%20Mengfei%20Liu.pdf.jpg
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Capstone Portfolio main article
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Capstone Portfolio Mengfei Liu.pdf.txt
Capstone Portfolio Mengfei Liu.pdf.txt
Extracted text
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https://ir.vanderbilt.edu/bitstream/1803/7565/3/Capstone%20Portfolio%20Mengfei%20Liu.pdf.txt
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1803/7565
oai:ir.vanderbilt.edu:1803/7565
2020-04-22 01:16:22.611
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/50972020-04-22T08:11:52Zcom_1803_186com_1803_5548col_1803_187
Gorman, Annie
2012-05-24T19:37:48Z
2012-05-24T19:37:48Z
2012-05-07
http://hdl.handle.net/1803/5097
Teaching and Learning Department Capstone Project. This project includes a writing unit and a rationale for the unit.
Children learn to tell stories at home and in their communities. Culture influences narrative form and stories are often used as a “culture-preserving instrument” (Sapir, 1949). Thus, the stories they write as they enter school reflect and transmit their cultural identity. However, educators often have a pre-defined notion of a good story as the European North American narrative that follows a predictable structure of beginning, middle and end. However, students from diverse cultural groups might tell stories that do not reflect this narrative form. An analysis of the different narrative forms identified that African Americans may tell topic associating stories, Latinos may tell stories that focus on family members and habitual activities and Asian Americans may tell stories that sound like poems. A rationale for a writing unit that includes these text structures is provided. A main conclusion from the research done to develop this unit is that culturally relevant instruction means not just accepting cultural difference, but using this cultural difference in the classroom. This is reflected in the writing unit, Writing Diverse Stories. Future implications include more research into storytelling practices of other cultural groups as well as revising our teaching and assessment to reflect diversity of storytelling.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
writing, culturally relevant instruction, storytelling
Language arts -- Study and teaching
Discourse analysis, Narrative
Narration (Rhetoric)
Storytelling
Writing Diverse Stories
Capstone
THUMBNAIL
Writing Diverse Stories.pdf.jpg
Writing Diverse Stories.pdf.jpg
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image/jpeg
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https://ir.vanderbilt.edu/bitstream/1803/5097/5/Writing%20Diverse%20Stories.pdf.jpg
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ORIGINAL
paper.docx
paper.docx
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https://ir.vanderbilt.edu/bitstream/1803/5097/1/paper.docx
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Writing Diverse Stories.pdf
Writing Diverse Stories.pdf
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LICENSE
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text/plain
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Writing Diverse Stories.pdf.txt
Writing Diverse Stories.pdf.txt
Extracted text
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1803/5097
oai:ir.vanderbilt.edu:1803/5097
2020-04-22 03:11:52.144
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/4772020-04-22T06:56:48Zcom_1803_186com_1803_5548col_1803_187
Shufelt, Sarah
2008-04-07T21:06:52Z
2008-04-07T21:06:52Z
2008-04-07T21:06:52Z
http://hdl.handle.net/1803/477
Teaching and Learning Department Capstone Project
Writing instruction in pre-kindergarten classrooms meets the need to address students' emerging literacy skills and understandings as well as addresses young children's natural curiosity about the written word. Current research and practical literature emphasize the importance of the social, physical, and instructional environments on the acquisition of and interest in writing skills and understandings. Through differentiated curricula that includes whole group, small group, and individual interactions, experiences, and teaching opportunities, students can make progress in their writing development and maintain their natural interest. Writing can and should be incorporated into multiple times of the day and locations in the classroom. Students should be engaged in experiences that prompt them to use writing in interesting, natural ways and have multiple opportunities to work with their peers as well as with adults. Teachers in pre-kindergarten must engage his or her students in both planned and impromptu learning opportunities surrounding writing. Emphasis should be placed on purpose and meaning rather than on letter formation or spelling; those are skills that will come later. The curriculum materials developed address these major themes and guidelines that emerge from the research and practical literature.
Peabody College of Education and Human Development
Department of Teaching and Learning
361157 bytes
application/pdf
en
Vanderbilt University. Peabody College
Writing
Pre-kindergarten
Composition (Language arts) -- Study and teaching (Preschool)
English language -- Composition and exercises -- Study and teaching (Preschool)
Creative writing -- Study and teaching (Preschool)
Writing Instruction in Pre-Kindergarten Classrooms: Methods, Considerations, and Practices
Other
THUMBNAIL
ShufeltCapstone.pdf.jpg
ShufeltCapstone.pdf.jpg
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https://ir.vanderbilt.edu/bitstream/1803/477/4/ShufeltCapstone.pdf.jpg
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ShufeltCapstone.pdf
ShufeltCapstone.pdf
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LICENSE
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license.txt
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ShufeltCapstone.pdf.txt
ShufeltCapstone.pdf.txt
Extracted Text
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1803/477
oai:ir.vanderbilt.edu:1803/477
2020-04-22 01:56:48.846
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/29422011-02-11T18:27:29Zcom_1803_186com_1803_5548col_1803_187
Harlow, Erica
2009-05-06T21:40:49Z
2009-05-06T21:40:49Z
2009-04
http://hdl.handle.net/1803/2942
Teaching and Learning Department Capstone Project
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Elementary Science
Great Shape Debate
Colorado learning standard 4.3-5.9
Science -- Study and teaching (Elementary)
Challenging elementary science misconceptions
Capstone
ORIGINAL
Harlow Capstone4.2009.doc
Harlow Capstone4.2009.doc
Harlow Capstone Paper 2009
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https://ir.vanderbilt.edu/bitstream/1803/2942/4/license_rdf
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LICENSE
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Harlow Capstone4.2009.doc.txt
Harlow Capstone4.2009.doc.txt
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https://ir.vanderbilt.edu/bitstream/1803/2942/6/Harlow%20Capstone4.2009.doc.txt
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1803/2942
oai:ir.vanderbilt.edu:1803/2942
2011-02-11 12:27:29.332
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/92562020-04-22T06:16:37Zcom_1803_186com_1803_5548col_1803_187
da Silva, Ana Christina
Cornejo, Melissa
2018-07-23T20:38:23Z
2018-07-23T20:38:23Z
2018
http://hdl.handle.net/1803/9256
Teaching and Learning Department capstone project
The Latinx population is the second-fastest growing in the U.S., accounting for 18% of the population, or nearly 58 million people as of 2016. This should be of particular interest to educators who work with youth in urban intensive and emergent areas as 71% of nearly 7 million students who are enrolled in the nation’s 60 largest school districts are either Latinx or Black, in contrast to approximately 35% of the nation as whole. Moreover, more than half of Latinx people lived in metropolitan areas in 2014 making this of note to practitioners who work with youth in urban intensive and emergent areas.
Latinx students have been dehumanized in United States society and school system through a history of racialization and Americanization in curricula, policy, and rhetoric. As such, there are scores of learners that are being done a social injustice through their dehumanization and unequal treatment in comparison to their non-Latinx peers and those who are not of color. The consequences of the dehumanization of Latinx students is far-reaching, as it effects multiple socio-ecological levels through the influence of policy decisions and political rhetoric that directly impact Latinx (-American) experiences in the U.S. education system, and of course carries implications for other students of color, among other populations.
