The Teacher Track Project: Increasing Teacher Diversity

Yopp, Hallie Kay; Yopp, Ruth Helen; Taylor, Helen Parcell

doi:10.1080/01626620.1991.10462771

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…For example, Alemu (1994) indicated that adequate vocabulary knowledge is indispensable to achieving communicative objectives in foreign language learning. Yopp et al (2009) further confirmed that knowledge of vocabulary is a good indicator of academic achievement for several years. This may imply that vocabulary is a feature that demands further attention from course designers and curriculum architects, as it provides the foundation for all other skills.…”

Section: Academic Vocabularysupporting

confidence: 53%

English for Academic Purposes Learners' Needs Analysis: Language Difficulties Encountered by University Students in Ethiopia

Chemir,

Kitila

2022

Celtic

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The study sought to uncover the English language barriers that tertiary students faced while studying their academic courses in Ethiopia. The survey involved 421 participants (72 in the pilot research and 349 in the main research). To collect the relevant data, the researchers used a mixed-method technique. The study used probabilistic and purposive sampling techniques to choose samples from the target populations. The findings indicated that students had difficulties (e.g., in academic reading, writing, listening, and speaking) in studying their academic courses in English. The participants also indicated that current English language courses failed to encourage first-year students to improve their academic language competency to continue their studies. This happened due to a lack of thorough examination of learners' needs before creating any language curriculum. As a result, needs analysis should be viewed as the first phase to examine learners’ academic language difficulties and design EAP syllabus that caters academic language requirements of the students both in the target and learning situations.

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Section: Academic Vocabularysupporting

confidence: 53%

English for Academic Purposes Learners' Needs Analysis: Language Difficulties Encountered by University Students in Ethiopia

Chemir,

Kitila

2022

Celtic

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“…Gelişmiş dil becerilerine sahip olmanın genel anlamda öğrenme ve okul başarısının olmazsa olmaz bir unsuru olduğu (Baker, Simmons ve Kame'enui, 1997;Baumann, Kame'enui ve Ash, 2003;Marzano ve Pickering, 2005;Sprenger, 2013) gerçeğinden yola çıkılarak kişisel söz varlığının temel dil becerileri üzerindeki etkisi ve onlarla doğrudan ilişkisi (Kamil, 2004;Li, 2019;Meara, 1995;Miralpeix ve Muñoz, 2018;Murnane, Sawhill ve Snow, 2012;Nagy, 2007;Snow, 2002;Williams, 2008;Yopp, Yopp ve Bishop, 2009) dikkate alındığında, kelime hazinesi genişliğinin, ana dili eğitimi ile ilgili gerçekleştirilen bütün çalışmaların en temel amacı olan dilin tüm becerilerde daha etkili ve doğru kullanımını sağlama hedefine ulaşabilmenin ön koşulu olduğu söylenebilir. Geniş bir kelime hazinesine sahip olmak, öncelikli olarak okuduğunu anlama becerisinin gelişmesine, sonrasında ise genel eğitim hayatında uzun vadeli akademik başarıya sahip olmaya yardımcı olur (Graves, Schneider ve Ringstaff, 2018;Minskoff, 2005;Walters, 2004;Zhang ve Zhang, 2020).…”

Section: Anahtar Kelimelerunclassified

Ana Dili Eğitiminde Kullanılan Kelime Öğretim Stratejilerinin Belirlenmesi

Memiş

2024

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Ana dilinin edinimi sürecinde insanların öncelikle aile ve yakın çevreleriyle daha sonra da içinde yaşadıkları toplumla iletişim kurabilmek için gereksinim duyduğu sözcükler, bulundukları aile ve sosyal çevre koşullarıyla bağlantılı ve orantılı bir biçimde edinim yoluyla kelime hazinesine katılmaktadır. Edinim yoluyla kazanılmış kişisel söz varlığı, temel iletişimi sağlamak, kişisel ihtiyaçları karşılamak, akranlarla etkileşime girmek ve ilgili duyulan konularda merakı gidermek için yeterli olabilir. Ancak bireyler zihinsel, ruhsal ve fiziksel olarak yeterli olgunluğa ulaştıklarında, edinim yoluyla kazanılmış kişisel söz varlığı, farklı konularda bilgi edinme, düşüncelerini ifade etme ve dünya bilgisini genişletme konularında yetersiz kalabilir. Sözü edilen sınırlı kelime hazinesi, dili kullanarak iş

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“…Career ladder programs for paraprofessionals. Paraprofessionals employed in local school districts are another untapped source of racial/ ethnic minority candidates for teacher education (Clewell & Villegas, 2001;Dandy, 1998;Genzuk & Baca, 1998;Hidalgo & Huling-Austin, 1993;Littleton, 1998;Villegas & Clewell, 1998a;Yopp, Yopp, & Taylor, 1992). In urban schools in particular, many paraprofessionals are people of color who live in the same neighborhoods as their students and who are knowledgeable about the life circumstances of those children (Haselkorn & Fideler, 1996).…”

Section: I L L E G a S A N D L U C A Smentioning

confidence: 99%

Diversifying the Teacher Workforce: A Retrospective and Prospective Analysis

Villegas

Lucas

2004

Teachers College Record: The Voice of Scholarship in Education

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The topic of accountability has generated considerable attention in public discussions of education during the past ten years. Since the passage of the No Child Left Behind Act of 2001, however, the focus on accountability has become even more intense. No Child Left Behind requires that all students, not just some, make adequate progress toward meeting challenging academic standards, as determined by scores on standardized tests. This expectation, a significant departure from past practice, has profound implications for those concerned with teacher workforce issues.As part of its mandate, No Child Left Behind calls for a "highly qualified" teacher in every classroom in the nation. Meeting this requirement is particularly challenging in the context of the shifting demographics of the student population. During the past 30 years, schools in the United States have become increasingly diverse. In 1972, students from racial/ethnic minority groups accounted for only 22% of total K-12 enrollments. By 2001, such students represented nearly 40% of all those served in elementary and secondary schools. A peek at the future shows that students from all minority groups combined will constitute the majority of the K-12 student population by 2035 (NCES, 2002e; U.S. Department of Commerce, 1996). Historically, schools have not succeeded in educating students of color 1 on a par with their White peers, as evidenced by numerous outcome measures, including scores on achievement tests (Lee, 2002) and high school completion rates (NCES, 2002a). Although this achievement gap is not new, the growing presence of racial and ethnic minorities in

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The Teacher Track Project: Increasing Teacher Diversity

Cited by 5 publications

References 3 publications

English for Academic Purposes Learners' Needs Analysis: Language Difficulties Encountered by University Students in Ethiopia

English for Academic Purposes Learners' Needs Analysis: Language Difficulties Encountered by University Students in Ethiopia

Ana Dili Eğitiminde Kullanılan Kelime Öğretim Stratejilerinin Belirlenmesi

Diversifying the Teacher Workforce: A Retrospective and Prospective Analysis

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