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Title: Ethnically diverse faculty in higher ed: Belonging, respect, and role as cultural broker.
Creator: Vazquez-Montilla, Elia, Wilder, Lynn, Triscari, Robert
Abstract/Description: The authors have completed a pilot study of the state of diverse faculty in higher education in the United States. Inquiries included the areas of belonging (if and how they developed a sense of belonging), professional respect (how colleagues regarded their achievements), and the role of cultural broker (how they functioned as cultural brokers in positions of influence and with diverse students). Initial results suggest that some diverse faculty members believe that racism is alive and well...
Show moreThe authors have completed a pilot study of the state of diverse faculty in higher education in the United States. Inquiries included the areas of belonging (if and how they developed a sense of belonging), professional respect (how colleagues regarded their achievements), and the role of cultural broker (how they functioned as cultural brokers in positions of influence and with diverse students). Initial results suggest that some diverse faculty members believe that racism is alive and well in higher education today. Others emphasize the challenge of adapting and belonging in higher education while retaining their unique cultural voices and having those voices be heard and utilized in movement toward cultural pluralism in the institutional environment of higher education..
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Date Issued: 2012-04-01
Identifier: fgcu_ir_000227, 10.1515/2161-2412.1097
Format: Citation

Title: Scaling of Educational Leadership Candidates’ Commitment to National Standards: The ELCBS Scale.
Creator: Rea, Dorothy, Parfitt, Christopher M., Valesky, Thomas, Carter, Cecil F., Wilkerson, Judy R.
Abstract/Description: Colleges of education are faced with Council for the Accreditation of Educator Preparation (2017) requirements to assess dispositions in addition to knowledge and skills. Preparation programs across the country are looking for ways to assess dispositions through valid and reliable measures. We describe the validation of a survey instrument to assess the dispositions of master’s degree candidates in Educational Leadership. We used the dispositions outlined in the Educational Leadership Policy...
Show moreColleges of education are faced with Council for the Accreditation of Educator Preparation (2017) requirements to assess dispositions in addition to knowledge and skills. Preparation programs across the country are looking for ways to assess dispositions through valid and reliable measures. We describe the validation of a survey instrument to assess the dispositions of master’s degree candidates in Educational Leadership. We used the dispositions outlined in the Educational Leadership Policy Standards developed by the Council of Chief State School Officers. These standards provide a viable content domain from which to assess leaders’ affective learning. The instrument described in this article, the Educational Leader Candidate Belief Scale (ELCBS), was developed for measuring educational candidates’ leadership dispositions.
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Date Issued: 2014-01-01
Identifier: fgcu_ir_000142
Format: Document (PDF)

Title: Assessing ISLLC-Based Dispositions of Educational Leadership Candidates.
Creator: Rea, Dorothy, Valesky, Thomas, Lang, William, Carter, Cecil F., Wilkerson, Judy R.
Abstract/Description: The Council of Chief State School Officers (CCSSO), through the Interstate School Leaders Licensure Consortium (ISLLC), developed standards for the knowledge, skills, and dispositions necessary for effective practice by educational leaders (CCSSO, 1996). These standards provide a viable content domain from which to assess leader cognitive and affective learning. The Educational Leader Candidate Belief Scale (ELCBS) is used for measuring educational candidates' leadership dispositions. ELCBS...
Show moreThe Council of Chief State School Officers (CCSSO), through the Interstate School Leaders Licensure Consortium (ISLLC), developed standards for the knowledge, skills, and dispositions necessary for effective practice by educational leaders (CCSSO, 1996). These standards provide a viable content domain from which to assess leader cognitive and affective learning. The Educational Leader Candidate Belief Scale (ELCBS) is used for measuring educational candidates' leadership dispositions. ELCBS was built based on a systematic sampling process of the ISLLC performance expectations dispositions. Initial evidence of validity and reliability are presented, using the Rasch model of item response theory. The interval-level scale being produced, along with additional measures being developed, provides the potential to assess leaders' impact on children's achievement.
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Date Issued: 2011-09-01
Identifier: fgcu_ir_000141
Format: Document (PDF)

