The use of mentor texts to teach writing in kindergarten, first and second grades

The purpose of this study was to research and analyze high quality fiction and nonfiction texts to be used as mentor texts to teach writing in kindergarten, first and second grades. The researcher created a checklist and a table to analyze 81 different texts and then selected 29 to be used as mentor texts to assist in teaching opinion/persuasive, narrative and informational writing. Annotated bibliographies for the 29 texts were written and include how the texts can be used to teach writing in a classroom and/or library setting

Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital

Ethnic minority students and low-income students are grossly underrepresented in demonstrating interest and aspirations in science, evidence of science participation, and subsequent capital. Members of these populations do not often embrace a STEM identity or recognize that science, technology, engineering, and math are for them. While schools struggle to innovate in terms of how best to engage and increase aspirations and opportunities in STEM for these underrepresented populations, the family continues to be the most ignored contributor to a student’s STEM identity. Families play an important role in influencing their students’ attitudes, interests, aspirations, and achievements in STEM. While research exists that points to a family’s capital and dispositions towards science - known as habitus - to influence their children’s STEM identity, there is no research that examines deliberately-designed STEM experiences for the family, as a direct intervention meant to enhance a students’ science identity. Given that identity development is a lengthy process, this study attended to the hypothesized precursors: STEM capital and STEM family habitus. Specifically, this study sought to answer in what ways designed STEM experiences were meaningful for families in the development of STEM capital and the support of STEM habitus. Drawing on parent and student surveys after the family STEM events, observations, and interviews, the findings demonstrate that the designed STEM experiences were significant in building capital through meaningful conversations and connections. The family’s burgeoning STEM habitus was also made visible through developing interests, both by parents and students. The designed STEM experiences were instrumental in connecting families to STEM investigations, developing a community of learners, and providing access to STEM participation they might not have had on their own. Implications of these findings for education stakeholders include deliberate design methods to maximize family engagement and interest, as well as ways to develop a STEM community of practice within underrepresented populations

Illustrated Conversations: A Phenomenological Study of Listening to the Voices of Kindergartners

This study explores the voices of kindergartners engaged in illustrated conversations. Max van Manen's methodology for hermeneutic phenomenological research provides a framework for the study, and the philosophical writings of Heidegger, Noddings, Bakhtin, van Manen, and Palmer guide the interpretations of how we come to be with young children through dialogue. Illustrated conversations, a process whereby the child writes his/her thoughts and drawings in a journal and then engages meaning-making with the teacher during a tape recorded dialogue, creates spaces for a teacher and student to have personal conversations about their lifeworlds. Using their own voices as the essential pathway winding through the experience, the study explores how the sixteen kindergarten children sense the spirit of home, explored the freedom to imagine their own ideas, acknowledged their identity, and developed relationships with others by engaging in illustrated conversation. Their wondrous voices echo their sense of home and family as they defined, and redefined, their identity through friendships with the researcher and peers. The silent conversations bring forth further meaning, uncovering how space and time with young children help them better hear their own voices and the voices of others. True listening becomes a part of pedagogy. Canvassed drawings and written thoughts, springboards for ideas, propel the conversations forward while also revealing how without voice, the meaning of the pictures and thoughts fell silent in the seeking of self. Children's voices--heard in dialogue, paused or silenced in between, and engraved on paper--connect pathways leading to self-identity. Truly listening to young children is a reflective experience that illuminates the voices and languages of young children. This study uncovers how listening to and reflecting upon the stories young children choose to tell in tactful and reciprocal conversation is pedagogy worth exploring. The study suggests that illustrated conversations can support teachers in balancing the new curriculum mandates being required in kindergarten classrooms with engaging and meaningful interactions that uncover the cognitive, language, and social/emotional development of children. Through illustrated conversation, teachers are able to hear and support the hundred languages of children

Hollins Student Life (1936 Oct 28)

Table of Contents: Dr. Donald Aldrich to Visit Campus in November: Will Make Four Addresses Before Student Body—Dr. Taylor to be Convocation Speaker—Dr. Randolph Makes Tour of Southern States—International Relations Club Gives Programs: Active Sessions Planned for Coming Year—Carnegie Musical Teas Introduced at Hollins—Dalies Frantz Gives Concert in Roanoke: Noted Pianist Receives Warm Ovation Here—Chemical Society Brings Dr. Franklin to Campus—Dramatic Association to Present “Nine Till Six”: Fall Play is Comment on Social Conditions—Roanoke Women Address Political Meeting—Voting Friday to Climax Hollins Political Campaign: Every Person on Campus is Allowed to Cast Ballot—Hollins Student Life Staff—Student Forum—Why We Are For Roosevelt—Why We Are for Landon—Casts Announced for Four Freshman Plays—A Correction [concerning Honors Standing]—Interesting New Books Donated to Library—Fall Cotillion Will Be Held Next Week—Alumnae News—Collegiate Review—Society—Frantz Interviewed by Student Life Reporter—Grandstand—Roosevelt Favorite in Pre-Election Survey—Music Notes—Dangerous Curves (poem)—Athletics and Intramural Sports—This Collegiate World—Society of A.D.A. Takes in New Members—From the Quadrangle—Tinker Day Celebrated By Hollins Studentshttps://digitalcommons.hollins.edu/newspapers/1103/thumbnail.jp

Student Life (1936 Oct 28)

