Zuly Naegele | University of Portland (original) (raw)

Papers by Zuly Naegele

This qualitative research study explored student and teacher perceptions of the impact ethnic stu... more This qualitative research study explored student and teacher perceptions of the impact ethnic studies courses have on students of color. This study utilized conscientização or critical consciousness, authentic caring, and Critical Race Theory to understand teacher methods and strategies and the nature of instruction of ethnic studies curriculum in two urban public high schools in the Pacific Northwest. This research also examined how students perceived the curriculum and teaching strategies impacted their learning and engagement in the courses. Data collection included classroom observations, open-ended student survey, teacher and student interviews, and student work products. Data analysis included both inductive and deductive analysis. Inductive analysis revealed several themes about how teachers and students perceived ethnic studies curriculum and instruction including caring and creating classroom community, academic rigor, Critical Race Theory as a foundation for the course, di...

There has been a recent shift in university-district partnership models from traditional transact... more There has been a recent shift in university-district partnership models from traditional transactional partnerships, which lack a shared purpose, to transformational partnerships that are mutually beneficial to both universities and school districts. These transformational research-practice partnerships have gained popularity in the United States as a means of extending university research resources. To date, limited research has investigated the impact of district-driven research on the community. This qualitative study helps fill that gap by examining the impacts of one newly formed research-practice partnership on district stakeholders. Our findings suggest that authentic district-driven research projects have the potential to provide rigorous and timely research deliverables for school district partners in the community through the production of public scholarship. The themes that emerged suggest that these projects can both meet the district needs in an era of dwindling budgets...

This literature review investigated co-teaching methods that may benefit English Language Learner... more This literature review investigated co-teaching methods that may benefit English Language Learners (ELLs). Studies indicate that co-teaching strategies utilized in the content classroom have a positive impact on both ELL students and teachers. Research demonstrates positive learning gains for students in an inclusive setting for all learners. This paper will focus on employing research-based teaching strategies for implementing, such as, the one teach, one assist method, parallel teaching, and collaboratively developing lessons.

This research investigates teacher implementation of the Guided Language Acquisition Design (GLAD... more This research investigates teacher implementation of the Guided Language Acquisition Design (GLAD) model over time and after teachers received a unique combination of additional GLAD training, coaching, and collaboration. Teachers who took part in this in this study had previously received an initial full-week, intensive GLAD training; however, they struggled to implement GLAD accurately. This study, therefore, investigates the effects of implementing a new model of supplemental professional learning for teaching GLAD within an existing threeweek summer school program. Teams of teachers instructed English Learners in the morning and then had planning, reflection, and professional development time each afternoon. Although this experience was designed to both teach teachers about GLAD and instruct students, this particular research study focuses on the experience of the teachers. This two-part qualitative research study includes observations and interviews during the summer, in additi...

This report is a literature review on methods for measuring the efficacy of Professional Learning... more This report is a literature review on methods for measuring the efficacy of Professional Learning Communities (PLCs) used in schools as a form of teacher professional development. Research-based characteristics of successful PLCs are identified, and several studies are cited that indicated student achievement gains as a result of PLC implementation. This research contributes to the literature on evaluating effective PLC professional development. Professional Development through PLCs: Methods for Measuring PLC Efficacy Certain characteristics are often found in the most effective Professional Learning Communities (PLCs). First, a shared vision for a school and collective responsibility for results by a community are vital to success (Vescio, Ross, & Adams, 2008; DuFour, 2014). A second key component of PLC work is reflective dialogue and inquiry among members of a PLC, which allows for frequent examination and discussion of teacher practice (Darling-Hammond & Richardson, 2009). A third recurring theme in the literature is the importance of teachers using classroom data, both formatively and

Dr. Tammy VanDeGrift is an associate professor of computer science and the associate dean for the... more Dr. Tammy VanDeGrift is an associate professor of computer science and the associate dean for the Shiley School of Engineering at the University of Portland. Her research interests in computer science education include perceptions of the field, student preconceptions, and student values. She is also interested in broadening participation in computer science and served as a co-editor for special issues on broadening participation in computing for K-12 and post-secondary education for the ACM Transactions on Computing Education.

2015 ASEE Annual Conference and Exposition Proceedings, 2015

This paper reports on a grant-funded summer bridge program developed for first-year engineering s... more This paper reports on a grant-funded summer bridge program developed for first-year engineering students who were not academically prepared to start Calculus 1 in the fall of their freshman year. The primary objective of the program was to increase retention and success of first-year engineering students by 1) allowing students to enter their freshman year on-track academically and gain exposure to college-level coursework, 2) providing the information and support necessary to ensure a smooth transition into college, 3) enhancing student interest in and commitment to the engineering field, and 4) helping students build community on campus. The summer bridge program was first offered during the summer of 2014, and had 11 participants. Students took two college-level courses, including Pre-Calculus II, participated in co-curricular workshops, and lived in campus residence halls. Three types of assessment were administered during the program; one survey at the outset of the program to assess student expectations and academic backgrounds, a second survey at the conclusion of the program to gather quantitative data on student satisfaction, and a focus group on the final day of the program to gather qualitative information on student satisfaction. Data from the three assessments indicated that students felt that their expectations had been largely met, and that after completing the program they had improved in their math and writing skills, learned about the field of engineering, and had been successfully oriented to college. Although it is too early to determine the long-term academic trajectory of the 11 participants, based on assessment data already collected, it appears as though the summer program was successful in many of its stated goals.

