The Implications of Teacher Performance Assessment and the Impact on Teacher Decision Making

The issue of teacher accountability has been a part of the educational conversation for three decades, but only recently has this conversation been translated into policy as states begin directly tying teacher evaluation scores in part to student achievement on standardized tests. This qualitative study focuses on a group of teachers who are participating in this new form of evaluation (containing both qualitative and quantitative elements including test scores and lesson observations) and examines how they perceived the process. In particular, the study looks at how their personal reactions to a high-stakes evaluation impacted their instructional decision making in their literacy classrooms. Findings demonstrate that teachers had varying levels of change in instructional practice and that these changes were impacted by a variety of factors including personal beliefs and contextual issues. Additionally, findings demonstrated that participants found the qualitative portion of the model to be highly subjective which was considered especially problematic because of the high stakes nature of the evaluation

Supporting Teachers\u27 Use of Nonfiction Text in the Primary Grades Classroom: One Practical Strategy

The purpose of this article is to argue for the benefits of using nonfiction text in the primary grades classroom. Readers are provided with a brief theoretical framework which outlines how nonfiction may increase achieve,emt, motivation, and interest for young students. Additionally, practical strategies are included for classroom teachers which work to frontload and support students in the act of processing nonfiction text as well as increase teachers\u27 comfort level with the implementation of a nonfiction unit of study

Using Imagination to Bridge Young Children’s Literacy and Science Learning: A Dialogic Approach

Integrating children’s literacy and science learning has become a new focus in literacy instruction. Imagination, an integral part of children’s learning experience, remains marginalized in today’s early childhood education curriculum. Drawing on a yearlong ethnographic study in a first-grade classroom, this paper explores the potential affordance of imagination in integrating young children’s literacy and science learning. The findings showed that the integration opportunities were organically constructed in and through children’s natural engagement of imagination in their reading process. A dialogic approach is presented as one way to ignite children’s imaginations in their literacy and science learning

Reflection on and for Actions: Probing into English Language Art Teachers\u27 Personal and Professional Experiences with English Language Learners

Effective ELL teaching and learning is profoundly influenced by the teachers\u27 personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers\u27 reflection on their personal and professional experiences with ELLs for self-discovery over years (Cirocki & Farrell, 2017) so that they can further reflect for their future actions with ELLs (Burns & Bulman, 2000; Farrell, 2007; Farrell & Vos, 2018). Data analysis revealed the teachers\u27 different strengths and needs in working with ELLs. Four major dimensions (language, culture, culturally and linguistically sensitive pedagogy, and collaborative community) were identified as critical to effective teaching of ELLs and preparation of second language teachers

Sound and Waves: An Integrated K–8 Hands‐On Approach Supporting the NGSS and CCSS ELA

Receive practical ideas to build understanding about how to combine reading and hands-on activities as tools to understand the nature of wave movement

Photosynthesis: An Integrated, Hands-On Approach Supporting the NGSS and CCSS ELA

We will combine hands-on science investigations with supporting literacy activities to help students build conceptual models of photosynthesis

Force and Motion: An Integrated K-8 Hands-On Approach Supporting the NGSS and CCSS ELA

We will combine hands-on science investigations with supporting literacy activities to help students tell the “whole story” of force and motion