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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: 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: 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: Successful Read-Alouds in Today's Classroom.
Creator: Johnston, Vickie
Abstract / Description: As states implement English Language Arts (ELA) components of the Common Core State Standards (CCSS, Common Core State Standards Initiative [CCSSI], 2010), teachers should remember that best practices and research-based literacy instruction need to continue to be the priority in the area of literacy instruction. The ELA components of the CCSS highlight the need to increase text complexity so that students are prepared for the demands of college and career-level reading by the end of high...
Show moreAs states implement English Language Arts (ELA) components of the Common Core State Standards (CCSS, Common Core State Standards Initiative [CCSSI], 2010), teachers should remember that best practices and research-based literacy instruction need to continue to be the priority in the area of literacy instruction. The ELA components of the CCSS highlight the need to increase text complexity so that students are prepared for the demands of college and career-level reading by the end of high school; consequently, the standards call for an increase in text complexity and an increase in the use of informational text at each grade level. With the standards outlining a progressive development of text complexity, some educators are worried about their use of narrative text. Before trading in your narrative read-alouds for informational text, look at what research tells us.
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Date Issued: 2016-01-02
Identifier: 10.1080/00228958.2016.1123051, fgcu_ir_000049, http://www.tandfonline.com/doi/full/10.1080/00228958.2016.1123051
Format: Citation

Title: Literacy Applications for Today's Learner.
Creator: Johnston, Vickie, Lancellot, Michael
Abstract / Description: Common Core English Language Arts Standards and changing technologies have shifted the ways students and teachers select and read text. Reasons for the lack of digital literacy implementation in instruction are due to the large amount of choices available without sufficient background information on how to critically evaluate literacy applications. This article presents the framework of the Common Core English Language Arts Standards and how they are used to enhance literacy instruction...
Show moreCommon Core English Language Arts Standards and changing technologies have shifted the ways students and teachers select and read text. Reasons for the lack of digital literacy implementation in instruction are due to the large amount of choices available without sufficient background information on how to critically evaluate literacy applications. This article presents the framework of the Common Core English Language Arts Standards and how they are used to enhance literacy instruction through implementation of literacy technology applications. Limitations and advantages of digital applications are explored, descriptions of the applications are provided, and strategies for implementation in the English/Language Arts classroom are discussed.
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Date Issued: 2015-01-01
Identifier: fgcu_ir_000192, 10.4148/2637-4552.1054
Format: Document (PDF)

Title: Building and connecting literacy in a theater classroom.
Creator: Martelli, Cynthia, Ryan, Johanna
Abstract / Description: The world of theatre encompasses so many different elements including acting, building, improvising, and moving. However, one of the most important elements is the reading and analyzing of scripts and other literature. After entering my theatre classroom for the first time, I soon realized that my students needed more than content-driven knowledge to flourish in my performative arts class. My students needed literacy tools to understand and grow their theatrical knowledge. This paper is a...
Show moreThe world of theatre encompasses so many different elements including acting, building, improvising, and moving. However, one of the most important elements is the reading and analyzing of scripts and other literature. After entering my theatre classroom for the first time, I soon realized that my students needed more than content-driven knowledge to flourish in my performative arts class. My students needed literacy tools to understand and grow their theatrical knowledge. This paper is a record of my journey to implement these literacy tools into my classroom. I found that after incorporating reading strategies into my theatre lessons, my students gained deeper understanding and confidence in their work as young actors.
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Date Issued: 2017-01-01
Identifier: fgcu_ir_000329
Format: Document (PDF)

Title: Choice readings in higher education: Encouraging recreational and professional reading to effect reading habits and attitudes of preservice teachers.
Creator: Martelli, Cynthia
Abstract / Description: Reading experts agree that, to teach reading effectively, teachers must be readers themselves. This study examines the habits and attitudes related to reading in preservice teachers in the author’s reading education courses. The author was alarmed that her preservice teachers, future reading teachers, did not show a love for reading or identify themselves as readers. To address the issues, the author incorporated choice readings of professional and recreation text into her reading education...
Show moreReading experts agree that, to teach reading effectively, teachers must be readers themselves. This study examines the habits and attitudes related to reading in preservice teachers in the author’s reading education courses. The author was alarmed that her preservice teachers, future reading teachers, did not show a love for reading or identify themselves as readers. To address the issues, the author incorporated choice readings of professional and recreation text into her reading education courses at both graduate and undergraduate levels. Through selfselected texts, preservice teachers responded to their text in reading response journals and participated in book club discussions with their peers. Data from surveys, reading response journals, reflection assignments, and face-to-face interviews stipulates choice in professional and recreational readings has potential to be an effective instructional technique for promoting positive reading habits and attitudes at both the graduate and undergraduate levels.
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Date Issued: 2016-01-01
Identifier: fgcu_ir_000331
Format: Document (PDF)