2014 ASEE Annual Conference & Exposition Proceedings

This qualitative research study explored student and teacher perceptions of the impact ethnic stu... more This qualitative research study explored student and teacher perceptions of the impact ethnic studies courses have on students of color. This study utilized conscientização or critical consciousness, authentic caring, and Critical Race Theory to understand teacher methods and strategies and the nature of instruction of ethnic studies curriculum in two urban public high schools in the Pacific Northwest. This research also examined how students perceived the curriculum and teaching strategies impacted their learning and engagement in the courses. Data collection included classroom observations, open-ended student survey, teacher and student interviews, and student work products. Data analysis included both inductive and deductive analysis. Inductive analysis revealed several themes about how teachers and students perceived ethnic studies curriculum and instruction including caring and creating classroom community, academic rigor, Critical Race Theory as a foundation for the course, di...

There has been a recent shift in university-district partnership models from traditional transact... more There has been a recent shift in university-district partnership models from traditional transactional partnerships, which lack a shared purpose, to transformational partnerships that are mutually beneficial to both universities and school districts. These transformational research-practice partnerships have gained popularity in the United States as a means of extending university research resources. To date, limited research has investigated the impact of district-driven research on the community. This qualitative study helps fill that gap by examining the impacts of one newly formed research-practice partnership on district stakeholders. Our findings suggest that authentic district-driven research projects have the potential to provide rigorous and timely research deliverables for school district partners in the community through the production of public scholarship. The themes that emerged suggest that these projects can both meet the district needs in an era of dwindling budgets...

This literature review investigated co-teaching methods that may benefit English Language Learner... more This literature review investigated co-teaching methods that may benefit English Language Learners (ELLs). Studies indicate that co-teaching strategies utilized in the content classroom have a positive impact on both ELL students and teachers. Research demonstrates positive learning gains for students in an inclusive setting for all learners. This paper will focus on employing research-based teaching strategies for implementing, such as, the one teach, one assist method, parallel teaching, and collaboratively developing lessons.

This research investigates teacher implementation of the Guided Language Acquisition Design (GLAD... more This research investigates teacher implementation of the Guided Language Acquisition Design (GLAD) model over time and after teachers received a unique combination of additional GLAD training, coaching, and collaboration. Teachers who took part in this in this study had previously received an initial full-week, intensive GLAD training; however, they struggled to implement GLAD accurately. This study, therefore, investigates the effects of implementing a new model of supplemental professional learning for teaching GLAD within an existing threeweek summer school program. Teams of teachers instructed English Learners in the morning and then had planning, reflection, and professional development time each afternoon. Although this experience was designed to both teach teachers about GLAD and instruct students, this particular research study focuses on the experience of the teachers. This two-part qualitative research study includes observations and interviews during the summer, in additi...

This report is a literature review on methods for measuring the efficacy of Professional Learning... more This report is a literature review on methods for measuring the efficacy of Professional Learning Communities (PLCs) used in schools as a form of teacher professional development. Research-based characteristics of successful PLCs are identified, and several studies are cited that indicated student achievement gains as a result of PLC implementation. This research contributes to the literature on evaluating effective PLC professional development. Professional Development through PLCs: Methods for Measuring PLC Efficacy Certain characteristics are often found in the most effective Professional Learning Communities (PLCs). First, a shared vision for a school and collective responsibility for results by a community are vital to success (Vescio, Ross, & Adams, 2008; DuFour, 2014). A second key component of PLC work is reflective dialogue and inquiry among members of a PLC, which allows for frequent examination and discussion of teacher practice (Darling-Hammond & Richardson, 2009). A third recurring theme in the literature is the importance of teachers using classroom data, both formatively and

Dr. Tammy VanDeGrift is an associate professor of computer science and the associate dean for the... more Dr. Tammy VanDeGrift is an associate professor of computer science and the associate dean for the Shiley School of Engineering at the University of Portland. Her research interests in computer science education include perceptions of the field, student preconceptions, and student values. She is also interested in broadening participation in computer science and served as a co-editor for special issues on broadening participation in computing for K-12 and post-secondary education for the ACM Transactions on Computing Education.

2015 ASEE Annual Conference and Exposition Proceedings, 2015

This paper reports on a grant-funded summer bridge program developed for first-year engineering s... more This paper reports on a grant-funded summer bridge program developed for first-year engineering students who were not academically prepared to start Calculus 1 in the fall of their freshman year. The primary objective of the program was to increase retention and success of first-year engineering students by 1) allowing students to enter their freshman year on-track academically and gain exposure to college-level coursework, 2) providing the information and support necessary to ensure a smooth transition into college, 3) enhancing student interest in and commitment to the engineering field, and 4) helping students build community on campus. The summer bridge program was first offered during the summer of 2014, and had 11 participants. Students took two college-level courses, including Pre-Calculus II, participated in co-curricular workshops, and lived in campus residence halls. Three types of assessment were administered during the program; one survey at the outset of the program to assess student expectations and academic backgrounds, a second survey at the conclusion of the program to gather quantitative data on student satisfaction, and a focus group on the final day of the program to gather qualitative information on student satisfaction. Data from the three assessments indicated that students felt that their expectations had been largely met, and that after completing the program they had improved in their math and writing skills, learned about the field of engineering, and had been successfully oriented to college. Although it is too early to determine the long-term academic trajectory of the 11 participants, based on assessment data already collected, it appears as though the summer program was successful in many of its stated goals.

2014 ASEE Annual Conference & Exposition Proceedings