問い合わせ：九州大学言語文化研究院 ディベート教育研究室 firstname.lastname@example.org
Paul Board (M.A.T., Minnesota State University, Mankato) is a middle and secondary school English teacher. He has taught in both rural, urban, public and private schools since 2006. He has designed courses focusing on literature, composition, reading and speaking for students with a range of English language skills. Currently, he is a doctoral candidate in Instructional Technology at Towson University. His research focuses on incorporating constructivist instructional design principles for dyslexic students. Since 2015, he has taught middle school literature and composition classes at the Jemicy School in Baltimore, Maryland, a private school that serves students with language-based disorders (e.g., dyslexia).
“The Shifting Cultural Landscape of English Language Instruction in the United States”
Since the No Child Left Behind (NCLB) Act of 2001, a call for increased accountability measures in public schools has led to a change in instructional design and philosophy toward inclusivity and problem-based learning. With increased testing in both the public and private educational sectors, the educational landscape in the United States demands a clear accountability for minority populations. The implication for teachers is clear: are teachers truly meeting the needs of all students in their classrooms? In this talk, I discuss the implementation of NCLB, the ripple effects across curriculum and instruction, and potential design methods to meet the challenges of a diverse student population.