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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: 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: 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: 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: 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: 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: 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: Many ways to celebrate 100 days of school.
Creator: Crayton, Lisa
Abstract/Description: More and more schools are setting up ways for students to observe the 100th day of school. The celebration marks a “more than half way” point in the school year. In many areas it provides an event to look forward to at a time when the weather can be cold and dreary. A quick Google search of “100 days of school activities” yielded a host of websites, tips, and ideas from educators. A quick search on Amazon.com found more than 400 related titles—some featuring popular children’s book characters...
Show moreMore and more schools are setting up ways for students to observe the 100th day of school. The celebration marks a “more than half way” point in the school year. In many areas it provides an event to look forward to at a time when the weather can be cold and dreary. A quick Google search of “100 days of school activities” yielded a host of websites, tips, and ideas from educators. A quick search on Amazon.com found more than 400 related titles—some featuring popular children’s book characters such as Miss Bindergarten, Biscuit, and Fancy Nancy and others featuring professional tips for teachers. Reading Today invited readers to submit information about ways they celebrate the 100th day of school. Here are some of their responses.
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Date Issued: 2009-12-01
Identifier: fgcu_ir_000147
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: 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: 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: The Use of Portfolios for Students with Autism.
Creator: Carothers, Douglas E., Taylor, Ronald L.
Abstract/Description: Portfolios are increasingly being used in educational settings and provide benefits to all stakeholders in the educational process. They are especially useful for students with autism spectrum disorders because they allow for the collection and communication of authentic data across a variety of skill areas and settings. This article explains the benefits of portfolio usage for students with autism spectrum disorders and details what to include and how to organize the portfolio so that...
Show morePortfolios are increasingly being used in educational settings and provide benefits to all stakeholders in the educational process. They are especially useful for students with autism spectrum disorders because they allow for the collection and communication of authentic data across a variety of skill areas and settings. This article explains the benefits of portfolio usage for students with autism spectrum disorders and details what to include and how to organize the portfolio so that students, parents, and professionals reap the maximum benefit.
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Date Issued: 2003-05-01
Identifier: fgcu_ir_000140, 10.1177/108835760301800206
Format: Citation

Title: A study of Ogbu and Simons’ thesis regarding black children’s immigrant and non-immigrant status and school achievement.
Creator: Gilbert, Shelby
Abstract/Description: Ogbu and Simons’ thesis, based on the Cultural-Ecological Theory of School Performance that Black immigrant students academically outperform their non-immigrant counterparts and that achievement differences are attributed to stronger educational commitment in Black immigrant families, was examined. Two hypotheses, based on data from the Progress in International Reading Literacy Study of 2006 (N=782), are that Black immigrant students differ from non-immigrants in school performance and that...
Show moreOgbu and Simons’ thesis, based on the Cultural-Ecological Theory of School Performance that Black immigrant students academically outperform their non-immigrant counterparts and that achievement differences are attributed to stronger educational commitment in Black immigrant families, was examined. Two hypotheses, based on data from the Progress in International Reading Literacy Study of 2006 (N=782), are that Black immigrant students differ from non-immigrants in school performance and that the effect of immigrant status as predictors persists, after including selected behavioral and cultural factors. Using analysis of variance, correlation, and multiple-regression techniques, the findings refute the Ogbu-Simons thesis in that immigrant and non-immigrant students did not differ in school achievement and that other predictors may be more important.
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Date Issued: 2009-03-01
Identifier: fgcu_ir_000162
Format: Citation

Title: How Teachers and Parents Can Work Together to Teach Daily Living Skills to Childrenwith Autism.
Creator: Carothers, Douglas E., Taylor, Ronald L.
Abstract/Description: Many individuals with autism have deficits in their ability to function independently and need extensive instruction to master daily living skills. Further, federal law requires that schools and families work together when planning transitions. This article explains three techniques (videotaped modeling, photographic or pictorial schedules, and peer/ sibling tutoring) that can be used both at home and in school to teach functional daily living skills to students with autism. Examples of...
Show moreMany individuals with autism have deficits in their ability to function independently and need extensive instruction to master daily living skills. Further, federal law requires that schools and families work together when planning transitions. This article explains three techniques (videotaped modeling, photographic or pictorial schedules, and peer/ sibling tutoring) that can be used both at home and in school to teach functional daily living skills to students with autism. Examples of appropriate skills to teach with each technique are given.
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Date Issued: 2004-05-01
Identifier: fgcu_ir_000139, 10.1177/10883576040190020501
Format: Citation