This paper seeks to address how critical educators can react and respond to this history by enacting humanizing pedagogies with Latinx students that engage students in liberatory praxis. Examples of humanizing pedagogies for Latinx students have been used by some practitioners and researchers, although these practices have largely been utilized individually. It is the synthesis and incorporation of self-knowledge through ethnic studies and culturally responsive pedagogy, critical thinking skills via conscientização, civic engagement, and cultivating radical self-love into critical pedagogy and curricula that can produce liberatory praxis and humanization with Latinx students.
Peabody College of Education and Human Development
Peabody College
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Dehumanization
Dehumanize
Humanize
Humanizing Pedagogies
Critical thinking
Critical pedagogy
Liberatory Praxis with Latinx Students Through the Synthesis of Humanizing Pedagogies and Curricula
Capstone
THUMBNAIL
Cornejo Capstone.pdf.jpg
Cornejo Capstone.pdf.jpg
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1116
https://ir.vanderbilt.edu/bitstream/1803/9256/4/Cornejo%20Capstone.pdf.jpg
b166e59f8f28a3d31f6cd1dd4b39a756
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ORIGINAL
Cornejo Capstone.pdf
Cornejo Capstone.pdf
Liberatory Praxis with Latinx Students Through the Synthesis of Humanizing Pedagogies and Curricula
application/pdf
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https://ir.vanderbilt.edu/bitstream/1803/9256/1/Cornejo%20Capstone.pdf
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Cornejo Capstone.pdf.txt
Cornejo Capstone.pdf.txt
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https://ir.vanderbilt.edu/bitstream/1803/9256/3/Cornejo%20Capstone.pdf.txt
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1803/9256
oai:ir.vanderbilt.edu:1803/9256
2020-04-22 01:16:37.016
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/99182020-04-22T06:03:26Zcom_1803_186com_1803_5548col_1803_187
Tyrrel, Rachael
2020-04-13T17:09:19Z
2020-04-13T17:09:19Z
2020-04-13
http://hdl.handle.net/1803/9918
Department of Teaching and Learning: Capstone Project
Many scholars have argued that one potential factor leading to a misrepresentation of Students of Color (SoC) in special education is educator bias (Wiley et al., 2013; Matias, 2013; Hosp & Reschly, 2004; Kincaid, Kincaid, & Sullivan, 2017; Echevarria, Powers & Elliott, 2004). This research question for this project is: How can we support educators, especially general education teachers, to ensure there is minimal misrepresentation of students of color in special education and gifted and talented programs? An online professional learning module was developed to help educators interrogate their own biases. . Throughout the module, educators can expect to: (1) interrogate their own biases, (2) critically reflect on the power structures in society that privilege and marginalize certain groups of people, and (3) rethink how to structure classrooms/schools to create more equitable learning environments for all students.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
equity
special education
misrepresentation
educator bias
Misrepresentation of Students of Color in Special Education--Capstone Project
Thesis
ORIGINAL
Final Capstone Presentation.pdf
Final Capstone Presentation.pdf
Capstone Poster: Misrepresentation of Students of Color in Special Education
application/pdf
339756
https://ir.vanderbilt.edu/bitstream/1803/9918/1/Final%20Capstone%20Presentation.pdf
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MD5
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Final Capstone Presentation.pdf
Final Capstone Presentation.pdf
Capstone Poster: Misrepresentation of Students of Color in Special Education
application/pdf
339756
https://ir.vanderbilt.edu/bitstream/1803/9918/2/Final%20Capstone%20Presentation.pdf
b61c0a8e64caf768767ac5d3f703a286
MD5
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Final Capstone Paper.pdf
Final Capstone Paper.pdf
Capstone Paper: Misrepresentation of Students of Color in Special Education
application/pdf
127337
https://ir.vanderbilt.edu/bitstream/1803/9918/3/Final%20Capstone%20Paper.pdf
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Capstone Presentation.mp4
Capstone Presentation.mp4
Capstone Presentation: Misrepresentation of Students of Color in Special Education
video/mp4
38285955
https://ir.vanderbilt.edu/bitstream/1803/9918/4/Capstone%20Presentation.mp4
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LICENSE
license.txt
license.txt
text/plain
1972
https://ir.vanderbilt.edu/bitstream/1803/9918/5/license.txt
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MD5
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TEXT
Final Capstone Presentation.pdf.txt
Final Capstone Presentation.pdf.txt
Extracted text
text/plain
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https://ir.vanderbilt.edu/bitstream/1803/9918/6/Final%20Capstone%20Presentation.pdf.txt
d1a64a91ecdae8580f55719be34c5dba
MD5
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Final Capstone Paper.pdf.txt
Final Capstone Paper.pdf.txt
Extracted text
text/plain
21654
https://ir.vanderbilt.edu/bitstream/1803/9918/8/Final%20Capstone%20Paper.pdf.txt
f50db785a73b0fadcda38ed0aac14ba9
MD5
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THUMBNAIL
Final Capstone Presentation.pdf.jpg
Final Capstone Presentation.pdf.jpg
Generated Thumbnail
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Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/12232011-02-11T17:44:43Zcom_1803_186com_1803_5548col_1803_187
Whitman, Amanda
2008-08-20T18:18:15Z
2008-08-20T18:18:15Z
2008-06-14T18:18:15Z
http://hdl.handle.net/1803/1223
Teaching and Learning Department Capstone project
SRA's Open Court Reading is a research-based literacy program that has been adopted in schools across the nation. The program exhibits a number of strengths, including effectiveness in raising reading test scores and providing instructional support for teachers. However, the design of the program may limit its capacity to develop lifelong readers. The program displays areas of weakness that potentially limit its effectiveness as a comprehensive literacy program. For instance, students learn to read primarily through decoding individual words and sounds, rather than focusing on a wider range of strategies that fluent readers use. Instruction does not include adequate authentic reading and writing experiences, and there is little emphasis on meeting individual needs. While Open Court focuses primarily on explicit and systematic instruction in phonics and decoding skills, a balanced literacy approach encompasses a wider range of instructional strategies. Balanced literacy advocates strive to meet individual students' needs by providing a broad selection of curricula materials and instructional methods. Because many of the best practices that are fundamental to a balanced literacy approach are not included in the Open Court Reading program, some modifications are necessary. This paper examines both the Open Court Reading program and a balanced literacy approach to reading instruction in order to determine how Open Court can be modified to meet a wider range of students' literacy needs. General recommendations to extend and modify the program provide options for teachers to incorporate as needed in their own classrooms.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Reading Curriculum
SRA Open Court reading
Reading (Elementary) -- Study and teaching
Improving Open Court Reading
Capstone
ORIGINAL
WhitmanCapstone.doc
WhitmanCapstone.doc
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oai:ir.vanderbilt.edu:1803/1223
2011-02-11 11:44:43.461
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/164842021-04-30T13:14:58Zcom_1803_186com_1803_5548col_1803_187
Janik, Kathleen
2021-04-30T13:14:58Z
2021-04-30T13:14:58Z
2021-04-29
http://hdl.handle.net/1803/16484
Teaching and Learning Department capstone project
The purpose of this design is to clarify a shared vision of math instruction collaboratively over the course of a school year in a secondary math department in either middle or high school. The structure roots ongoing work in research-based practices using an anchor text. Teachers collect and share artifacts representative of the instructional practices on which they are focused to create an archive of what the practices look like for them in their schools and with their students.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Learning & Design Capstone Project
ORIGINAL
Janik_Capstone Written Analysis_2021.pdf
Janik_Capstone Written Analysis_2021.pdf
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Janik_Capstone Poster_2021.pdf
Janik_Capstone Poster_2021.pdf
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Janik_Capstone Presentation_2021.mp4
Janik_Capstone Presentation_2021.mp4
video/mp4
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https://ir.vanderbilt.edu/bitstream/1803/16484/3/Janik_Capstone%20Presentation_2021.mp4
400d71cecc8a30f05364886bbd0a9bb0
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LICENSE
license.txt
license.txt
text/plain
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https://ir.vanderbilt.edu/bitstream/1803/16484/4/license.txt
49f58bf859518f166339cafac2e786df
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1803/16484
oai:ir.vanderbilt.edu:1803/16484
2021-04-30 08:14:58.821
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/84382020-04-22T08:50:33Zcom_1803_186com_1803_5548col_1803_187
Chen, Siying
2017-09-29T19:58:29Z
2017-09-29T19:58:29Z
2017-03-01
http://hdl.handle.net/1803/8438
Teaching and Learning Department capstone project
This ELL portfolio demonstrates my understanding and competence in teaching culturally and linguistically diverse (CLD) English language learners based on my theoretical knowledge at Peabody College along with a variety of practices including field trips, classroom observations and teaching experiences.
