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Journal of Teacher Initiated Research (JTIR)

The Journal of Teacher Initiated Research (JTIR) is a peer reviewed, online journal for teachers and teacher educators designed to advance knowledge, theory, and quality of teaching and learning. Contributors include Otterbein graduate students and faculty, as well as invited guests.

The overall objective is to advance knowledge, theory, and quality of teaching and learning. Readers and contributors include classroom teachers, teacher educators, and administrators. Editorial Objectives:

  1. Present articles of interest on the research, development, and applications of PreK-post secondary education.
  2. Provide practical strategies and research driven decision-making for the classroom.
  3. Contribute to the professional development of practicing teachers and college instructors.
  4. Serve as a forum for exemplary capstone projects for students in the MAE graduate program.

Special Summer 2018 JTIR Issue

Welcome to this special issue of the Journal of Teacher-Initiated Research (JTIR), Summer 2018.  This special issue is comprised of one Master’s capstone project that earned the distinction of publication in JTIR, our Otterbein University Education Department e journal.  The project was a curriculum development project, titled: 

Teaching Academic Vocabulary in Math Classrooms to a Diverse Group of English Language Learners: An Exploration of Best Teaching Practices
By Miriam Sandoval

Miriam Sandoval s a passionate teacher who enjoys helping ELL (English language learners) students to acquire the English language and become familiar with the American culture so they can thrive in school and become successful global citizens. Miriam develops strong connections and relationships with ELL students and parents because she is a second language learner herself. As such, she understands the student experience when learning a new language and the frustration that sometimes this experience brings. She believes that teaching academic language to ELLs is a critical component in their learning, as it will ensure students effectively understand the content being taught.

Miriam Sandoval Miriam was born and raised in Lima, Peru where she obtained a bachelor’s degree in Education from the Pontificia Universidad Catolica del Peru. She worked as an elementary teacher in a bilingual school for almost four years before moving to Ohio in 1998. Miriam currently holds Ohio teaching licenses in Multi-age Spanish, Early Childhood Education and a TESOL endorsement. She works at Westerville City Schools as an ESL bilingual paraprofessional and will complete her Master of Arts in Education at Otterbein University in the summer, 2018.

Capstone Project Miriam Sandoval- Teaching Academic Vocabulary- An Exploration of Best Teaching Practices 2018

ELL Handbook MSandoval

JTIR Issues

Contact Dr. Dee Knoblauch at dknoblauch@otterbein.edu for information on submitting a paper.

Interested in Contributing?

The journal welcomes action research from education seniors, MAE, MAT, and faculty from Otterbein University. For more information, please see the Author Instructions.

JTIR Editorial Review Board

  • View the Editorial Review Board

/ Department of Education

The Department of Education is located in Roush Hall Room 430.

Gaby Miller
p/ 614.823.1214
e/ gmiller@otterbein.edu


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