| Affiliations: |
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| Project Leader: | Stephanie Moody smmoody@tamu.edu Teaching, Learning & Culture |
| Faculty Mentor: |
Dr. Zohreh Eslami, Ph.D.
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Meeting Times:
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TBD |
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Team Size:
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5 (Team Full)
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| Open Spots: | 0 |
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Special Opportunities:
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Analysis of this data will be presented at TAMU Student Research Week 2020, where undergraduates will have the opportunity to win awards for their participation in research, as well as add a research-related event to their resumes. Interested education majors will learn more about the pedagogy of teaching ELL writing, which can benefit their future careers.
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Team Needs:
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3 undergraduates interested in learning about qualitative data analysis and/or teacher practice. Education majors are encouraged, but ALL are welcome to apply. Must be available for weekly or bi-weekly meetings.
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Description:
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In 2015, there were 4.8 million English language learners (ELLs) enrolled in public schools (NCES, 2015). Because of this, teacher education programs focus on training teachers on the best strategies for working with ELLs, but rarely do they include a focus on writing instruction (Batchelor et al., 2014). Likewise, assessments like the STAAR test mean that teachers are more focused on reading and math instruction than writing (Grisham & Wolsey, 2011). This is problematic, as many new teachers graduate from the university with the belief that ELL writing instruction is unimportant, or too difficult (Morgan & Pytash, 2014). In this study, we will investigate the beliefs of six undergraduate preservice teachers (PSTs) who participated in an after-school program focused on ELL writing. Participation will involve transcription and analysis of qualitative data such as videotaped classroom observations, journal entries, interviews, and reflections.
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