The portfolio consists of three parts: 1) Philosophy of Teaching, 2) TESOL standards for ESL/EFL Teachers of Adults, 3) Bridging theory and practice. In the first section, I state my philosophy of teaching under the theoretical framework of Vygotsky’s sociocultural view of learning, Cummin’s interdependence Hypothesis, communicative language teaching and culturally responsive pedagogy. In the second section, I interpret the TESOL standards and provide the artifacts I completed as evidences to illustrate the relevance and demonstrate my understanding of the eight domains—planning, instructing, assessing, identity and context, language proficiency, learning, content, commitment and professionalism. In the last section, I present my ideal vision of my future classroom, anticipate the challenges and solutions in future teaching and identify the direction of my continued professional development.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Philosophy of Teaching
Theory and Practice
TESOL Standards
English language -- Study and teaching -- Foreign speakers
Test of English as a Foreign Language
Teaching -- Philosophy
Capstone ELL Portfolio
Capstone
THUMBNAIL
Chen_S_ELLcapstone.pdf.jpg
Chen_S_ELLcapstone.pdf.jpg
Generated Thumbnail
image/jpeg
1092
https://ir.vanderbilt.edu/bitstream/1803/8438/4/Chen_S_ELLcapstone.pdf.jpg
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MD5
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Chen_S_ELLcapstone.pdf.txt
Chen_S_ELLcapstone.pdf.txt
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217891
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9e8dd551b7c88eca6b7458c75de51b90
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Chen_S_ELLcapstone.pdf
Chen_S_ELLcapstone.pdf
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license.txt
license.txt
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https://ir.vanderbilt.edu/bitstream/1803/8438/2/license.txt
8a4605be74aa9ea9d79846c1fba20a33
MD5
2
1803/8438
oai:ir.vanderbilt.edu:1803/8438
2020-04-22 03:50:33.601
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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
oai:ir.vanderbilt.edu:1803/40032011-02-11T19:02:28Zcom_1803_186com_1803_5548col_1803_187
Lewis, Tara
2010-04-15T21:32:33Z
2010-04-15T21:32:33Z
2010-03-01
http://hdl.handle.net/1803/4003
Teaching and Learning Department capstone project
Educators have long debated the best ways to implement early literacy instruction. Research has led to the formation of two distinct approaches, which combine theory and practice. Whole language and traditional phonics have become the base for which early literacy instruction is formulated. Conflicting beliefs regarding each approach has created a divide among literacy pioneers as to which approach is the most comprehensive and effective for students. The following paper explores the whole language and traditional phonics approach as it relates to the delivery of early literacy instruction. The paper first defines and identifies the theories and beliefs underpinning each approach through principles of learners and learning. Based on the theories and beliefs from each side, the paper then discusses what a whole language and traditional phonics curriculum looks like in an early reading classroom. Specifically, the paper focuses on curriculum and teaching strategies that capitalize on the theories of each approach, the physical environment and materials utilized, and the types of assessment that best evaluate student growth and performance in each reading program. Through careful analysis of learning gains and losses that may result by strictly following only one approach, the paper reveals the need for a balanced approach to early literacy instruction. The paper cumulates with implications regarding implementation and the conclusion that a balanced program may be the most effective method of instruction. The conclusion also addresses issues in determining what exactly constitutes a "balanced" early literacy program.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Whole language programs
Phonics first programs
Language arts (Primary) -- Study and teaching
Literacy -- Evaluation
Language experience approach in education
Language experience approach in education -- Evaluation
Reading -- Phonetic method -- Evaluation
Reading -- Phonetic method
The Great Debate: The Traditional Phonics Approach versus the Whole Language Approach in an Early Reading Classroom
Capstone
ORIGINAL
LewisCapstone.doc
LewisCapstone.doc
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LICENSE
license.txt
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text/plain
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https://ir.vanderbilt.edu/bitstream/1803/4003/2/license.txt
e2cd74165a587dee2b4dc480fd9e4357
MD5
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TEXT
LewisCapstone.doc.txt
LewisCapstone.doc.txt
Extracted text
text/plain
69746
https://ir.vanderbilt.edu/bitstream/1803/4003/3/LewisCapstone.doc.txt
b63c96c423431e16c31c803fb99fbcce
MD5
3
1803/4003
oai:ir.vanderbilt.edu:1803/4003
2011-02-11 13:02:28.998
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/71322020-04-22T06:34:54Zcom_1803_186com_1803_5548col_1803_187
Shi, Cuilu
2015-07-30T21:11:54Z
2015-07-30T21:11:54Z
2015-03-01
http://hdl.handle.net/1803/7132
Teaching and Learning Department capstone project
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Attribution-NonCommercial 3.0 United States
http://creativecommons.org/licenses/by-nc/3.0/us/
ELL, Capstone, TESOL Standards
Capstone ELL Portfolio
Capstone
THUMBNAIL
CAPSTONE ELL PORTFOLIO.pdf.jpg
CAPSTONE ELL PORTFOLIO.pdf.jpg
Generated Thumbnail
image/jpeg
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https://ir.vanderbilt.edu/bitstream/1803/7132/17/CAPSTONE%20ELL%20PORTFOLIO.pdf.jpg
9e4d7a1b74d17aaaf9af66a5769a67c9
MD5
17
Artifact C.pdf.jpg
Artifact C.pdf.jpg
Generated Thumbnail
image/jpeg
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https://ir.vanderbilt.edu/bitstream/1803/7132/18/Artifact%20C.pdf.jpg
33728ca0bf185cb03065cf15f024f5d0
MD5
18
Artifact H.pdf.jpg
Artifact H.pdf.jpg
Generated Thumbnail
image/jpeg
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https://ir.vanderbilt.edu/bitstream/1803/7132/19/Artifact%20H.pdf.jpg
dad875983a964ff209f0a883561eb0ec
MD5
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ORIGINAL
CAPSTONE ELL PORTFOLIO.pdf
CAPSTONE ELL PORTFOLIO.pdf
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https://ir.vanderbilt.edu/bitstream/1803/7132/1/CAPSTONE%20ELL%20PORTFOLIO.pdf
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MD5
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Artifact A.docx
Artifact A.docx
application/msword
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https://ir.vanderbilt.edu/bitstream/1803/7132/2/Artifact%20A.docx
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MD5
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Artifact B.docx
Artifact B.docx
application/msword
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https://ir.vanderbilt.edu/bitstream/1803/7132/3/Artifact%20B.docx
040a3d6c8354eca93962cfebbec6bd1b
MD5
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Artifact C.pdf
Artifact C.pdf
application/pdf
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https://ir.vanderbilt.edu/bitstream/1803/7132/4/Artifact%20C.pdf
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Artifact D.docx
Artifact D.docx
application/msword
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https://ir.vanderbilt.edu/bitstream/1803/7132/5/Artifact%20D.docx
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MD5
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Artifact E.pptx
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Artifact F.pptx
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https://ir.vanderbilt.edu/bitstream/1803/7132/7/Artifact%20F.pptx
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MD5
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Artifact G.docx