Title: Implementing a reader’s workshop in a first grade classroom.
Creator: Martelli, Cynthia, Fialko, Susan
Abstract / Description: Follow one teacher as she implements a Reader’s Workshop in her first-grade classroom. Through a Reader’s Workshop, students have choice in what they read and what they write, engaging and motivating them to continue to read and write in and out of the classroom. Students will learn the necessary skills they need to read, understand and analyze text in a variety of settings. A Reader’s Workshop will also provide the first-grade classroom a safe, risk-free environment to create a community of...
Show moreFollow one teacher as she implements a Reader’s Workshop in her first-grade classroom. Through a Reader’s Workshop, students have choice in what they read and what they write, engaging and motivating them to continue to read and write in and out of the classroom. Students will learn the necessary skills they need to read, understand and analyze text in a variety of settings. A Reader’s Workshop will also provide the first-grade classroom a safe, risk-free environment to create a community of readers and learners that supports the growth of all students.
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Date Issued: 2017-01-01
Identifier: fgcu_ir_000330
Format: Document (PDF)

Title: Connecting the Dots: Integrating Technology into Learner Reflective Practices.
Creator: Simpson, Mark, Bolduc-Simpson, Sheila
Abstract / Description: “Reflection is central to all learning” (Bruner, 1960, p. 13) and the skills required of the reflective teacher and the individual attempting to become an independent learner are similar. With today’s twenty-first century learners, it is important that educators advocate integrating twenty-first century skills into their reflection activities. In Ray and Coulter’s study (2008) on the use of blogs by teachers for reflective purposes, the authors conclude that “Teachers would benefit from...
Show more“Reflection is central to all learning” (Bruner, 1960, p. 13) and the skills required of the reflective teacher and the individual attempting to become an independent learner are similar. With today’s twenty-first century learners, it is important that educators advocate integrating twenty-first century skills into their reflection activities. In Ray and Coulter’s study (2008) on the use of blogs by teachers for reflective purposes, the authors conclude that “Teachers would benefit from combining the skills of technology and reflection,” and that “these kinds of public technologies provide a way for teachers not only to analyze their own practice, but also to share their reflections with others” (p. 20). Teachers and students can now avail themselves of various online and computer-based applications in order to reflect on their learning. This paper briefly examines research on reflection in education and the use of new online technologies as tools to assist learners in their reflection experiences. The results of a survey completed by students in the authors’ three university classes who used online technologies to reflect on their learning experiences indicate that there are positive benefits for integrating web-based tools into the reflection process.
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Date Issued: 2010-06-01
Identifier: fgcu_ir_000207
Format: Document (PDF)

Title: LESSONS IN LETTERS: A CASE STUDY OF INDIVIDUALIZED READING INSTRUCTION.
Creator: Crayton, Lisa
Abstract / Description: Reading instruction in the secondary school has generally been viewed as too little, too late. Students with reading difficulties are targeted in the elementary school where much time and resources are spent making sure children learn how to read. But what about those students who fall through the cracks, never learning to read in the elementary school? This case study examines the literacy experience of one such student: James, a 17-year-old, African-American non-reader labeled learning...
Show moreReading instruction in the secondary school has generally been viewed as too little, too late. Students with reading difficulties are targeted in the elementary school where much time and resources are spent making sure children learn how to read. But what about those students who fall through the cracks, never learning to read in the elementary school? This case study examines the literacy experience of one such student: James, a 17-year-old, African-American non-reader labeled learning disabled and emotionally disturbed. Working on an individualized reading program suited to his needs and experiences, James was able to make significant gains in reading attitude, perception, motivation, and interest. He began to view himself as a reader. As his story unfolds, literacy educators can gain insights into what struggling readers really need in order to succeed.
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Date Issued: 2017-10-01
Identifier: fgcu_ir_000144
Format: Document (PDF)

