Ryan T Miller
Biographic Data
| ID | 6007368 |
|---|---|
| NAME | Ryan T Miller |
| GIVEN NAMES | Ryan T |
| FAMILY NAME | Miller |
| SIGNATURE | MILLER R T |
| AFFILIATIONS | Kent State University |
| ORCID | 0000-0001-8556-1859 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The effect of contextual diversity on L1 and L2 word learning: A systematic review and meta-analysis
In prior studies, contextual diversity (CD) has been shown to significantly impact word learning, yet gaps remain in understanding its theoretical underpinnings and moderating factors. This research aimed to synthesize trends in CD studies, evaluate the heterogeneity in its definitions and operationalizations, explore its correlation with word learning, and examine potential moderators influencing this relationship. After a literature search and …
Japanese Physical Education Teachers’ Positioning in Teaching Physical Education Classes Including Japanese Language Learners in Middle Schools
The purpose of this study was to describe and explain Japanese physical education (PE) teachers’ positioning in teaching and assisting Japanese Language Learners (JLLs) in middle school PE classes. We used a descriptive-qualitative design and conducted semi-structured interviews with six Japanese middle school PE teachers to understand their challenges in teaching JLLs, specifically regarding communication, maintaining a safe learning environment…
Japanese health and physical education teachers’ positioning in teaching Japanese language learners in high school physical education
Background In recent years, the number of Japanese Language Learner (JLL) students, or children who speak a language other than Japanese and require Japanese language instruction, has been rapidly increasing in Japanese schools. Successful inclusion of students who use Japanese as a second language in the classroom creates opportunities for all students to engage with multiple languages and learn new cultures, backgrounds, history, and aspects of…
Between languages and worlds: Identity shift and language socialization among international students in U.S. higher education
This study investigates the identity development of five international students during their degree studies at a U.S. university. Drawing on identity and second language socialization theories, the study used a qualitative and interpretivist approach through in-depth, semi-structured interviews and background questionnaires. Participants, who were notably diverse in terms of national origin, educational level, and linguistic background, reflected…
Japanese elementary teachers’ learning about culturally responsive communication with immigrant parents regarding physical education through online professional development
Background: Involvement of parents in their children’s academic learning is important, yet some Japanese elementary school teachers face challenges in involving linguistically, culturally, religiously, and ethnically diverse immigrant parents. Strong parental involvement is essential for the success of the child and the school and should be an ongoing, comprehensive, and purposeful process that ensures parents’ connection to the school culture, p…
Adaptation and validation of the Washington group/unicef child functioning module in a nationally representative sample of Canadian children and youth
This study extends existing research by demonstrating the utility of the WG/UNICEF CFM in assessing cognitive, behavioral, interpersonal, and emotional functional difficulties at the population level in a high-income country. The measure's strong psychometric properties, ease of use, and cost-free administration support its applicability in general population health surveys of children and youth. Findings highlight the value of a dimensional appr…
The development of ESL students’ synthesis writing through reading instruction
Japanese Professors’ Experiences in Teaching Sport for Development in Online English-Medium Courses
This qualitative study examined professors’ experiences in teaching online courses in an English-medium graduate program at a Japanese university. Based on Andragogy Theory, data included in-depth, semi-structured interviews with six professors who were faculty in a graduate program in Sport for Development. Synchronous online and follow-up e-mail interviews were conducted. A constant comparative method was used to interpret the data and identify…
Japanese elementary teachers’ experiences during online professional development regarding involvement of immigrant parents in physical education
The purpose of this study was to analyse Japanese elementary school teachers’ learning experiences during professional development (PD) regarding immigrant parental involvement in physical education (PE) at public schools in Japan. Based on andragogy theory, this study used an explanatory case study research design. Nine Japanese elementary teachers participated in the study. Data were collected from digital portfolios about immigrant parental in…
Profiling Adult L2 Readers in English Bridge Programs: A Not-So-Simple View of L1 Effect
Public elementary school teachers’ positioning in teaching physical education to Japanese language learners
The purpose of this study was to describe and explain Japanese generalist elementary teachers’ experiences teaching physical education (PE) to Japanese language learner (JLL) children in public schools in Japan. Participants were seven public elementary school teachers (two females and five males) who had experience teaching JLL children. Data sources included a demographic questionnaire, online semi-structured interviews, and follow-up email int…
Secondary Physical Educators’ Positioning of Teaching English Language Learners at Urban Schools
The purpose of this study was to explain secondary physical education (PE) teachers’ positioning regarding teaching English language learners (ELLs) in urban schools. PE teachers may be fearful of looking inward to examine and share their beliefs and values of hidden conscripts of race, ethnicity, class, and languages. This study found that PE teachers sought ways to include ELLs socially, academically, and culturally, but that they desired more …
Crosslinguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta‐Analysis of Correlation Coefficients
This study examined the crosslinguistic sharing of morphological awareness (MA) in biliteracy development. The analysis included 34 correlational studies with 41 independent samples ( N = 4,104). Correlational coefficients were meta‐analyzed, yielding four main findings: (a) the correlation between first language (L1) and second language (L2) MA was small ( r = .30); (b) the interlingual correlations between L1 MA and L2 word decoding and between…
Public elementary school teachers’ positioning in teaching physical education to Japanese language learners