Artifact G.docx
application/msword
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https://ir.vanderbilt.edu/bitstream/1803/7132/8/Artifact%20G.docx
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Artifact H.pdf
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MD5
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Artifact I.docx
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MD5
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Artifact J.docx
Artifact J.docx
application/msword
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b27f7767803101348032da0e7d46d951
MD5
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CC-LICENSE
license_rdf
license_rdf
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https://ir.vanderbilt.edu/bitstream/1803/7132/12/license_rdf
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LICENSE
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text/plain
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https://ir.vanderbilt.edu/bitstream/1803/7132/13/license.txt
ece5a9f3b88102a1eb9b2ff22411c299
MD5
13
TEXT
CAPSTONE ELL PORTFOLIO.pdf.txt
CAPSTONE ELL PORTFOLIO.pdf.txt
Extracted text
text/plain
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https://ir.vanderbilt.edu/bitstream/1803/7132/14/CAPSTONE%20ELL%20PORTFOLIO.pdf.txt
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MD5
14
Artifact C.pdf.txt
Artifact C.pdf.txt
Extracted text
text/plain
4
https://ir.vanderbilt.edu/bitstream/1803/7132/15/Artifact%20C.pdf.txt
ff4c8ff01d544500ea4bfea43e6108c1
MD5
15
Artifact H.pdf.txt
Artifact H.pdf.txt
Extracted text
text/plain
5
https://ir.vanderbilt.edu/bitstream/1803/7132/16/Artifact%20H.pdf.txt
cc9067c2ee470dc248b14b194209a34e
MD5
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1803/7132
oai:ir.vanderbilt.edu:1803/7132
2020-04-22 01:34:54.104
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/63152020-04-22T06:31:25Zcom_1803_186com_1803_5548col_1803_187
Xu, Yang
2014-05-02T20:05:15Z
2014-05-02T20:05:15Z
2014-04-01
http://hdl.handle.net/1803/6315
Teaching and Learning Department capstone project
This paper is a review of the literature on the impact of demographic and technological changes on research and practice of literacy education of English Language Learners (ELLs) in American K-12 school settings. It is predicated on the question “Why technology?” and draws theoretical support from Vygotsky’s (1978) sociocultural theory and Krashen's (1992) Monitor Model. It highlights the tension and challenges associated with classroom diversity and investigates research that addresses the complexity of diversity-related issues with different aspects of technology across learning contexts. It then examines the findings of the research surveyed against the aforementioned theoretical framework to advocate the effectiveness of technology. With the niche of technology underlined, the study continues to argue for the integration of technology into print-based curriculum and discuss the implications of such integration for ELLs. It also reveals the lack of assessments for new literacy skills and states why these assessments are necessary for the move towards non-print-based curriculum. Finally, based on its findings, this study will identify gaps in literature and suggest directions for future research.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
New Literacies
English Language Learners
Technology
21 Century Skills
English language -- Study and teaching -- Foreign speakers
Computers and literacy
Literacy -- Technological innovations
Literacy 2.0: New Literacies in Culturally and Linguistically Diverse K-12 Classrooms
Capstone
THUMBNAIL
XuCapstone.pdf.jpg
XuCapstone.pdf.jpg
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https://ir.vanderbilt.edu/bitstream/1803/6315/4/XuCapstone.pdf.jpg
d9344b4e630b6a541a1aef20a6e77e98
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ORIGINAL
XuCapstone.pdf
XuCapstone.pdf
Main article
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https://ir.vanderbilt.edu/bitstream/1803/6315/1/XuCapstone.pdf
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license.txt
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XuCapstone.pdf.txt
XuCapstone.pdf.txt
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https://ir.vanderbilt.edu/bitstream/1803/6315/3/XuCapstone.pdf.txt
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1803/6315
oai:ir.vanderbilt.edu:1803/6315
2020-04-22 01:31:25.256
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/71172020-04-22T06:11:12Zcom_1803_186com_1803_5548col_1803_187
Tan, Hanyi
2015-07-13T22:30:37Z
2015-07-13T22:30:37Z
2015-03-01
http://hdl.handle.net/1803/7117
Teaching and Learning Department Capstone Project
This capstone portfolio demonstrates my professional knowledge and practices of serving
English language learners (ELL) in international settings. In this portfolio, there are three major sections. In the first section, I will present my philosophy of teaching to state my beliefs of teaching English language learners based upon the theoretical framework that informs my instructional decisions and practices. In the second section, I will provide artifacts in my graduate studies to demonstrate my understanding of the qualities and practices of an effective ELL teacher according to the eight domains of standards for ESL/EFL teachers, including planning, instructing, assessing, identity and context, language proficiency, learning, content, and commitment and professionalism. Each domain consists of my own interpretation of its standard along with one to two artifacts as evidence of my understanding and competence. In the third section, I will offer the implications for future teaching in which I present my reflection of the collection of my work, my visions of applying theories to practices, and questions and directions
for my continuous professional development.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
ELL
TESOL
Portfolio
English Language Learners
English language -- Study and teaching -- Foreign speakers
English language -- Study and teaching -- Foreign speakers -- Standards
Capstone ELL Portfolio
Capstone
THUMBNAIL
Capstone ELL Portfolio - Hanyi Tan.pdf.jpg
Capstone ELL Portfolio - Hanyi Tan.pdf.jpg
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https://ir.vanderbilt.edu/bitstream/1803/7117/4/Capstone%20ELL%20Portfolio%20-%20Hanyi%20Tan.pdf.jpg
dd377d3607b822acd683a98daf0c6ab6
MD5
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ORIGINAL
Capstone ELL Portfolio - Hanyi Tan.pdf
Capstone ELL Portfolio - Hanyi Tan.pdf
application/pdf
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https://ir.vanderbilt.edu/bitstream/1803/7117/1/Capstone%20ELL%20Portfolio%20-%20Hanyi%20Tan.pdf
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Capstone ELL Portfolio - Hanyi Tan.pdf.txt
Capstone ELL Portfolio - Hanyi Tan.pdf.txt
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244781
https://ir.vanderbilt.edu/bitstream/1803/7117/3/Capstone%20ELL%20Portfolio%20-%20Hanyi%20Tan.pdf.txt
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1803/7117
oai:ir.vanderbilt.edu:1803/7117
2020-04-22 01:11:12.037
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/42092010-08-13T21:34:22Zcom_1803_186com_1803_5548col_1803_187
Bridges, Erin
2010-08-13T21:34:21Z
2010-08-13T21:34:21Z
2010-06-15
http://hdl.handle.net/1803/4209
Teaching and Learning Department Capstone Project
Established within the context of adolescent literacy and its challenges, this review of literature presents the case for developing culturally responsive literacy instruction to meet the needs of African American adolescents. Looking across four domains of education: Learners and Learning, Learning Environment, Curriculum and Instruction, and Assessment, the review highlights the connection between culture and literacy and the ways in which educators can help students draw from cultural literacy knowledge to bridge understanding to academic knowledge.
