Direct Instruction with Playful Skill Extensions: Action Research in Emergent Literacy Development

Direct instruction teaching methods have been found to promote the acquisition of literacy in developing readers. Equally important, learning strategies that allow children to construct knowledge through active participation increase their motivation for reading and writing. This action research was designed to explore the effectiveness of direct instruction with playful extensions in developing emergent literacy in a kindergarten classroom. The intent of the project was to connect developmentally appropriate practices with direct instruction teaching. The systematic approach of Peer Assisted Learning Strategies (PALS) was followed using only the teacher directed lessons; playful extensions of the PALS lessons were integrated throughout to maintain the children\u27s interest and to provide motivation for learning. Results indicated that the students who initially were the lowest performers in letter-sound correspondence and writing performance made the greatest gains in identifying letters-sounds and in applying letter-sound knowledge to making spelling approximations in writing. Kindergarten students with the highest academic abilities made the greatest gains in sight word recognition

Promoviendo la justicia social a través del aprendizaje-servicio en la formación de maestros de Educación Infantil

As early childhood teacher education programs have begun to place greater emphasis on standards and accountability, there has been less focus on working with the community, and especially working on important social justice issues (Kroll, 2013). In this paper we argue that integrating service-learning and teacher education is a strategy for increasing awareness of social justice issues for young children, age three to grade three. Through the use of questionnaires and interviews to collect our data, we found that implementing a cascading service-learning model in teacher education programs has a positive transformative effect on Pre-Service Teachers. Additionally, we examined the effects of social justice service-learning projects on young children. The results from the data indicated that implementing a social justice service-learning project with these participants had a great impact or transformation on them.Como en los programas de formación del profesorado para la primera infancia han empezado a poner mayor énfasis en los estándares y la rendición de cuentas, se está haciendo menos hincapié en el trabajo con la comunidad, y especialmente en trabajos centrados en temas relevantes de justicia social (Kroll, 2013). En este artículo se argumenta que la integración del aprendizaje-servicio y la formación del profesorado es una estrategia para aumentar la conciencia sobre temas de justicia social con los niños pequeños, desde los tres años hasta tercer grado. A través del uso de cuestionarios y entrevistas para la recolección de datos, se encontró que la implementación de un modelo de aprendizaje-servicio en cascada en los programas de formación del profesorado tiene un efecto transformador positivo en profesores en formación. Además, se examinaron los efectos de los proyectos de aprendizaje-servicio de justicia social con niños pequeños. Los resultados de los datos indican que la implementación de un proyecto de aprendizaje-servicio de justicia social con estos participantes tiene un gran impacto o transformación en ellos.Os programas de formação do professorado para a primeira infância começaram a pôr maior ênfase nos padrões e a prestação de contas, dando-se menos ênfase ao trabalho com a comunidade, e especialmente em trabalhos centrados em temas relevantes de justiça social (Kroll, 2013). Neste artigo se argumenta que a integração do aprendizagem-serviço e a formação do professorado é uma estratégia para aumentar a consciência sobre temas de justiça social com as crianças pequenas, desde os três anos até o terceiro grau. Através do uso de questionário e entrevistas para a coleta de dados, encontrou-se que a implementação de um modelo de aprendizagem-serviço em cascata nos programas de formação de professores tem um efeito transformador positivo em professores em formação. Ademais, examinaramse os efeitos dos projetos de aprendizagem-serviço de justiça social com crianças pequenas. Os resultados dos dados indicam que a implantação de um projeto de aprendizagem-serviço de justiça social com estes participantes causa neles um grande impacto ou transformação

Praxeological learning: Service-learning in teacher education

With the most recent educational reform through the implementation of the Common Core Standards, Praxeological Learning: Service- Learning in Teacher Education can provide a fresh look at educational transformation through the lens of service-learning in teacher preparation. As Butin (2003) referenced over a decade ago, “service-learning rejects the banking model of education, where the transferences of information from knowledgeable teachers to passive students is conducted in 45-min increments. It subverts the notion of classroom as graveyard - rows and rows of silent bodies - for an active pedagogy committed to connecting theory and practice, schools and community, the cognitive and the ethical,” The pedagogy of service-learning has significant implications for teacher education. Its transformative aspects have far reaching potential to address teacher candidate dispositions and provide deeper understanding of social justice. Knowledge of the pedagogy and how to implement it in candidates’ future classrooms and in the community could modify education to a more powerful experience of democracy in action and enhance the civic mission of schools. The current and ongoing research found within this textbook is meant to continue supporting the notion of educational reform. (Imprint: Nova

