13,904 research outputs found

    Collaborative Strategies for Teachers and Parents in Achieving Washington State Essential Academic Learning Requirements in Reading and Language

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    A teacher handbook containing suggestions and activities teachers can recommend to parents to assist their children in achieving the State Essential Learning Requirements for Kindergarten was developed. Activities and suggestions were based on 25 Expectations set by the State within the Essential Learning Requirements at the Kindergarten level. Each suggestion or activity was supported by research and directly linked to a specific Expectation. The suggestions and activities were selected based upon parent/ child interest, materials required to implement and ease for parents to follow instructions

    Upper elementary teachers' knowledge for teaching informational text comprehension

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    Thesis (Ed.D.)--Boston UniversityThis study described the knowledge upper elementary teachers used to teach students to comprehend informational text comprehension. Teachers were observed for two lessons and participated in interviews following each observation. During the interviews, teacher-participants described how they planned for the lesson and recalled their thinking as they watched segments of their video recorded lesson. Analysis focused on seven knowledge domains adapted from the literature on teacher knowledge, namely Knowledge of Students, Knowledge of Reading, Knowledge of the Genre of Informational Text, Knowledge of General Teaching Practices, Knowledge of Context, Knowledge of Curriculum, and Knowledge of Topical Content. Analysis of teachers' interviews led to four major findings: first, for some teachers, Knowledge of Students was well-developed, and in turn, influential in their instructional decision-making; second, for others, Knowledge of Context was well-developed and influential, but, in this study, Knowledge of Context was primarily related to test accountability; third, content knowledge and pedagogical content knowledge related to teaching comprehension of informational texts were, at times, incomplete; and fourth, there was wide variability how teachers applied their pedagogical content knowledge related to the authenticity of the literacy knowledge goals and the topical knowledge goals

    Toward a Systematic Evidence-Base for Science in Out-of-School Time: The Role of Assessment

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    Analyzes the tools used in assessments of afterschool and summer science programs, explores the need for comprehensive tools for comparisons across programs, and discusses the most effective structure and format for such a tool. Includes recommendations

    Meaningful science: A look at elementary science education practices

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    This honors project examines best practices in elementary science education. It focuses on how arts integration, technology, children\u27s literature, discussion, group work, and hands-on activities all maintain engagement in elementary students

    Effects of combining narrative and expository text on young children's conceptual knowledge and expository text comprehension

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    Thesis (Ed.D.)--Boston UniversityFar too many children begin school with large knowledge gaps that, when left unaddressed, widen and contribute to long-term reading comprehension failure (Hart & Risley, 1995). Early knowledge gaps are often rooted in opportunity gaps (i.e., accumulated inequities in access to key educational resources), with text being a key resource for knowledge acquisition (Stanovich & Cunningham, 1993). Text is particularly important for building knowledge that enables expository text comprehension because much ofthis knowledge is abstract and far removed from everyday experiences. However, there are differing views regarding which text genre or combination thereof best develops the knowledge that enables expository text comprehension. Without clear guidance, text anthology publishers and teachers likely will continue employing uneven text selection methods and knowledge gaps will persist. Thus, identifying optimal text selection is essential if we are to reduce the opportunity gaps underlying poor reading comprehension achievement. Towards this end, I examined effects oftext genre on first-graders' conceptual knowledge and comprehension growth using a cluster-randomized design. Children (N = 57) were randomly assigned to informational narrative and expository text (C, n = 26) or expository text only (E, n = 31) groups. Both C and E children received the same five- week read-aloud intervention. Instruction was organized around a central science conceptandusedtopically-relatedtext. Keyfeaturesincludedexplicitvocabulary instruction, semantic word sorts, scaffolded discussions, and application to new contexts. Results suggest that use of both texts facilitated: (1) greater gains in knowledge breadth and depth (but not statistically significant); (2) greater gains in comprehension depth (gains for narrative text were statistically significant); (3) a significantly larger increase in conceptual knowledge and narrative text recall accuracy and a larger increase in expository text recall accuracy; (4) sustained effects as C children demonstrated continued knowledge and comprehension growth six weeks after the intervention concluded. Findings suggest that effective use ofa combination ofnarrative and expository text may contribute to a reduction in early opportunity and knowledge gaps, and that both types of text should be considered in content area curricular and instructional decision making

    2017 The Role of Books and Reading in STEM: An Overview of the Benefits for Children and the Opportunities to Enhance the Field

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    In April 2017, STEM Next, in partnership with the Hoag Foundation and the Molina Foundation, commissioned the Institute for Entrepreneurship in Education (IEE) and the Caster Family Center for Nonprofit and Philanthropic Research at the University of San Diego to provide an overview of literacy learning within the disciplinary context of Science, Technology, Engineering, and Math (STEM). This overview includes (1) a literature review on the benefits of integrating literacy and STEM for elementary and middle-school-aged children, (2) an environmental scan of reading programs, organizations, and materials that focus on Literacy in STEM, and (3) a set of criteria for identifying high-quality STEM reading materials and programs for school-aged children both in school and out of school.https://digital.sandiego.edu/npi-youth/1001/thumbnail.jp

    Harnessing the Power of Story: Using Narrative Reading and Writing Across Content Areas

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    This article reviews research to examine how teaching and learning are improved with the use of narrative story materials. Stories help to focus the reader\u27s attention and build personal connection, resulting in better retention and deeper subject-matter understanding. Four key advantages of narratives cited by D. T Willingham are discussed. The effectiveness of stories is further supported by a review of research from diverse fields, including cognitive psychology, social and physical sciences, education, and communication. Suggestions and strategies for the use of narrative materials in content area settings beyond the elementary classroom are also provided

    Concept-Based Picture Books for Mathematics

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    Nonfiction Text Usage in the Primary Grades

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    The past and current role of nonfiction text, also referred to as informational text, in the elementary classroom setting was studied. The educational benefits of nonfiction use was examined and found to have a significant impact on the learning and success of students. Effective uses for nonfiction books were compiled into a handbook for the use of primary teachers
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