Specifically, the review presents the Cultural Modeling framework as an example to follow for
creating culturally responsive instruction. Finally, a unit plan following the Cultural Modeling framework and subsequent rationale offer a concrete example of what that instruction might look like in a classroom.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Funds of Knowledge, Literacy Instruction, Cultural Modeling
Literacy -- Study and teaching (Middle school)
Literacy -- Study and teaching (Secondary)
African American students -- Education
Multicultural education
Cultural Resources and Literacy Instruction
Capstone
ORIGINAL
BridgesCapstone.zip
BridgesCapstone.zip
application/
1997282
https://ir.vanderbilt.edu/bitstream/1803/4209/1/BridgesCapstone.zip
416e4e76ea275b9b055e9027b5b6c2c2
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LICENSE
license.txt
license.txt
text/plain
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1803/4209
oai:ir.vanderbilt.edu:1803/4209
2010-08-13 16:34:22.141
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/49302011-10-04T00:03:36Zcom_1803_186com_1803_5548col_1803_187
Foster, Kimberly
2011-10-03T21:23:07Z
2011-10-03T21:23:07Z
2011-06-15
http://hdl.handle.net/1803/4930
Teaching and Learning Department: Capstone project on the incorporation of outdoor education in school science programs.
This paper examines the neglected state of science education and the nature-deficit children are experiencing and it looks toward outdoor education as a means to heal both issues. It also focuses on the inquiry approach and the way it can be used to merge outdoor education with science education. Currently, science lessons are not being taught adequately and are not preparing students to be proficient in science. By the year 2014-15 students must be scientifically literate and in order to meet that goal something must be done. Using outdoor education as a springboard for science lessons can spark students’ curiosity and build their interest in science in addition to building students’ knowledge. Besides supporting science learning, outdoor education provides many other benefits which are explored throughout the paper; the most important being the restoration of children to nature. Children have become highly removed from nature and, in so becoming, are suffering from more mental disorders and sensory diminishment. Combining outdoor education with science programs is one way that children can be reintroduced to the natural world to reverse these negative effects. To illustrate how science education can be paired with outdoor education, several successful programs are looked at and implementation suggestions are offered. In following the suggestions this paper proposes, educators can link outdoor education with science learning through an inquiry approach and help restore their students to nature and revive science education.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
science
outdoor education
inquiry
Outdoor education -- Study and teaching
Science -- Study and teaching
Environmental education
Open-air schools
Students Studying Science in their Surrounding Environment
Capstone
ORIGINAL
FosterCapstone.doc
FosterCapstone.doc
Capstone Essay
application/msword
1017856
https://ir.vanderbilt.edu/bitstream/1803/4930/1/FosterCapstone.doc
d2dc5ce368bf0801a23f0bdc5c4dafb7
MD5
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LICENSE
license.txt
license.txt
text/plain
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MD5
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TEXT
FosterCapstone.doc.txt
FosterCapstone.doc.txt
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text/plain
35272
https://ir.vanderbilt.edu/bitstream/1803/4930/3/FosterCapstone.doc.txt
783c80bad7633d0f13b666ecd1537e90
MD5
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1803/4930
oai:ir.vanderbilt.edu:1803/4930
2011-10-03 19:03:36.134
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/94342020-04-22T10:23:17Zcom_1803_186com_1803_5548col_1803_187
Zheng, Ningxin
2019-04-18T19:54:07Z
2019-04-18T19:54:07Z
2019-04-18
http://hdl.handle.net/1803/9434
The Teaching and Learning Department capstone project is for course EDUC7992-04 Capstone Seminar. In this Portfolio, Teaching Philosophy described what it means to be a qualified ELL teacher for me, the theoretical framework; in Artifact Analysis, I analyzed how the artifacts exemplify, fall short of, and complicate my philosophy of teaching; the last part, Applications to Practice, reflected on what I have learned and where I want to go as a future teacher.
This ELL Portfolio demonstrates my knowledge and understanding of the best practice to serve English language learners (ELLs) and illustrates how I could apply the knowledge and theories into my future teaching career. The Portfolio consists of three parts: Teaching Philosophy, Artifact Analysis, and Applications to Practice. Teaching Philosophy is the theoretical framework for Artifact Analysis and describes the professional position that guides me a teacher, which includes Teach Language for Communicative Purpose, Tailor Instruction to Students’ Needs, and Leverage Students’ Funds of Knowledge. In Artifact Analysis, four professional knowledge areas are explored in the sequence of Learner, The Learning Contexts, Curriculum, and Assessment from the perspective of six TESOL domains: Identity and Context, Learning, Instructing, Planning, Content, and Assessing. Under each TESOL domain, an artifact is used to analyze how it exemplifies, falls short of or complicates that TESOL domain and my philosophy of teaching. Applications to Practice reflects on what I have learned and where I want to go as a future teacher from four aspects: Who Am I as a Teacher, Takeaways from ELL Program, Areas for Improvement, and Challenges in Teaching My Future Students.