The purpose of this study was to describe and explain Japanese generalist elementary teachers’ experiences teaching physical education (PE) to Japanese language learner (JLL) children in public schools in Japan. Participants were seven public elementary school teachers (two females and five males) who had experience teaching JLL children. Data sources included a demographic questionnaire, online semi-structured interviews, and follow-up email int…
Crosslinguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta‐Analysis of Correlation Coefficients
This study examined the crosslinguistic sharing of morphological awareness (MA) in biliteracy development. The analysis included 34 correlational studies with 41 independent samples ( N = 4,104). Correlational coefficients were meta‐analyzed, yielding four main findings: (a) the correlation between first language (L1) and second language (L2) MA was small ( r = .30); (b) the interlingual correlations between L1 MA and L2 word decoding and between…
Public elementary school teachers’ positioning in teaching physical education to Japanese language learners
The purpose of this study was to describe and explain Japanese generalist elementary teachers’ experiences teaching physical education (PE) to Japanese language learner (JLL) children in public schools in Japan. Participants were seven public elementary school teachers (two females and five males) who had experience teaching JLL children. Data sources included a demographic questionnaire, online semi-structured interviews, and follow-up email int…
Secondary Physical Educators’ Positioning of Teaching English Language Learners at Urban Schools
The purpose of this study was to explain secondary physical education (PE) teachers’ positioning regarding teaching English language learners (ELLs) in urban schools. PE teachers may be fearful of looking inward to examine and share their beliefs and values of hidden conscripts of race, ethnicity, class, and languages. This study found that PE teachers sought ways to include ELLs socially, academically, and culturally, but that they desired more …
The development of ESL students’ synthesis writing through reading instruction
Japanese Professors’ Experiences in Teaching Sport for Development in Online English-Medium Courses
This qualitative study examined professors’ experiences in teaching online courses in an English-medium graduate program at a Japanese university. Based on Andragogy Theory, data included in-depth, semi-structured interviews with six professors who were faculty in a graduate program in Sport for Development. Synchronous online and follow-up e-mail interviews were conducted. A constant comparative method was used to interpret the data and identify…
Japanese elementary teachers’ experiences during online professional development regarding involvement of immigrant parents in physical education
The purpose of this study was to analyse Japanese elementary school teachers’ learning experiences during professional development (PD) regarding immigrant parental involvement in physical education (PE) at public schools in Japan. Based on andragogy theory, this study used an explanatory case study research design. Nine Japanese elementary teachers participated in the study. Data were collected from digital portfolios about immigrant parental in…
Profiling Adult L2 Readers in English Bridge Programs: A Not-So-Simple View of L1 Effect
Japanese elementary teachers’ learning about culturally responsive communication with immigrant parents regarding physical education through online professional development
Background: Involvement of parents in their children’s academic learning is important, yet some Japanese elementary school teachers face challenges in involving linguistically, culturally, religiously, and ethnically diverse immigrant parents. Strong parental involvement is essential for the success of the child and the school and should be an ongoing, comprehensive, and purposeful process that ensures parents’ connection to the school culture, p…
Adaptation and validation of the Washington group/unicef child functioning module in a nationally representative sample of Canadian children and youth
This study extends existing research by demonstrating the utility of the WG/UNICEF CFM in assessing cognitive, behavioral, interpersonal, and emotional functional difficulties at the population level in a high-income country. The measure's strong psychometric properties, ease of use, and cost-free administration support its applicability in general population health surveys of children and youth. Findings highlight the value of a dimensional appr…
The effect of contextual diversity on L1 and L2 word learning: A systematic review and meta-analysis
In prior studies, contextual diversity (CD) has been shown to significantly impact word learning, yet gaps remain in understanding its theoretical underpinnings and moderating factors. This research aimed to synthesize trends in CD studies, evaluate the heterogeneity in its definitions and operationalizations, explore its correlation with word learning, and examine potential moderators influencing this relationship. After a literature search and …
Japanese Physical Education Teachers’ Positioning in Teaching Physical Education Classes Including Japanese Language Learners in Middle Schools
The purpose of this study was to describe and explain Japanese physical education (PE) teachers’ positioning in teaching and assisting Japanese Language Learners (JLLs) in middle school PE classes. We used a descriptive-qualitative design and conducted semi-structured interviews with six Japanese middle school PE teachers to understand their challenges in teaching JLLs, specifically regarding communication, maintaining a safe learning environment…
Japanese health and physical education teachers’ positioning in teaching Japanese language learners in high school physical education
Background In recent years, the number of Japanese Language Learner (JLL) students, or children who speak a language other than Japanese and require Japanese language instruction, has been rapidly increasing in Japanese schools. Successful inclusion of students who use Japanese as a second language in the classroom creates opportunities for all students to engage with multiple languages and learn new cultures, backgrounds, history, and aspects of…
Between languages and worlds: Identity shift and language socialization among international students in U.S. higher education
This study investigates the identity development of five international students during their degree studies at a U.S. university. Drawing on identity and second language socialization theories, the study used a qualitative and interpretivist approach through in-depth, semi-structured interviews and background questionnaires. Participants, who were notably diverse in terms of national origin, educational level, and linguistic background, reflected…
Psychology (9 works) · Mathematics education (7 works) · Pedagogy (7 works) · Physical Education and Pedagogy (5 works) · Computer Science (4 works) · Physical education (4 works) · Professional development (4 works) · Sociology (4 works) · EFL/ESL Teaching and Learning (3 works) · Global Education and Multiculturalism (3 works)