Title: BILINGUALISM AND CULTURAL ASSIMILAT ION AS FACTOR S IN HOME LITERACY: A CASE STUDY.
Creator: Crayton, Lisa
Abstract/Description: This study applies a sociocultural perspective to examine the home to school transitions in literacy achievement of three low-income children from Guatemala. Through participant observation and informal conversations with the family during home visits, two factors appeared to influence the literacy development of the family’s young children: bilingualism and cultural assimilation. Investigating the home literacy environment of an immigrant family provides an insider’s perspective of the life...
Show moreThis study applies a sociocultural perspective to examine the home to school transitions in literacy achievement of three low-income children from Guatemala. Through participant observation and informal conversations with the family during home visits, two factors appeared to influence the literacy development of the family’s young children: bilingualism and cultural assimilation. Investigating the home literacy environment of an immigrant family provides an insider’s perspective of the life experiences of children from non-mainstream homes. Understanding their home reading and writing experiences, and their transition to school literacy, is valuable for reading teachers facing increasingly diverse students from multicultural backgrounds.
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Date Issued: 2011-04-01
Identifier: fgcu_ir_000145
Format: Citation

Title: Social Cognitive Processing in Elementary School Childrenwith Asperger Syndrome.
Creator: Carothers, Douglas E., Taylor, Ronald L.
Abstract/Description: Twenty students with Asperger syndrome were compared to 20 typically developing peers to determine their relative effectiveness in interpreting social intentions of others and to examine whether with a given interpretation of social intention there were differences in the social interaction strategies chosen by these two groups of students. An independent samples t-test indicates that the typically developing group performed significantly better on encoding conflicts and benign intention cues...
Show moreTwenty students with Asperger syndrome were compared to 20 typically developing peers to determine their relative effectiveness in interpreting social intentions of others and to examine whether with a given interpretation of social intention there were differences in the social interaction strategies chosen by these two groups of students. An independent samples t-test indicates that the typically developing group performed significantly better on encoding conflicts and benign intention cues. Mixed ANOVAs reveal significant differences between groups for rating of a peer as "not mean" based on cue type, and that the group with Asperger syndrome was more likely to cite use of aggressive strategies. Recommendations focus on methods of teaching social perception and strategy generation for students with Asperger syndrome.
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Date Issued: 2004-06-01
Identifier: fgcu_ir_000138
Format: Citation

Title: Using Portfolio Assessment to Develop Transition Programs for Students with Mental Retardation.
Creator: Carothers, Douglas E., Taylor, Ronald L.
Abstract/Description: The changing perspectives of mental retardation require the use of assessment techniques that reveal strengths and weaknesses in the individual's present level of functioning and highlight the areas and intensity of needed supports. Portfolios provide such a method of assessment because they are sensitive to small improvements in functioning, allow data to be collected across a variety of skill areas, and communicate development and support activities to caregivers. Additionally, portfolios...
Show moreThe changing perspectives of mental retardation require the use of assessment techniques that reveal strengths and weaknesses in the individual's present level of functioning and highlight the areas and intensity of needed supports. Portfolios provide such a method of assessment because they are sensitive to small improvements in functioning, allow data to be collected across a variety of skill areas, and communicate development and support activities to caregivers. Additionally, portfolios allow individuals with mental retardation to participate in the assessment process, specifically the selection and evaluation of goals and artifacts. By fulfilling all these functions, portfolios serve as an excellent tool for determining the transition needs of students with mental retardation.
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Date Issued: 2005-07-01
Identifier: fgcu_ir_000137, 10.1177/073724770503000405
Format: Citation

Common Core Standards (2)	+ -
Higher education. (2)	+ -
21st-century skills (1)	+ -
Academic achievement. (1)	+ -
Affirmative action. (1)	+ -

Asperger's syndrome. (1)	+ -
Attitudes. (1)	+ -
Autism. (1)	+ -
Autistic children. (1)	+ -
Behavior. (1)	+ -
Beliefs (1)	+ -
Bilingualism. (1)	+ -
Black students (1)	+ -
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Children's conduct of life (1)	+ -
Collaboration. (1)	+ -
Cultural differences (1)	+ -
Culturally and Linguistically Diverse (1)	+ -
Curriculum. (1)	+ -
Disabilities. (1)	+ -
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Florida Comprehensive Assessment Test (1)	+ -
Gifted education (1)	+ -
Heritage Stories (1)	+ -
Immigrant students (1)	+ -
Intelligence testing (1)	+ -
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Schools. (1)	+ -
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English (43)	+ -
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