Peabody College of Education and Human Development
Vanderbilt University
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
High-school students
English language learners
Chinese context
Education
Capstone English Language Learners Portfolio
Capstone
THUMBNAIL
Capstone ELL Portfolio_Ningxin Zheng.pdf.jpg
Capstone ELL Portfolio_Ningxin Zheng.pdf.jpg
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https://ir.vanderbilt.edu/bitstream/1803/9434/4/Capstone%20ELL%20Portfolio_Ningxin%20Zheng.pdf.jpg
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ORIGINAL
Capstone ELL Portfolio_Ningxin Zheng.pdf
Capstone ELL Portfolio_Ningxin Zheng.pdf
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Capstone ELL Portfolio_Ningxin Zheng.pdf.txt
Capstone ELL Portfolio_Ningxin Zheng.pdf.txt
Extracted text
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https://ir.vanderbilt.edu/bitstream/1803/9434/3/Capstone%20ELL%20Portfolio_Ningxin%20Zheng.pdf.txt
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1803/9434
oai:ir.vanderbilt.edu:1803/9434
2020-04-22 05:23:17.075
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/2552020-04-22T06:45:10Zcom_1803_186com_1803_5548col_1803_187
Green, Hillary
2007-10-24T16:41:17Z
2007-10-24T16:41:17Z
2007-10-24T16:41:17Z
http://hdl.handle.net/1803/255
Teaching and Learning Department Capstone Project
Comprehension is the ultimate purpose for reading and is the key to reading success. Research has shown that children as young as five years old can be taught comprehension strategies and implement these strategies when they read. There are many different programs that provide instructional methods for teaching reading. One such methodology/curriculum, called the Comprehension Process Approach (CPA), is the focus of this paper and the basis for the lesson plans included as part of this Capstone Project. The rational for selecting CPA is that it is specifically for use in kindergarten through the third grade. This is an age range most other comprehension programs do not mention despite the evidence that early comprehension teaching can optimize a student's potential for lifelong reading success.
Peabody College of Education and Human Development
Department of Teaching and Learning
176650 bytes
application/pdf
en_US
Vanderbilt University. Peabody College
Reading Comprehension
Comprehension Process Approach
CPA
Reading comprehension -- Study and teaching (Elementary)
Reading Comprehension: Start it early and teach it often
THUMBNAIL
Hillary Green Capstone.pdf.jpg
Hillary Green Capstone.pdf.jpg
Generated Thumbnail
image/jpeg
1128
https://ir.vanderbilt.edu/bitstream/1803/255/4/Hillary%20Green%20Capstone.pdf.jpg
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MD5
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ORIGINAL
Hillary Green Capstone.pdf
Hillary Green Capstone.pdf
application/pdf
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https://ir.vanderbilt.edu/bitstream/1803/255/1/Hillary%20Green%20Capstone.pdf
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LICENSE
license.txt
license.txt
text/plain
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https://ir.vanderbilt.edu/bitstream/1803/255/2/license.txt
2b6001fb9bc6fe964c1fd1c86df3a86b
MD5
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Hillary Green Capstone.pdf.txt
Hillary Green Capstone.pdf.txt
Extracted Text
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https://ir.vanderbilt.edu/bitstream/1803/255/3/Hillary%20Green%20Capstone.pdf.txt
4a1145983e22bb32d3e7378e318ec2bf
MD5
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1803/255
oai:ir.vanderbilt.edu:1803/255
2020-04-22 01:45:10.223
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/42852010-09-16T21:41:40Zcom_1803_186com_1803_5548col_1803_187
Lovett, Sarah
2010-09-09T23:05:43Z
2010-09-09T23:05:43Z
2010-06-15
http://hdl.handle.net/1803/4285
Teaching and Learning Department capstone project.
There are four main sections of this project. First, why I switched the topic of my Capstone. Second, I explain how this project fits into the current education system in America. Third, I provide my rationale for the cognitive approach and address Learners and Learning, the Learning Environment, Curriculum Development & Strategy, and Assessment. Finally, I present my unit plan. Presented here are seven lesson plans that approach teaching the research with the student's cognitive development at the core. Modeled are several ways that an understanding of cognitive development can provide a firm groundwork for educational practices. These lessons are centered around explicit strategy instruction of transferable strategies, moving from domain general strategies to domain specific ones. These lessons are meant for tenth or eleventh grade students who have written papers before and are therefore aware of some of the basic components of writing essays (thesis, outline). This project is an effort to put learners and learning back at the center of education, to craft a learning environment best suited for this purpose, to develop curriculum and teaching strategies as a community, and to assess students adequately and appropriately in accordance with how they are prepared.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Research Essay Cognitive
Learners and Learning
Curriculum Development & Strategy
Cognitive learning
English language -- Composition and exercises -- Study and teaching (Secondary)
Report writing -- Study and teaching (Secondary)
A Cognitive Approach to the Research Essay
Capstone
LICENSE
license.txt
license.txt
text/plain
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https://ir.vanderbilt.edu/bitstream/1803/4285/6/license.txt
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ORIGINAL
LovettCapstone.doc
LovettCapstone.doc
application/msword
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https://ir.vanderbilt.edu/bitstream/1803/4285/1/LovettCapstone.doc
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LovettCapstone.doc
LovettCapstone.doc
application/msword
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https://ir.vanderbilt.edu/bitstream/1803/4285/3/license_url
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license_text
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https://ir.vanderbilt.edu/bitstream/1803/4285/5/license_rdf
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LovettCapstone.doc.txt
LovettCapstone.doc.txt
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https://ir.vanderbilt.edu/bitstream/1803/4285/7/LovettCapstone.doc.txt
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oai:ir.vanderbilt.edu:1803/4285
2010-09-16 16:41:40.861
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/51482012-08-28T16:55:05Zcom_1803_186com_1803_5548col_1803_187
Renner, Katherine
2012-08-28T16:55:05Z
2012-08-28T16:55:05Z
2012-06-15
http://hdl.handle.net/1803/5148
Teaching and Learning Department Capstone project
Zero tolerance policies that mandate expulsion for a variety of student behaviors have become extremely prevalent in almost all schools today. These policies originated as federal law in the 1980s and transitioned into the school system in the early 1990s. In 1994, President Clinton’s passage of the Gun-Free Schools Act mandated that schools expel students who bring weapons to school for at least one year. This law was originally intended to be preventative, in that it attempted to prevent violent or dangerous situations before they occurred. Additionally, schools were supposed to implement zero tolerance policies along with preventative programs such as peer counseling and mediation.
However, as states began to adopt zero tolerance policies, their interpretations added additional offenses such as possession of drugs or alcohol as well as subjective behaviors such as disrespect, disruptive behavior, or verbal abuse. This meant that students could be excluded from school for a variety of offenses that did not necessarily pose a threat to anyone else’s safety. Even within the same state, different school administers had varying levels of comprehension of zero tolerance policies. Therefore, they interpreted these policies differently in their schools. The different implementations of zero tolerance policies grew in the number of students they impacted and contributed to the growth of exclusionary discipline, or any form of punishment that removes the student from the learning environment, as a primary form of punishment. As exclusionary discipline was applied to students for a variety of subjective behaviors, students from racial minorities, lower socio-economic statuses, and students with lower records of academic performance have been disproportionately punished in this manner. These students, who are often already marginalized in schools, often come from a home culture that does not reflect the dominant culture of power within schools. Therefore, teachers and administrators may misinterpret students’ actions and discipline events that do not merit this discipline, resulting in social and academic alienation from school. Keywords: zero tolerance, exclusionary or removal discipline, diverse learners, urban schools
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
zero tolerance, urban education
Education, Urban
School violence -- Prevention
School discipline -- Law and legislation
Schools -- Security measures
Zero Tolerance’s Harmful Effects: Its Origins, Misinterpretations, and Discriminatory Nature
Capstone
ORIGINAL
Renner capstone.docx
Renner capstone.docx
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https://ir.vanderbilt.edu/bitstream/1803/5148/1/Renner%20capstone.docx
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oai:ir.vanderbilt.edu:1803/5148
2012-08-28 11:55:05.587
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/88162020-04-22T08:51:35Zcom_1803_186com_1803_5548col_1803_187
Self, Elizabeth
Zheng, Hailing
2018-04-12T21:42:26Z
2018-04-12T21:42:26Z
2018-03-01
http://hdl.handle.net/1803/8816
Teaching and Learning Department capstone project
EDUC-7992-01 Capstone Seminar
Elizabeth A Self
This capstone portfolio demonstrates my theoretical understanding of the desires and needs of students learning English as a second language, and my competence of the implementation of theories in my teaching in EFL article context.
