Maria R Coady
Biographic Data
| ID | 2454200 |
|---|---|
| NAME | Maria R Coady |
| GIVEN NAMES | Maria R |
| FAMILY NAME | Coady |
| SIGNATURE | COADY M R |
| AFFILIATIONS | University of Florida |
| ORCID | 0000-0002-1088-7392 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 89 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
Teaching higher-order thinking skills to multilingual students in elementary classrooms
Educational systems worldwide underscore the importance of developing higher-order thinking skills (HOTS) to prepare students for the new challenges of the XXI century. Some pressing issues faced by educators include the ambiguity of the construct; the implementation of HOTS in classroom practices; and the implications for teaching students from linguistically and culturally diverse backgrounds. Framed in Culturally and Linguistically Responsive …
Trekking Across Some Rough Terrain
Although the number of multilingual (ML) students continues to rise nationally, little scholarly attention has been paid to the education of rural ML students and families. There is critical need to better understand who rural ML students are and how to align their linguistic knowledge and strengths with appropriate instructional practices. This article examines the current state of research on rural teacher education for ML students. It addresse…
Is language a ‘right’ in U.S. education
Humanizing power of counter-stories
Rural English Learner Education
The number of rural English learner (EL) students and families has increased over the past decade, due in part to U.S. immigration and economic policies. Educators in rural schools face challenges associated with EL education, including obtaining resources for language teaching and learning, identifying and retaining specialized teachers, and accessing professional development to support teachers and educational leaders in EL student learning. Ot…
Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching
Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co‐plan and co‐evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in‐class instructional practices and evaluate teachers. These…
Metaliteracy and writing among 4th grade multilingual students in South Africa
Literacy in the twenty-first century global environment is increasingly essential to participation in society. Literacy skills include not only the ability to read, write, and interact with text, but also the capacity to use semiotic (sign) systems, numeracy, multiple modalities, and to link oracy to text using computerised devices. Despite this array of literacies, writing remains one of the least understood – yet increasingly important – skills…
Scholarly contributions to twenty-first century multilingualism
Any national leader, educator, or policy-maker with an interest in the intersectionality of language, politics, and economics and who seeks a refreshing epistemic shift in view of multilingualism w
Aiming for Equity
Mainstream teachers throughout the world are increasingly expected to differentiate instruction for primary‐grade students with diverse learning needs, including second or English language learners ( ELL s). Does teacher preparation translate into instructional practices for English language development? What do graduates of those programs do differently, if anything, for ELL s in their classrooms? This mixed‐methods study examined the beliefs an…
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
The placement of English language learners (ELLs) in mainstream classrooms raises important questions about the preparation of mainstream teachers to work with ELLs. Grounded by the conviction that well-prepared teachers can make a difference in student learning, and informed by current views on teacher learning and by teacher preparation research, this article conceptualizes ELL teacher expertise as enhanced expertise. It describes this expertis…
From Preservice to Practice
The relationship between English Language Learners' (ELL) academic achievement and teacher education programs that prepare preservice teachers for working with those students has largely been ignored in the literature to date. This article reports findings from a study of how graduates from one elementary teacher education program, in which the state-required English for Speakers of Other Languages (ESOL) teacher credential has been “infused” eva…
The United States is America?’
READ 180 is a reading program primarily designed for both struggling readers and English language learners (ELLs) in the United States. In this paper, we report findings from a qualitative study that investigated how four adolescent ELLs responded to using READ 180, particularly in relation to their cultural needs. Findings from the study showed that READ 180 provided some culturally responsive interaction and activities, principally in terms of …
Personalmente
This paper presents findings from a qualitative study that investigated home–school communication practices from two school districts in north Florida. Specifically, this study focuses on communication between education professionals and Spanish-speaking parents who were immigrant and migrant farmworkers. In this paper we use the term (im)migrant when referring to families that are both migrant and immigrant to represent the unique characteristic…
Where Do I Go From Here
Mismatches in Language Policy and Practice in Education
Attitudes Toward Bilingualism in Ireland
The Irish Republic has developed and implemented language maintenance and language revival policies since gaining independence from British rule in 1922. At that time, the new Irish government envisioned a bilingual state in which both Irish and English would be used (Ó Riagáin, 1997), and language policies were created to support that goal. Such policies were implemented using schools as the primary vehicle to maintain and revive the Irish langu…
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
The placement of English language learners (ELLs) in mainstream classrooms raises important questions about the preparation of mainstream teachers to work with ELLs. Grounded by the conviction that well-prepared teachers can make a difference in student learning, and informed by current views on teacher learning and by teacher preparation research, this article conceptualizes ELL teacher expertise as enhanced expertise. It describes this expertis…
Aiming for Equity
Mainstream teachers throughout the world are increasingly expected to differentiate instruction for primary‐grade students with diverse learning needs, including second or English language learners ( ELL s). Does teacher preparation translate into instructional practices for English language development? What do graduates of those programs do differently, if anything, for ELL s in their classrooms? This mixed‐methods study examined the beliefs an…
From Preservice to Practice
The relationship between English Language Learners' (ELL) academic achievement and teacher education programs that prepare preservice teachers for working with those students has largely been ignored in the literature to date. This article reports findings from a study of how graduates from one elementary teacher education program, in which the state-required English for Speakers of Other Languages (ESOL) teacher credential has been “infused” eva…
Humanizing power of counter-stories
Personalmente
This paper presents findings from a qualitative study that investigated home–school communication practices from two school districts in north Florida. Specifically, this study focuses on communication between education professionals and Spanish-speaking parents who were immigrant and migrant farmworkers. In this paper we use the term (im)migrant when referring to families that are both migrant and immigrant to represent the unique characteristic…