Table of Contents: Dr. Donald Aldrich to Visit Campus in November Dr. Taylor to be Convocation Speaker Dr. Randolph Makes Tour of Southern States International Relations Club Gives Programs Carnegie Musical Teas Introduced at Hollins Dalies Frantz Gives Concert in Roanoke Chemical Society Brings Dr. Franklin to Campus Dramatic Association to Present Nine Till Six Roanoke Women Address Political Meeting Voting Friday to Climax Hollins Political Campaign Student Forum Reasoning Armistice Are You Doing Your Part? Why We are for Roosevelt Casts Announced for Four Freshmen Plays A Correction We We are for Landon Interesting New Books Donated to Library Fall Cotillion Will Be Held Next Week Alumnae News Collegiate Review Society Frantz Interviewed by Student Life Reporter Grandstand Roosevelt Favorite in Pre-Election Survey Music Notes Dangerous Curves Athletics This Collegiate World Society of A.D.A. Takes in New Members From the Quadrangle Tinker Day Celebrated by Hollins Studentshttps://digitalcommons.hollins.edu/newspapers/1353/thumbnail.jp

Using technology to enhance writing in primary grades

Computers in the primary classroom have been a controversial topic for many years. Many believe that computers do not benefit young children. In the past, very little research has been done in the primary classroom to prove or disprove the critics. Most of the studies focused on upper elementary, middle school, and high school. Three years ago, the federal government sought to validate the need for computers in the primary classroom. In doing so, the Natie (all names are pseudo names) Community Schools received a federal grant to study computers in the primary classroom. As a teacher in that school district, I was asked to participate in the implementation of this project. What quickly became apparent was that my on-the-job experience with computers and my academic research at the university could be combined to more fully explore the question of viability of computers in the classroom. My final project is, thus, the culminating point of my research and experience to date with these endeavors. It is my hope, however, that it will also be a beginning point for others to explore these matters at greater depth and application

Teacher Beliefs and the Instructional Practices of National Board Certified High School English Teachers.

This mixed-methods study explored the instructional methods that accomplished high school English teachers use in their classrooms to improve understanding of how those methods are influenced by the teachers\u27 beliefs. A survey regarding classroom practices and beliefs was sent to 313 National Board Certified Teachers (NBCTs) in English Language Arts--Adolescence and Young Adulthood across the United States with a response rate of 50.8%. From these data, I analyzed the variety and frequency of practices experienced teachers use and the beliefs that influence teachers\u27 instructional decisions. I then conducted follow-up interviews and classroom observations with selected survey participants from North Carolina, Tennessee, Kentucky, and Ohio and explored further the beliefs and motivations of those teachers who were both typical and outlying according to their survey responses. The study found that factors such as school setting, educational level, and gender had little impact on teachers\u27 instructional strategies, although a relationship was found between gender and approach to teaching literature. The study also found that reading instruction dominated the classroom instruction of those teachers, with writing instruction a distant second. In addition, those NBCTs were found to be teachers who developed positive relationships with students, created student-centered classrooms, challenged students academically, and were dedicated to being lifelong learners. In the end, 3 distinct teacher types were identified: teachers who focus on English as a discipline, teachers who focus on more generalized educational goals, and teachers who focus on their students\u27 emotional well-being. However, the study suggests that all the teachers who participated in the study formed a fairly homogenous group regardless of their differences and that teachers\u27 own educational experiences in school played a more significant role in determining their classroom behaviors than did their educational beliefs

Campus Report, Vol. 33, No. 2

Perspectives on Hurricane Katrina: Four faculty members offer insights — from geography, history, engineering and poverty — on what we\u27ve learned.https://ecommons.udayton.edu/cmps_rpt/1001/thumbnail.jp

Curriculum Development in Selected Sciences in the Secondary School

This field study was to help a student write relevant secondary science curricula that (l) may actually be used by the author; (2) used in training other teachers; (3) used as examples in other subjects; and (4) encourage research and innovations to meet changing educational processes. Each of the five selected secondary science curricula shows different development of specialization and adaptation. Aerospace is developed as a minicourse. Basic biology has fifteen units based on specific scientific concepts, with laboratory experiments, along with individualized research. Field biology uses community resources, experiments, local, state, and federal parks or memorials, reference books instead of a basic textbook, guest speakers, two highly qualified educators team-teaching all students during a six-weeks summer school program. The earth science curriculum follows a specific textbook with laboratory manual. Environmental science is a new federal and state mandated program in Illinois with a multidisciplinary approach. Limitations include: (1) the complete science curricula from Kindergarten through twelfth grade is not included; (2) time and space does not provide for inclusion of all techniques or terminology; (3) each goal, objective and learning activity must be measurable currently; (4) lack of finances for purchase or rental of equipment, supplies, or other scientific necessities for the different units could cause problems in writing and implementing; (5) once the curriculum guide is written, it must be refined: deletion of obsolete materials, addition of new concepts, current bibliography, and used. (6) The curriculum guide will not help students or faculty unless it has accurate expectations, that may change drastically from class to class or from year to year. Accomplishments include: (1) curricula development has been accomplished to help each student; (2) training of other faculty will be based on understanding and offering valuable suggestions, correct educational language, or individualized concepts for each student; (3) the student\u27s education is relevant, based on individual interests, abilities, and the latest available knowledge on each topic; (4) the curricula can be changed by revision or additions as new knowledge is acquired, or societal-economic changes influences educational goals and needs; (5) the supplemental materials: filmstrips, movies, equipment, or other suitable teaching devices depends on the subject taught, the age of the student, the student\u27s development in completing individualized goals, concepts, and responsibility; (6) adequate financing for purchasing the necessities must be provided; (7) the development of five different science curricula shows diversity in approaches; (8) free and inexpensive materials have been gathered and filed; (9) application for federal grants; (10) a new university major study area has been instigated at Eastern Illinois University; (11) use of local resources and personnel; (12) a valuable addition to the historical and current research on educational innovations and trends in secondary science education during the 1970s