Within the first part of this project, I state my role as a language trainer with the Philosophy of teaching announcement. By reviewing principle from sociocultural, linguistic, and pedagogical perspectives, I exhibit how I am able to bridge between theory and practice. In the second section, I demonstrate my comprehensive understanding of eight critical TESOL domains from perspectives of learners and learning, learning
environment, curriculum, and instruction. For each domain, I use at least one artifact of my previous work as evidence to illustrate my competence in English teaching. In the third part, I raise several critical issues in EFL education in China and discuss further implications for the development of English teaching in China.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
EFL
English Teaching and Learning
Second Language Acquisition
English
Teaching
English as a Foreign Language
Capstone
THUMBNAIL
ZhengHailing.pdf.jpg
ZhengHailing.pdf.jpg
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ZhengHailing.pdf
ZhengHailing.pdf
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license.txt
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ZhengHailing.pdf.txt
ZhengHailing.pdf.txt
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oai:ir.vanderbilt.edu:1803/8816
2020-04-22 03:51:35.875
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/71182015-07-14T20:59:40Zcom_1803_186com_1803_5548col_1803_187
Wang, Chenyue
2015-07-14T20:59:40Z
2015-07-14T20:59:40Z
2015-03-01
http://hdl.handle.net/1803/7118
Teaching and Learning Department Capstone Project
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
English language learners
Chinese Mandarin speakers
Translanguaging
English language -- Study and teaching -- Foreign speakers
Multilingualism
Language transfer (Language learning)
Applied linguistics
Translanguaging Pedagogy and Chinese English Learners
Capstone
ORIGINAL
Capstone Essay-CYW.docx
Capstone Essay-CYW.docx
application/msword
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https://ir.vanderbilt.edu/bitstream/1803/7118/1/Capstone%20Essay-CYW.docx
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license.txt
license.txt
text/plain
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1803/7118
oai:ir.vanderbilt.edu:1803/7118
2015-07-14 15:59:40.281
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/39912011-02-11T19:02:28Zcom_1803_186com_1803_5548col_1803_187
Coles, Amy I.
2010-04-09T20:43:30Z
2010-04-09T20:43:30Z
2010-03-01
http://hdl.handle.net/1803/3991
Teaching and Learning Department capstone project
Many researchers emphasize the importance of interactive read-alouds in developing and teaching necessary literary skills such as comprehension strategies and vocabulary acquisition. The Commission on Reading (Anderson, Hiebert, Scott & Wilkinson, 1985) states that the most important activity for building knowledge required for eventual success in reading is reading aloud to children (p. 23). The read-aloud method requires explicit instruction of certain comprehension and vocabulary strategies within a student-centered, collaborative learning environment. Interactive read-alouds can be performed beyond emergent reading in developing a reflective, active relationship between students and the text. Through the active participation of all students and the teacher modeling of analytical thinking, students make authentic connections around the text discussion. Teachers monitor and assess the students' strategy use through tracking the discussions and the levels of authentic talk around the text and vocabulary. This research examines the best practices of interactive read-alouds within a collaborative learning environment and the explicit instructional and assessment methods that encourage comprehension and vocabulary acquisition.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
best practices of interactive read- alouds
Best practices of read-alouds
Reading (Elementary) -- United States
Curriculum planning -- United States
Oral reading -- Study and teaching -- United States
Reading (Elementary) -- Language experience approach -- United States
Literacy -- United States
The interactive read-aloud experience: Effective practices of a read-aloud and its methods of promoting comprehension and vocabulary development
Thesis
ORIGINAL
Coles.Capstone.doc
Coles.Capstone.doc
application/msword
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https://ir.vanderbilt.edu/bitstream/1803/3991/1/Coles.Capstone.doc
6b06217aad0005b9c84376274391ef80
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LICENSE
license.txt
license.txt
text/plain
1827
https://ir.vanderbilt.edu/bitstream/1803/3991/2/license.txt
c69583af8cca603d108c1977e4f834f5
MD5
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TEXT
Coles.Capstone.doc.txt
Coles.Capstone.doc.txt
Extracted text
text/plain
46766
https://ir.vanderbilt.edu/bitstream/1803/3991/3/Coles.Capstone.doc.txt
f72f6a3b0e8693452be3d998dc2d05ad
MD5
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1803/3991
oai:ir.vanderbilt.edu:1803/3991
2011-02-11 13:02:28.602
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/52082020-04-22T06:33:56Zcom_1803_186com_1803_5548col_1803_187
Yang, Man
2013-05-10T19:53:40Z
2013-05-10T19:53:40Z
2013-03-01
http://hdl.handle.net/1803/5208
Teaching and Learning Department Capstone Project
The portfolio here I present is my theoretical and practical understanding for teaching English as a Foreign Language (EFL). There are four parts in my portfolio: my teaching philosophy, introduction for the artifacts, artifacts I
chose to support my comprehensions for teaching English Language Learners(ELLs) and implications for the profession. In my teaching philosophy, I will display my professional knowledge in terms of students and communities; curriculum and program; and theoretical professionalism. In my introduction section for artifacts, I will briefly talk about artifacts I selected for each domain from four aspects: learner, context, curriculum and assessment. I will present
my artifacts as appendix for you to review. Lastly, I will talk about some implications and questions derived from my reflections upon some
disadvantaged instructions and assessment practices for ELLs along with a discussion of differences between China and the United States with regard to the educational theories as well as applications.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
English Language Learner
Curriculum
Context
Community
Second Language Acquisition
English language -- Study and teaching -- Foreign speakers
English language -- Study and teaching -- Foreign speakers -- Curricula
Capstone EFL Portfolio
Capstone
THUMBNAIL
Capstone_Man Yang.pdf.jpg
Capstone_Man Yang.pdf.jpg
Generated Thumbnail
image/jpeg
1102
https://ir.vanderbilt.edu/bitstream/1803/5208/4/Capstone_Man%20Yang.pdf.jpg
ef946eb8bced209ba212b21b18c6e1a4
MD5
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ORIGINAL
Capstone_Man Yang.pdf
Capstone_Man Yang.pdf
application/pdf
6269010
https://ir.vanderbilt.edu/bitstream/1803/5208/1/Capstone_Man%20Yang.pdf
37fab8259b03198a3cd43114036a9f33
MD5