Title: Development and analysis of survey instruments to assess education leadership candidates’ dispositions.
Creator: Carter, Cecil F., Valesky, Thomas, Lang, William, Rea, Dorothy, Wilkerson, Judy R.
Abstract/Description: As colleges of education are faced with NCATE requirements to assess dispositions in addition to knowledge and skills, preparation programs across the country are looking for ways to assess dispositions through reliable and valid measures. In this paper we describe the development of three survey instruments to assess dispositions of master’s degree Educational Leadership candidates. We began by using the disposition enumerated in the document developed as a companion piece to the 2008...
Show moreAs colleges of education are faced with NCATE requirements to assess dispositions in addition to knowledge and skills, preparation programs across the country are looking for ways to assess dispositions through reliable and valid measures. In this paper we describe the development of three survey instruments to assess dispositions of master’s degree Educational Leadership candidates. We began by using the disposition enumerated in the document developed as a companion piece to the 2008 national educational leadership policy standards.
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Date Issued: 2011-10-01
Identifier: fgcu_ir_000143
Format: Document (PDF)

Title: Reaching out to students from Title 1 schools.
Creator: Johnston, Vickie, Martelli, Cynthia
Abstract/Description: A university's literacy festival can promote reading and foster the idea that books make a difference, especially to undersupported students from Title I schools. A literacy festival featuring a variety of diverse authors presenting hands‐on workshops showcasing their literary craft can enable students from Title I schools to engage with the authors and can motivate students from diverse backgrounds to develop an excitement for reading. It can also motivate teachers and librarians to use...
Show moreA university's literacy festival can promote reading and foster the idea that books make a difference, especially to undersupported students from Title I schools. A literacy festival featuring a variety of diverse authors presenting hands‐on workshops showcasing their literary craft can enable students from Title I schools to engage with the authors and can motivate students from diverse backgrounds to develop an excitement for reading. It can also motivate teachers and librarians to use literature that reflects their population to engage students in reading and can transform teacher candidates’ understanding of students from diverse backgrounds. The authors describe how a university College of Education's literacy festival was implemented and explore how it provided an opportunity for children in low‐socioeconomic‐status communities to be exposed to books and authors of quality children's literature.
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Date Issued: 2018-09-19
Identifier: fgcu_ir_000189
Format: Citation

Title: ESOL in every minute of the school day.
Creator: Szecsi, Tunde, Manning, Maryann, Giambo, Debra
Abstract/Description: Five kindergarten students, who speak Spanish and Haitian Creole, sit around a table during the daily 15-minute English for Speakers of Other Languages (ESOL) session with an ESOL assistant. This is the only time during their day when they receive instruction geared toward their needs as ESOL students. The ESOL assistant reads out questions, such as, “What is this?,” and the students respond in full sentences, “This is a book.“ The children, who can use only a little English when they...
Show moreFive kindergarten students, who speak Spanish and Haitian Creole, sit around a table during the daily 15-minute English for Speakers of Other Languages (ESOL) session with an ESOL assistant. This is the only time during their day when they receive instruction geared toward their needs as ESOL students. The ESOL assistant reads out questions, such as, “What is this?,” and the students respond in full sentences, “This is a book.“ The children, who can use only a little English when they interact with their English-speaking classmates are frustrated and bored.
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Date Issued: 2004-01-01
Identifier: fgcu_ir_000160, 10.1080/00094056.2005.10522250
Format: Citation

