This mixed-methods study assessed the effects of Enhanced Anchored Instruction (EAI) on the math performance of adolescents with learning disabilities in math (MLD). A quasiexperimental pretest-posttest control group design with switching replications was used to measure students' computation and problem-solving skills on EAI compared to control conditions. Scores on the curriculum-aligned and standardized measures showed improved problemsolving skills but results were mixed for computation. To augment the numerical data, a qualitative inquiry captured day-to-day classroom activities. The findings showed that problem-based curricula such as EAI have the potential for helping students with MLD develop deeper understandings of math concepts but that considerable effort is required to structure and teach these concepts in ways students with MLD understand.
Employing a multisited ethnographic stance, this study examined second-generation Korean immigrant children who sustain linkages with their parental homelands to better understand how transnationalism shapes their language and literacy practices by documenting their experiences in and across multiple spaces in North Carolina, the United States, and Seoul, South Korea. Findings suggest that the circulation of care, or the multidirectional and reciprocal exchange of support and care, functioned at the center of the children’s multilingual and transnational lives. The children actively engaged in language and literacy interactions through which they forged and extended meaningful ties with their parental homelands and strengthened intergenerational relationships. This study challenges the binary and fixed notions of home/host countries and highlights the need for longitudinal, multisited research on immigrant children’s transnational journeys with careful attention to the mobility of their language and literacy across generations and countries.
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