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LICENSE
license.txt
license.txt
text/plain
1739
https://ir.vanderbilt.edu/bitstream/1803/5208/2/license.txt
8ec8fd34acde2f4d8b37a78345cbcc36
MD5
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TEXT
Capstone_Man Yang.pdf.txt
Capstone_Man Yang.pdf.txt
Extracted text
text/plain
281883
https://ir.vanderbilt.edu/bitstream/1803/5208/3/Capstone_Man%20Yang.pdf.txt
c1ce309224f8abc259e26cabe44377f9
MD5
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1803/5208
oai:ir.vanderbilt.edu:1803/5208
2020-04-22 01:33:56.273
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/55422013-05-31T20:44:32Zcom_1803_186com_1803_5548col_1803_187
Currie, Jillian
2013-05-31T20:44:32Z
2013-05-31T20:44:32Z
2012-06-15
http://hdl.handle.net/1803/5542
Teaching and Learning Department Capstone Project
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
Literacy and Science
English Language Learners
Early Childhood
English language -- Study and teaching (Early childhood) -- Foreign speakers
English language -- Study and teaching (Preschool) -- Foreign speakers
Science -- Study and teaching (Early childhood) -- Foreign speakers
Science -- Study and teaching (Preschool) -- Foreign speakers
Integrating Science and Literacy with Early Childhood English Language Learners
Capstone
ORIGINAL
Currie Capstone.docx
Currie Capstone.docx
application/msword
66949
https://ir.vanderbilt.edu/bitstream/1803/5542/1/Currie%20Capstone.docx
d212cadfddc1c5b30685eb0b7b79c9f3
MD5
1
LICENSE
license.txt
license.txt
text/plain
1739
https://ir.vanderbilt.edu/bitstream/1803/5542/2/license.txt
8ec8fd34acde2f4d8b37a78345cbcc36
MD5
2
1803/5542
oai:ir.vanderbilt.edu:1803/5542
2013-05-31 15:44:32.947
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/171082022-04-28T01:30:22Zcom_1803_186com_1803_5548col_1803_187
Khan, Mariha
2022-04-28T01:30:21Z
2022-04-28T01:30:21Z
2022-04-20
http://hdl.handle.net/1803/17108
Teaching and Learning Department capstone project
This ELL Capstone Portfolio is the culmination of the teaching theories and practices I have come across and subscribed to during my time as a graduate student at the Peabody College of Education. It presents my teaching philosophy which contains three main tenets: 1) implementing a Funds of Knowledge pedagogy, 2) designing culturally and linguistically responsive content and language objectives, and 3) effectively managing various stakeholders. Following the teaching philosophy, I have included a detailed artifact analysis of the various artifacts I have created over the past two years. The analysis looks at how closely these artifacts exemplify the four Professional Knowledge Areas of Learner, the Learning Contexts, Curriculum and Assessment and the eight TESOL domains. I also look at the extent to which my teaching philosophy has been interwoven within these artifacts. Finally, I look to the future and discuss potential challenges as well as opportunities for continuous professional growth and development.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
EFL
ELL
English Language Learner
ELL Capstone
English Language Learners Capstone Portfolio
Thesis
ORIGINAL
Khan, Mariha - ELL Capstone.pdf
Khan, Mariha - ELL Capstone.pdf
application/pdf
1483590
https://ir.vanderbilt.edu/bitstream/1803/17108/1/Khan%2c%20Mariha%20-%20ELL%20Capstone.pdf
1f685b4593645290fdb46e5917949f1f
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license.txt
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https://ir.vanderbilt.edu/bitstream/1803/17108/2/license.txt
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1803/17108
oai:ir.vanderbilt.edu:1803/17108
2022-04-27 20:30:22.164
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/44162010-10-20T22:05:37Zcom_1803_186com_1803_5548col_1803_187
Fyke, Tamara
2010-10-20T22:05:37Z
2010-10-20T22:05:37Z
2010-10-01
http://hdl.handle.net/1803/4416
Teaching and Learning Department Capstone project
My Capstone examines video games, literacy and struggling readers. It is based on my coursework in Digital Literacies, readings, fieldwork with SURGE, and a case study of a twelve-year-old boy with attention-deficit hyperactivity disorder (ADHD) named Edgar. My lens is the work of one of the New London Group members James Paul Gee and his 36 Principles of Learning from his book What Video Games Have to Teach Us About Learning and Literacy. I look at the following questions: What do we know about struggling readers, particularly minority urban middle school boys? What do we know about video games as a learning environment and their space in the larger learning environment? What makes an educational video game effective for learning and engagement? How is assessment embedded into video games and what makes that type of assessment useful? For each section of the paper, I look at both the broader view of video games for urban boys and the specific case of Edgar.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
video games
literacy
struggling learners
minority boys
SURGE
Video games -- Psychological aspects
Video games -- Study and teaching
Attention-deficit-disordered children -- Education
Computer games -- Psychological aspects
Learning, Psychology of
Video games and children
Visual literacy
Video Games, Literacy & Struggling Learners
Capstone
ORIGINAL
Capstone final 9.28.10.docx
Capstone final 9.28.10.docx
application/msword
685170
https://ir.vanderbilt.edu/bitstream/1803/4416/1/Capstone%20final%209.28.10.docx
f1ded0d85536591c1522e707cf31169b
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license.txt
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https://ir.vanderbilt.edu/bitstream/1803/4416/2/license.txt
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1803/4416
oai:ir.vanderbilt.edu:1803/4416
2010-10-20 17:05:37.625
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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oai:ir.vanderbilt.edu:1803/71262015-07-30T21:09:32Zcom_1803_186com_1803_5548col_1803_187
Zapata, Maria
2015-07-30T21:09:32Z
2015-07-30T21:09:32Z
2015-07-15
http://hdl.handle.net/1803/7126
This paper explores the potential of successful school-community partnerships between urban schools and community organizations as a method for better meeting the needs of Latino students in urban areas.
Peabody College of Education and Human Development
Department of Teaching and Learning
en_US
Vanderbilt University. Peabody College
CBOs, partnerships, Latino students, urban schools,
Community Partnerships: Meeting The Needs of Latino Students
Capstone
ORIGINAL
Maria Zapata - Capstone.docx
Maria Zapata - Capstone.docx
application/msword
81530
https://ir.vanderbilt.edu/bitstream/1803/7126/1/Maria%20Zapata%20-%20Capstone.docx
22b930f5aa93671715af4ad0d2f4021c
MD5
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LICENSE
license.txt
license.txt
text/plain
1736
https://ir.vanderbilt.edu/bitstream/1803/7126/2/license.txt
ece5a9f3b88102a1eb9b2ff22411c299
MD5
2
1803/7126
oai:ir.vanderbilt.edu:1803/7126
2015-07-30 16:09:32.347
Vanderbilt University Institutional Repository
dale.poulter@vanderbilt.edu
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xoai///col_1803_187/100