Title: Beyond Johnny Appleseed: Learning English as a New Language Through Ethnically Diverse Literature.
Creator: Giambo, Debra, Gonzales, Maria Elizabeth, Thirumurthy, Vidya, Szecsi, Tunde
Abstract/Description: Language and culture are intrinsically connected (Banks, 2006; Bennett, 2002; Chaika, 1994; Damen, 1987) and dynamically changing (Banks, 2006). Learning to communicate effectively in a new language involves gaining familiarity with the present-day culture of the country in which one resides. For both learners of a second language and those of a foreign language, this can mean developing an awareness of the changing demographics of the country or countries where the language is spoken. In...
Show moreLanguage and culture are intrinsically connected (Banks, 2006; Bennett, 2002; Chaika, 1994; Damen, 1987) and dynamically changing (Banks, 2006). Learning to communicate effectively in a new language involves gaining familiarity with the present-day culture of the country in which one resides. For both learners of a second language and those of a foreign language, this can mean developing an awareness of the changing demographics of the country or countries where the language is spoken. In this article, the importance of promoting language acquisition through ethnically diverse literature is examined, followed by suggestions for books to use in the classroom and related activities.
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Date Issued: 2012-07-01
Identifier: fgcu_ir_000156, 10.1080/00094056.2007.10522891
Format: Citation

Title: Inclusive Educational Practices around the World: An Introduction.
Creator: Szecsi, Tunde, Giambo, Debra
Abstract/Description: The Council for Exceptional Children (2006), the leading organization for the education of children for special needs in the United States, provides the following definition of inclusion: Inclusion is a term used to describe the ideology that each child, to the maximum extent appropriate, should be educated in the school and classroom he or she would otherwise attend. It involves bringing support services to the child (rather than moving the child to the services) and requires only that the...
Show moreThe Council for Exceptional Children (2006), the leading organization for the education of children for special needs in the United States, provides the following definition of inclusion: Inclusion is a term used to describe the ideology that each child, to the maximum extent appropriate, should be educated in the school and classroom he or she would otherwise attend. It involves bringing support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students).
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Date Issued: 2012-07-25
Identifier: fgcu_ir_000155, 10.1080/00094056.2007.10522946
Format: Citation

Title: Teaching Strategies: Opening up to the Issues: Preparing Preservice Teachers to Work Effectively with English Language Learners.
Creator: Giambo, Debra, Szecsi, Tunde
Abstract/Description: A variety of trends in second language teaching have left many English Language Learners (ELLs) in the United States with well-intentioned teachers who, unfortunately, have limited understanding of the second language acquisition or cultural diversity issues that affect the ELLs in their classrooms. In this article, we present the current situation, offer recommendations made by researchers and professional organizations, and share teaching strategies from a college classroom.
Date Issued: 2012-07-01
Identifier: fgcu_ir_000157, 10.1080/00094056.2006.10521358
Format: Citation

Title: Flipped learning: Student perceptions and achievement in teacher education.
Creator: Johnston, Vickie, Martelli, Cynthia
Abstract/Description: This article offers preliminary evidence of the impact of using flipped learning on pre-service students' perceptions of effectiveness and usefulness in teacher training programs. Content understanding and course perceptions of forty teacher candidates were examined. Content understanding was measured by both the performance on a course exam and the Florida Teacher Certification Exam (FTCE) Language Arts and Reading section of the Florida Subject Area Exam for Elementary Education (SAE);...
Show moreThis article offers preliminary evidence of the impact of using flipped learning on pre-service students' perceptions of effectiveness and usefulness in teacher training programs. Content understanding and course perceptions of forty teacher candidates were examined. Content understanding was measured by both the performance on a course exam and the Florida Teacher Certification Exam (FTCE) Language Arts and Reading section of the Florida Subject Area Exam for Elementary Education (SAE); course perceptions were represented by an end-of-semester survey. While course exam results indicated no statistical increase in content understanding, results from FTCE/SAE indicated flipped classroom participants had higher passing rates; participants also reported positive learning and engagement in the flipped learning model. Themes involving engagement, pace, and quality of instruction consistently emerged from these student responses; anecdotal evidence suggests that student learning was improved when using a flipped classroom model compared to a traditional classroom model, but more research is needed.
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Date Issued: 2017-11-01
Identifier: fgcu_ir_000191
Format: Citation

