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Extending and Evaluating a Theoretically Based, Online Intervention to Improve Latino Middle-Schoolers’ Writing
Fri, April 13, 12:00 to 1:30pm, Pan Pacific, Floor: Lobby Level, Oceanview 1&2Session Submission Type: Structured Poster Session
Abstract
This session reports progress on the synergistically-linked activities of an IES-funded project entitled “STEPS to Literacy,” designed to improve the English writing of Latino ELLs by developing and testing a web-based space that integrates knowledge about teaching writing and emergent bilingual adolescents. Presenters cover aspects of a complex intervention that combines technology design and testing, curricular and instructional development, and empirical classroom research. Posters include details about: the project goal and conceptual framework; programming and interface design challenges; curriculum and instructional preparation; multilayered research and analysis procedures; data from students' responses and engagement and data from students' application of embedded design principles. Audience members may visit the poster stations, question presenters directly, and interact with relevant media on laptops provided.
Sub Unit
Chair
Papers
A Design-Based Approach to Enhance the Academic Writing of Emergent Bilinguals - Jo Anne Kleifgen, Teachers College, Columbia University; Charles K. Kinzer, Teachers College, Columbia University
Implementing Online Technologies to Create a Theoretically Sound Writing Space for Emergent Bilinguals - Daniel L. Hoffman, Teachers College, Columbia University; Ibrahim (Musti) Ekin, NYSPhere International, Inc.
Merging a Theoretically Sound Online Writing Space With Classroom Instruction and Curriculum for Emergent Bilinguals - Briana Ronan, Teachers College, Columbia University; Kristin Gorski, Teachers College, Columbia University
Establishing Research/Analysis Procedures to Address Student Application and Learning Within a Multimodal Writing Space - Karen Velasquez, Teachers College, Columbia University; Briana Ronan, Teachers College, Columbia University
Emergent Bilinguals’ Response to and Assessment of an Online Writing Space and Its Instructional Content - Kristin Gorski, Teachers College, Columbia University; Daniel L. Hoffman, Teachers College, Columbia University; Allison Martin, BBC America; Ibrahim (Musti) Ekin, NYSPhere International, Inc.
Emergent Bilinguals’ Understanding, Use, and Application of Embedded Design Principles in an Online Writing Space - Briana Ronan, Teachers College, Columbia University; Karen Velasquez, Teachers College, Columbia University; Jo Anne Kleifgen, Teachers College, Columbia University