Mismatches in Language Policy and Practice in Education
Is language a ‘right’ in U.S. education
Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching
Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co‐plan and co‐evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in‐class instructional practices and evaluate teachers. These…
Metaliteracy and writing among 4th grade multilingual students in South Africa
Literacy in the twenty-first century global environment is increasingly essential to participation in society. Literacy skills include not only the ability to read, write, and interact with text, but also the capacity to use semiotic (sign) systems, numeracy, multiple modalities, and to link oracy to text using computerised devices. Despite this array of literacies, writing remains one of the least understood – yet increasingly important – skills…
Scholarly contributions to twenty-first century multilingualism
Any national leader, educator, or policy-maker with an interest in the intersectionality of language, politics, and economics and who seeks a refreshing epistemic shift in view of multilingualism w
Attitudes Toward Bilingualism in Ireland
The Irish Republic has developed and implemented language maintenance and language revival policies since gaining independence from British rule in 1922. At that time, the new Irish government envisioned a bilingual state in which both Irish and English would be used (Ó Riagáin, 1997), and language policies were created to support that goal. Such policies were implemented using schools as the primary vehicle to maintain and revive the Irish langu…
Attitudes Toward Bilingualism in Ireland
The Irish Republic has developed and implemented language maintenance and language revival policies since gaining independence from British rule in 1922. At that time, the new Irish government envisioned a bilingual state in which both Irish and English would be used (Ó Riagáin, 1997), and language policies were created to support that goal. Such policies were implemented using schools as the primary vehicle to maintain and revive the Irish langu…
Mismatches in Language Policy and Practice in Education
Where Do I Go From Here
Personalmente
This paper presents findings from a qualitative study that investigated home–school communication practices from two school districts in north Florida. Specifically, this study focuses on communication between education professionals and Spanish-speaking parents who were immigrant and migrant farmworkers. In this paper we use the term (im)migrant when referring to families that are both migrant and immigrant to represent the unique characteristic…
The United States is America?’
READ 180 is a reading program primarily designed for both struggling readers and English language learners (ELLs) in the United States. In this paper, we report findings from a qualitative study that investigated how four adolescent ELLs responded to using READ 180, particularly in relation to their cultural needs. Findings from the study showed that READ 180 provided some culturally responsive interaction and activities, principally in terms of …
From Preservice to Practice
The relationship between English Language Learners' (ELL) academic achievement and teacher education programs that prepare preservice teachers for working with those students has largely been ignored in the literature to date. This article reports findings from a study of how graduates from one elementary teacher education program, in which the state-required English for Speakers of Other Languages (ESOL) teacher credential has been “infused” eva…
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
The placement of English language learners (ELLs) in mainstream classrooms raises important questions about the preparation of mainstream teachers to work with ELLs. Grounded by the conviction that well-prepared teachers can make a difference in student learning, and informed by current views on teacher learning and by teacher preparation research, this article conceptualizes ELL teacher expertise as enhanced expertise. It describes this expertis…
Aiming for Equity
Mainstream teachers throughout the world are increasingly expected to differentiate instruction for primary‐grade students with diverse learning needs, including second or English language learners ( ELL s). Does teacher preparation translate into instructional practices for English language development? What do graduates of those programs do differently, if anything, for ELL s in their classrooms? This mixed‐methods study examined the beliefs an…
Scholarly contributions to twenty-first century multilingualism
Any national leader, educator, or policy-maker with an interest in the intersectionality of language, politics, and economics and who seeks a refreshing epistemic shift in view of multilingualism w
Metaliteracy and writing among 4th grade multilingual students in South Africa
Literacy in the twenty-first century global environment is increasingly essential to participation in society. Literacy skills include not only the ability to read, write, and interact with text, but also the capacity to use semiotic (sign) systems, numeracy, multiple modalities, and to link oracy to text using computerised devices. Despite this array of literacies, writing remains one of the least understood – yet increasingly important – skills…
Rural English Learner Education
The number of rural English learner (EL) students and families has increased over the past decade, due in part to U.S. immigration and economic policies. Educators in rural schools face challenges associated with EL education, including obtaining resources for language teaching and learning, identifying and retaining specialized teachers, and accessing professional development to support teachers and educational leaders in EL student learning. Ot…
Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching
Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co‐plan and co‐evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in‐class instructional practices and evaluate teachers. These…
Is language a ‘right’ in U.S. education
Humanizing power of counter-stories
Teaching higher-order thinking skills to multilingual students in elementary classrooms
Educational systems worldwide underscore the importance of developing higher-order thinking skills (HOTS) to prepare students for the new challenges of the XXI century. Some pressing issues faced by educators include the ambiguity of the construct; the implementation of HOTS in classroom practices; and the implications for teaching students from linguistically and culturally diverse backgrounds. Framed in Culturally and Linguistically Responsive …
Trekking Across Some Rough Terrain
Although the number of multilingual (ML) students continues to rise nationally, little scholarly attention has been paid to the education of rural ML students and families. There is critical need to better understand who rural ML students are and how to align their linguistic knowledge and strengths with appropriate instructional practices. This article examines the current state of research on rural teacher education for ML students. It addresse…
Pedagogy (15 works) · Psychology (13 works) · Sociology (11 works) · Multilingual Education and Policy (10 works) · Political science (9 works) · Mathematics education (8 works) · Computer Science (7 works) · Linguistics (7 works) · EFL/ESL Teaching and Learning (6 works) · Mainstream (6 works)