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: Equity in access to gifted education for bilingual students: An autoethnographic case study.
Creator: Giambo, Debra
Abstract / Description: Bilingual students often have inequitable access to gifted education programs in the United States. This situation can result from inaccurate and insufficient information among professionals who administer intelligence tests as well as those who make eligibility decisions and administer gifted education programs. The purpose of this paper is to provide information that may contribute to the reversal of this climate of exclusion. Information presented intertwines with an autoethnographic case...
Show moreBilingual students often have inequitable access to gifted education programs in the United States. This situation can result from inaccurate and insufficient information among professionals who administer intelligence tests as well as those who make eligibility decisions and administer gifted education programs. The purpose of this paper is to provide information that may contribute to the reversal of this climate of exclusion. Information presented intertwines with an autoethnographic case study of a seven year-old bilingual boy on the following: (a) the intersection of psychological testing and linguistic factors that can lead to inequitable access to gifted education for bilingual students, (b) literature that supports appropriate and equitable access to gifted education for bilingual students, (c) federal laws, state regulations, and school district policies and procedures governing access and equal opportunity to gifted education for bilingual students, and (d) the need for reform.
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Date Issued: 2013-10-01
Identifier: fgcu_ir_000161
Format: Citation

Title: The Effects of a Phonological Awareness Intervention on the Oral English Proficiency of Spanish-Speaking Kindergarten Children.
Creator: Giambo, Debra, McKinney, James D.
Abstract / Description: The primary aim of this study was to determine whether a phonological awareness intervention promoted oral English proficiency more than a story-reading condition for Spanish-speaking kindergarten children, most of whom were limited English proficient. A second aim was to determine the extent to which change in English proficiency over the course of the intervention could be attributed to change in phonological awareness. Pre- and posttest measures included tests of oral English proficiency,...
Show moreThe primary aim of this study was to determine whether a phonological awareness intervention promoted oral English proficiency more than a story-reading condition for Spanish-speaking kindergarten children, most of whom were limited English proficient. A second aim was to determine the extent to which change in English proficiency over the course of the intervention could be attributed to change in phonological awareness. Pre- and posttest measures included tests of oral English proficiency, receptive English vocabulary, and phonological awareness. Although both groups showed significant change in oral English proficiency over pretest scores, an analysis of covariance, covarying pretest scores, indicated the phonological awareness group showed greater change than did the story-reading group. Multiple regression analyses were conducted with measures of sound discrimination, short term memory, and change in vocabulary and phonological awareness in the predictive model. Results indicated that changes in phonological awareness variables were the only significant predictors of change in oral English proficiency. These results suggest that phonological awareness instruction promotes oral English proficiency for Spanish-speaking kindergarten children. Thus, a balanced reading program for limited English proficient, Spanish-speaking kindergarten children, including story reading, should also include phonological awareness instruction for the added benefit of greater change in oral English proficiency.
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Date Issued: 2004-03-01
Identifier: fgcu_ir_000159, 10.2307/3588260
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: High stakes testing, high school graduation, and limited English proficient students: A case study.
Creator: Giambo, Debra
Abstract / Description: The educational accountability systems of both the No Child Left Behind (NCLB) Act of 2001 and the state of Florida (as of 1999) were modeled after Texas' system, despite its flaws. NCLB reaches for all students to achieve academic proficiency and designates students with limited English proficiency (LEP) as an important subgroup. As we work with NCLB, the situation in Florida can be illustrative for other states. This case study examines circumstances for LEP students in Florida's system to...
Show moreThe educational accountability systems of both the No Child Left Behind (NCLB) Act of 2001 and the state of Florida (as of 1999) were modeled after Texas' system, despite its flaws. NCLB reaches for all students to achieve academic proficiency and designates students with limited English proficiency (LEP) as an important subgroup. As we work with NCLB, the situation in Florida can be illustrative for other states. This case study examines circumstances for LEP students in Florida's system to inform educators and policymakers nationwide. More specifically, the purpose of this case study was to examine (a) Florida's high-stakes testing requirements for LEP students; (b) trends in reported LEP students' grade 10 test scores; (c) options for LEP students who do not pass the high-stakes test; and (d) Florida's drop-out rate, especially for LEP students. Investigations revealed that the Florida Department of Education: (a) Follows the U.S. Department of Education's (USDOE) directive in reporting the scores of LEP students for Adequate Yearly Progress (AYP) for NCLB, which can inflate aggregated test scores of LEP students, thereby also inflating aggregated scores of standard curriculum students; (b) Maintains state policies that encourage LEP students to drop out of high school; and (c) Allows policies that can results in a deflation of the reported drop-out rate. The importance of results for other states and educational agencies is discussed.
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Date Issued: 2010-03-01
Identifier: fgcu_ir_000154
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: 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: 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

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