Title: Practices for culturally responsive interviews and research with Hispanic families.
Creator: Hyun, Eunsook, Reyes-Blanes, Maria E., Brovelli, Ernesto, Vazquez-Montilla, Elia
Abstract/Description: The need for culturally responsive family interviewing practices is becoming more critical as researchers respond to the demands of the changing demographic characteristics of the nation and to the family-centered approach demanded by federal legislation. The authors share their reflections and experiences as researchers in interviewing Hispanic parents of young children. Information presented in this article was gained through personal interaction with parents, debriefing as a research team,...
Show moreThe need for culturally responsive family interviewing practices is becoming more critical as researchers respond to the demands of the changing demographic characteristics of the nation and to the family-centered approach demanded by federal legislation. The authors share their reflections and experiences as researchers in interviewing Hispanic parents of young children. Information presented in this article was gained through personal interaction with parents, debriefing as a research team, and the process of self-awareness. Researchers' reflections represent a conscious effort to clarify methods and strategies and to anticipate ethical dilemmas while interviewing Hispanic families. These reflections offer recommendations that ultimately will lead others into culturally responsive research and interviewing practices. The basic "Triple A" practices discussed in this article could be used with other groups of color.
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Date Issued: 2000-01-01
Identifier: fgcu_ir_000188
Format: Citation

Title: What If I Don't Speak It? Classroom Strategies to Nurture Students' Heritage Languages.
Creator: Giambo, Debra, Szilágyi, Janka, Szecsi, Tunde
Abstract/Description: Is it an asset or a burden to be bilingual? Although bilingualism is appreciated by many people worldwide, immigrant families often struggle with the maintenance of their heritage language (1) (HL) and culture. In the United States, for example, the HL in most families is completely lost within three generations (Fishman, 1991). The loss of a child's HL negatively impacts their cultural identity development, relationships with parents and grandparents, and academic performance (Wong-Fillmore,...
Show moreIs it an asset or a burden to be bilingual? Although bilingualism is appreciated by many people worldwide, immigrant families often struggle with the maintenance of their heritage language (1) (HL) and culture. In the United States, for example, the HL in most families is completely lost within three generations (Fishman, 1991). The loss of a child's HL negatively impacts their cultural identity development, relationships with parents and grandparents, and academic performance (Wong-Fillmore, 2000). Conversely, the maintenance of a child's HL produces many positive attributes.
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Date Issued: 2013-03-01
Identifier: fgcu_ir_000153
Format: Citation

Title: For Parents Particularly: Parents Can Guide Children through the World of Two Languages.
Creator: Giambo, Debra, Szecsi, Tunde
Abstract/Description: Many parents in the United States who speak and value a language other than English feel torn between wanting their children to develop age-appropriate fluency and literacy in the language of their heritage, and wanting their children to acquire English as quickly and flawlessly as possible. They ask themselves many language-related questions, such as, ”If I speak a language other than English to my child, will I make it harder for him/ her to acquire English?” and, conversely, “If I speak to...
Show moreMany parents in the United States who speak and value a language other than English feel torn between wanting their children to develop age-appropriate fluency and literacy in the language of their heritage, and wanting their children to acquire English as quickly and flawlessly as possible. They ask themselves many language-related questions, such as, ”If I speak a language other than English to my child, will I make it harder for him/ her to acquire English?” and, conversely, “If I speak to my child in English at home, how will s/he acquire our heritage language?”
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Date Issued: 2012-07-25
Identifier: fgcu_ir_000158, 10.1080/00094056.2005.10522263
Format: Citation

