Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success

Presents a vision for literacy instruction from fourth through twelfth grade; examines the challenges; outlines the elements of success, including professional development and use of data; and lays out a national agenda for change based on case studies

The Impact of Guided Reading Instruction on Elementary Students\u27 Reading Fluency and Accuracy

This study examined the impact of Guided Reading instruction on elementary students’ ability to read with fluency and accuracy. A one-way analysis of covariance with pre and posttest design was performed and applied to determine the impact of Guided Reading instruction on elementary students’ reading fluency and accuracy. The sample of subjects included 108 elementary students in the fourth and fifth grade. To examine the impact of Guided Reading instruction, students’ Developmental Reading Assessment (DRA2) pre and posttest scores to include words per minute and accuracy percentage were compared. The analyses revealed proportionate differences in students’ fluency and accuracy. As direct implementation of Guided Reading was applied to student instruction, a significant difference was noted in the words per minute students read. However, as direct implementation of Guided Reading instruction was applied to student instruction, a significant difference was not noted in the accuracy rate of words per minute read. This research of Guided Reading instruction affords educators a multi-modality instructional strategy to impact the reading formation and foundation of elementary students. Recommendations to compliment this study to further benefit reading instruction could include the application of Guided Reading as it relates to and impacts student reading comprehension

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

Spectators’ aesthetic experiences of sound and movement in dance performance

In this paper we present a study of spectators’ aesthetic experiences of sound and movement in live dance performance. A multidisciplinary team comprising a choreographer, neuroscientists and qualitative researchers investigated the effects of different sound scores on dance spectators. What would be the impact of auditory stimulation on kinesthetic experience and/or aesthetic appreciation of the dance? What would be the effect of removing music altogether, so that spectators watched dance while hearing only the performers’ breathing and footfalls? We investigated audience experience through qualitative research, using post-performance focus groups, while a separately conducted functional brain imaging (fMRI) study measured the synchrony in brain activity across spectators when they watched dance with sound or breathing only. When audiences watched dance accompanied by music the fMRI data revealed evidence of greater intersubject synchronisation in a brain region consistent with complex auditory processing. The audience research found that some spectators derived pleasure from finding convergences between two complex stimuli (dance and music). The removal of music and the resulting audibility of the performers’ breathing had a significant impact on spectators’ aesthetic experience. The fMRI analysis showed increased synchronisation among observers, suggesting greater influence of the body when interpreting the dance stimuli. The audience research found evidence of similar corporeally focused experience. The paper discusses possible connections between the findings of our different approaches, and considers the implications of this study for interdisciplinary research collaborations between arts and sciences

The Effect of Cognitive Impairment on Deconditioned/Debilitated Post-Acute Veterans

Honors (Bachelor's)Biopsychology, Cognition, and Neuroscience (BCN)University of Michiganhttps://deepblue.lib.umich.edu/bitstream/2027.42/147381/1/anagler.pd

Outwitting Shakespeare: Unpacking the Mechanics of Immersive Storytelling with Physiological Measurements

The core narratives of Shakespeare’s storytelling are built around human passions, such as love stories, ambition narratives, and betrayal and revenge plots. Immersive storytelling has been increasingly employed for educational purposes and awareness promotion. Both national agencies and international organizations are utilizing 360-degree videos to present immersive storytelling to garner social attention toward sustainability issues. Despite the prevalence of virtual immersion, there is a lack of understanding regarding how immersive narratives can facilitate knowledge acquisition. Drawing on the narrative transportation literature, we consider the effects of immersive narratives on sustainability knowledge acquisition and investigate the underlying mechanisms of the relationships. We tested our hypotheses in an experiment involving physiological measurements. Overall, this study contributes to IS literature by unraveling the effects of immersive narrative on green learning