State efforts to improve children's oral health

Caption title."November 20, 2002."Supported by the United States Department of Health and Human Services, Centers for Disease Control and Prevention cooperative agreement. H75/CCH32206

The Magic of Wondering: Building Understanding Through Online Inquiry

The ability to ask questions is essential to learning, reasoning, and understanding. This column introduces a sequence of activities that incorporate the use of digital images and online texts into intentional opportunities for even the youngest learners to work with their teachers and classmates as they wonder, anticipate, explore, and think deeply about things that matter to them

Sentence Stems That Support Reading Comprehension

Sentence stems are widely used by teachers, but what do we know about developing sentence stems and using them effectively? Sentence stems are intended to facilitate students’ participation in academic conversations and writing and support students to develop the language expected in school, but sometimes the stems do not provide the support intended. The authors explain how to develop supportive sentence stems

Creating healthy states: building healthy communities

[Patricia Nolan].Caption title."This Issue Brief was written by Dr. Patricia Nolan, with materials provided by Ellen Jones, through a cooperative agreement between the National Governors Association Center for Best Practices, the U.S. Centers for Disease Control and Prevention, and the Robert Wood Johnson Foundation"--P. 11."February 25, 2006."Also available via the World Wide Web.System requirements: Adobe Acrobat Reader

Creating healthy states: building healthy worksites

Caption title."This Issue Brief was written by Partnership for Prevention in collaboration with the WorkCare Group, Inc. through a cooperative agreement between the National Governors Association Center for Best Practices and the Centers for Disease Control and Prevention (CDC, U.S. Department of Health and Human Services (h75/CCH322063-04)."-- p. 13.Also available via the World Wide Web.System requirements: Adobe Acrobat Reader.Includes bibliographical references (p. 13-15)

Writing in the Disciplines: How Math Fits Into the Equation [post-print]

© 2018 International Literacy Association Writing is an important mode of thinking and learning for elementary students. Consistent efforts have been made to encourage discipline-specific writing, yet defining qualities of elementary mathematical writing have historically been underdeveloped. This article offers educators a new framework that conceptualizes mathematical writing as writing to reason and to communicate mathematically. Specifically, the framework defines four types of elementary mathematical writing: exploratory, informative/explanatory, argumentative, and mathematically creative. The authors explain and explore these types and their associated purposes through classroom vignettes. Informed by existing practices in mathematics and writing, strategies are offered to support teachers in the implementation of mathematical writing

An Innovative Learning Academy Approach to Increasing Early Literacy Performance

The rationale behind this project was to train K-2 teachers in effective methods for addressing early literacy development using innovative methods that equip students with the depth of knowledge Common Core State Standards ([CCSS] National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) require. The implementation of the Reader\u27s Workshop (Calkins, 2010) model of instruction and Scholastic\u27s foundational digital reading program iRead (Scholastic Inc., 2014) were selected as alternative, more re levant curricula to monitor and increase student reading proficiency

Using History-Based Trade Books as Catalysts for Historical Writing, Speaking, and Listening in Elementary Curricula

State and national initiatives have aligned to compel change in elementary classroom curricula and instructional practice (Council of Chief State School Officers [CCSSO], 2012; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA & CCSSO], 2010; Partnership for Assessment of Readiness for College and Careers [PARCC], 2012). An increased focus on informational texts and content area literacy are two significant changes intended to both facilitate and integrate historical thinking and historical content. For a subject that has struggled to maintain relevancy in elementary curricula, the social studies has a new, stronger position (Center on Education Policy, 2008; Fallace, Biscoe, & Perry, 2007; Holloway & Chiodo, 2009; National Council for the Social Studies [NCSS], 2010, 2013; Wilton & Bickford, 2012). Scholarship on both the cognition behind, and practical applications of, historical thinking directs teachers of adolescent students and elementary children (Bickford, 2013b; Nokes, 2011; Wineburg, 2001) yet historical thinking cannot emerge without solid curricular resources

The effects of argumentation on student motivation in mathematics

As a future educator, I am going to need to motivate my students to learn mathematics and be engaged deeply with the material. Because mathematics is a required subject for students, mathematics teachers must employ various strategies to motivate their students. Something that has motivated me in past mathematics courses has been the chance to form arguments and defend them in class. Argumentation in mathematics classrooms has been included in the Common Core Standards for Mathematical Practice as Practice Standard 3: “Construct viable arguments and critique the reasoning of others” (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). I would like to use argumentation extensively in my future classroom, because I enjoyed it as a student and it helped me learn and engage with mathematical concepts. However, I do not know if it will be a motivator for my students like it was for me, and I would like to see evidence before I use it extensively in my future classroom. The purpose of this research is to inform my future practice by studying the effects of argumentation, specifically the implementation of the Common Core Standard for Mathematical Practice, related to constructing viable arguments and critiquing the reasoning of others (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), on student motivation in secondary mathematics classrooms. I also hope that I can draw attention to this topic so that those who are interested can help contribute to the literature concerning a substantive connection between the two ideas of argumentation and motivation. To focus my research, I have developed the following research question: Does meeting Common Core Standard for Mathematical Practice 3, “Construct viable arguments and critique the reasoning of others,” affect student motivation in mathematics classrooms

The Language of Mathematics: Early Childhood Mathematics for Children who are Deaf or Hard-of-Hearing and the Role of Parental Involvement

The development of the Common Core Standards sought to guide educators across the nation in providing commensurate academic programs and to define what students should know for career and college readiness. As of August 2013, forty-three states, the District of Columbia and four territories had adopted the Common Core Standards for grades kindergarten through twelve in the areas of English language arts and mathematics (National Association for the Education of Young Children [NAEYC], 2012; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010; Race to the Top Fund, 2014). To ensure kindergarten readiness, rigorous early childhood education must be implemented to optimize the success in the K-12 setting