Title: Teachers’ Dispositions and Beliefs about Cultural and Linguistic Diversity.
Creator: Vazquez-Montilla, Elia, Just, Megan, Triscari, Robert
Abstract/Description: Teachers' beliefs towards their students' cultural backgrounds and languages affect all aspects of learning. Critical consciousness of attitudes and beliefs about the increasing culturally and linguistically diverse (CLD) student population is necessary for aligning individual beliefs with effective teaching practices. Rethinking how to work with diverse students is central to how future teachers will impact academic outcomes of the increasing CLD student presence in schools. There is paucity...
Show moreTeachers' beliefs towards their students' cultural backgrounds and languages affect all aspects of learning. Critical consciousness of attitudes and beliefs about the increasing culturally and linguistically diverse (CLD) student population is necessary for aligning individual beliefs with effective teaching practices. Rethinking how to work with diverse students is central to how future teachers will impact academic outcomes of the increasing CLD student presence in schools. There is paucity in current literature that informs us about the dispositions that may have a positive correlation with affirming attitudes toward working in a more diverse schools system. Additionally, it appears to be a lack of a systematic analysis of the various factors and characteristics of teachers and their attitudinal beliefs about language and cultural diversity in the schools. Consequently, there is a need to identify the efficacy of the integrated and infused ideas related to diversity especially in the attitudes toward CLD students. This study attempted to find factors that may influence beliefs, dispositions, and teaching practices when encountering CLD students among teachers from school districts in a tri-county area in southwest Florida. The information is based on responses provided by 425 participants to the "Beliefs and Attitudes" survey section.
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Date Issued: 2014-08-01
Identifier: fgcu_ir_000226, 10.13189/ujer.2014.020806
Format: Citation

Title: The process of change for teacher candidates: Learning to collaborate.
Creator: Vazquez-Montilla, Elia, Mayberry, Sally, Christensen, Lois, Elliott, Elizabeth M.
Abstract/Description: Florida Gulf Coast University (FGCU) College of Education implemented an innovation through the integrated undergraduate teacher education program beginning in the 2000-01 academic year. This study was conducted over a five year period. The integrated program consists of specific program hours for Early Childhood, Elementary, and Special Education teacher preparation majors. In addition, the program includes full endorsement for English to Speakers of Other Languages (ESOL) content. Full-time...
Show moreFlorida Gulf Coast University (FGCU) College of Education implemented an innovation through the integrated undergraduate teacher education program beginning in the 2000-01 academic year. This study was conducted over a five year period. The integrated program consists of specific program hours for Early Childhood, Elementary, and Special Education teacher preparation majors. In addition, the program includes full endorsement for English to Speakers of Other Languages (ESOL) content. Full-time teacher candidates move through semesters known as Blocks and in cohort groups. All candidates, full-time and part-time, will complete courses in semester blocks, prior to moving to courses in the next sequence. Multiple field experiences and internship opportunities are integrated into courses during the block semester format.
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Date Issued: 2010-10-01
Identifier: fgcu_ir_000229
Format: Citation

Title: Global Perspectives on BYOD: A Reflection on the EdMedia 2015 Conference.
Creator: Wang, Charles Xiaoxue, Rose, Amanda, Stork, Michele
Abstract/Description: The article discusses the highlights of the EdMedia 2015: World Conference on Educational Media and Technology that was held in Montreal, Quebec from June 22 to 24, 2015. Topics covered include the importance of bring your own device (BYOD) trend to education as well as the impact of BYOD on mobile learning. Also mentioned is the significance of wireless connection to BYOD trend at schools..
Date Issued: 2015-11-01
Identifier: fgcu_ir_000233, 10.1007/s11528-015-0898-y
Format: Citation