Praxeological Learning: Service-Learning in Teacher Education

With recent educational reform through the implication of the Common Core Standards, “Praxeological Learning: Service-Learning in Teacher Education” provides a renewed examination of educational transformation through the lens of teacher preparation. Given administrative and curricular constraints that many teachers and schools are facing, this panel presentation seeks to grapple with how teacher education programs are advancing our understanding and knowledge of service-learning with preservice teachers. This session will include five papers that call attention to the transformative potential of service-learning engagements among teachers, students, and community partners across urban and rural contexts. By focusing on community partnerships with K-12 classrooms and pre-service teacher education programs, the papers, collectively, present research evidence that attempts to address the question, “how does service-learning and teacher education become rooted in academia, in communities and community members” in order to first illustrate the way such a concept becomes embedded with the multiple ideologies, values, and beliefs. Therefore, the panelists explore how such engagements might inspire emerging, hybrid definitions of praxeological education rooted in the diverse perspectives and languages of teachers, students, and community partners, as well as the texts of which they make use (i.e., the word and the world-texts and communities). In light of these five different components of service-learning, the panelists also consider the shift within these local contexts from thought to action - from word and theory to praxis. They take up theories of learning that situate people in context with one another and recognize the value of the social interactions afforded through engaged pedagogies. In Of What Use Is It? Multiple Conceptualizations of Service Learning Within Education, Dan Butin (2003) wrote, “[is service-learning] a voyeuristic exploitation of the cultural other that masquerades as academically sanctioned servant leadership?” (p. 1675). As we continue to reject these notions of service-learning practitioners only serving the community, the panel presenters will discuss theoretical, methodological, and practical ways that “social actors” (i.e., educators, community members, youth, and researchers) have engaged in service-learning initiatives in an effort to think differently about literacy, learning, and participation. In doing so, the panelists are attentive to pushing the conceptual boundaries of service-learning, re-imagining educational spaces, and examining the role of dialogue and agency in ethical educational research. Followed by the panelist presentations, a scholar in service-learning will reflect upon the main themes of the session in order to further help educators, teachers, and students work at co-constructing transformative research agendas that promote epistemological shifts toward a praxeological-learning pedagogy

Handbook of curriculum development. 'Manual de desarrollo curricular'

Incluye índice temático. Resumen basado en el de la publicaciónEl desarrollo de un curriculum es una especie de planificación sistemática de lo que se enseña y se aprende en las escuelas tal y como se refleja en los cursos de estudio y en los programas escolares. Un curriculum se centra en lo que se va a enseñar y cuándo, dejando a los profesionales de la enseñanza decisiones sobre cómo debería realizarse esta enseñanza. Repartidos en veinte capítulos, se tratan, entre otros, los siguientes temas: La aplicación de la estrategia del Aprendizaje Basado en Problemas o Problem Based Learning (PBL); El desarrollo de un modelo de situación formativa para enseñar ciencia y tecnología, que pretende ser tomado como base a las decisiones de los profesores para lograr la calidad en la enseñanza; La discusión de cinco modelos de desarrollo curricular basados en diferentes conceptos de experiencia de aprendizaje; Las habilidades para realizar presentaciones orales; El estudio de cómo los maestros de Primaria aprenden a participar en el diseño de materiales curriculares para ciencia; Las razones para desarrollar un curriculum centrado en el aprendizaje en la enseñanza superior; La mejora del conocimiento académico de los estudiantes y el incremento de su competencia social; El efecto del uso de estructuras de texto expositivas como estrategia en la habilidad de resumir; El desarrollo curricular en ambientes online; La evaluación de la reforma curricular en la Educación Secundaria turca; La importancia del desarrollo social y emocional en el éxito; entre otros.SCBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín 5 -3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]