Title: Introduction to Special Issue: Diverse Faculty in Higher Education: Relentless in Search of the Holy Grail of Academia.
Creator: Vazquez-Montilla, Elia, Wilder, Lynn
Abstract/Description: After a half decade of struggle since the Civil Rights Movement in the U.S., what is the current state of diversity among faculty in higher education? Have the numbers of diverse faculty increased? Do diverse faculty members feel accepted and successful? How are diverse faculty members faring in their various roles in higher education? The special issue editors have completed the pilot study of a larger survey that queries the state of diverse faculty in higher education in the United States....
Show moreAfter a half decade of struggle since the Civil Rights Movement in the U.S., what is the current state of diversity among faculty in higher education? Have the numbers of diverse faculty increased? Do diverse faculty members feel accepted and successful? How are diverse faculty members faring in their various roles in higher education? The special issue editors have completed the pilot study of a larger survey that queries the state of diverse faculty in higher education in the United States. Investigation included the areas of belonging (if and how a sense of belonging is developed), professional respect (how colleagues regard achievements), and the role of cultural broker (if and how functioning as a cultural broker influences peers, administrators, and/or diverse students). In addition to the results of the preliminary survey reported by the survey authors, diverse faculty members, both foreign-born and native-born, from various universities in the U. S. have added their personal experiences of struggle and triumph in the field of higher education.
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Date Issued: 2012-01-01
Identifier: fgcu_ir_000228, 10.1515/2161-2412.1096
Format: Citation

Title: Transforming teacher cultural landscapes through reflection on multicultural literature.
Creator: Szecsi, Tunde, Spillman, Carolyn, Mayberry, Sally C., Vazquez-Montilla, Elia
Abstract/Description: Children cannot be expected to develop a sensitivity toward others merely because they are told so. Attitudes are difficult to change ... Literature allows individuals to share in the lives of others; it can also provide an avenue for multicultural understanding. (Wham, Barnhart, & Cook, 1996, p. 2)
Date Issued: 2010-06-22
Identifier: fgcu_ir_000216
Format: Citation

Title: A university literacy festival and its impact on teacher candidates, authors, and teachers and students from Title I schools.
Creator: Johnston, Vickie, Martelli, Cynthia
Abstract/Description: This article will describe how a university literacy festival connects children and young adult authors with students from Title I schools. A College of Education (COE) Literacy Festival invites a variety of diverse authors to interact with students from Title I schools in workshops engaging them in discussion of their literary craft. COE teacher candidates conduct read-aloud with hands-on literacy activities for students throughout the event. This article will focus on how a university...
Show moreThis article will describe how a university literacy festival connects children and young adult authors with students from Title I schools. A College of Education (COE) Literacy Festival invites a variety of diverse authors to interact with students from Title I schools in workshops engaging them in discussion of their literary craft. COE teacher candidates conduct read-aloud with hands-on literacy activities for students throughout the event. This article will focus on how a university literacy festival was implemented and the impact it has on COE teacher candidates, authors, and teachers and students from Title I schools.
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Date Issued: 2018-10-01
Identifier: fgcu_ir_000190
Format: Document (PDF)

Title: Promoting and Maintaining Bilingualism and Biliteracy: Cognitive andBiliteracy Benefits & Strategies for Monolingual Teachers.
Creator: Szecsi, Tunde, Giambo, Debra
Abstract/Description: Many school personnel pursue the goal of developing English language learners’ English-language and literacy skills efficiently and this is most often implemented to the exclusion of supporting, developing, and maintaining students’ heritage language skills. However, there is significant evidence that promoting bilingualism and biliteracy can significantly contribute to the effect that many school personnel want, that of efficiently developed English language and literacy skills, with the...
Show moreMany school personnel pursue the goal of developing English language learners’ English-language and literacy skills efficiently and this is most often implemented to the exclusion of supporting, developing, and maintaining students’ heritage language skills. However, there is significant evidence that promoting bilingualism and biliteracy can significantly contribute to the effect that many school personnel want, that of efficiently developed English language and literacy skills, with the added benefit of students who can function and thrive in multilingual environments. In this article, we present research-based evidence in support of developing and maintaining bilingualism and biliteracy, and we submit that the empirical research support for the benefits of bilingualism and biliteracy should change language and literacy instruction. Strategies for teachers, especially teachers who do not speak the heritage language of their students, are provided and can be implemented to promote bilingual reading, writing, and language skill development.
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Date Issued: 2015-02-26
Identifier: fgcu_ir_000152, 10.2174/1874916X01509010056
Format: Document (PDF)

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