792 research outputs found
Using Imagination to Bridge Young Childrenās Literacy and Science Learning: A Dialogic Approach
Integrating childrenās literacy and science learning has become a new focus in literacy instruction. Imagination, an integral part of childrenās learning experience, remains marginalized in todayās 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 childrenās literacy and science learning. The findings showed that the integration opportunities were organically constructed in and through childrenās natural engagement of imagination in their reading process. A dialogic approach is presented as one way to ignite childrenās 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
We the People: Elementary Pre-Service Teachers and Constitutional Readability
In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in
Sound and Waves (PS4): An Integrated Kā8 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
Sound and Waves: An Integrated Kā8 HandsāOn 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
Forces and Motion (PS2): An Integrated Kā8 Hands-On Approach Supporting the NGSS and CCSS ELA
Explore the benefits of merging experiential science and literacy instruction to deepen studentsā understanding of force and motion
Photosynthesis and Cellular Respiration (LS1): A Hands-On Approach for Grades 6ā12
Integrate the NGSS and CCSS ELA by using a cycle of science and ELA activities to help students learn about the flow of energy between photosynthesis and cellular respiration
Heat, Energy, and Matter (CCC5, PS3): An Integrated Grades 3ā12 Hands-On Approach Supporting the NGSS and CCSS ELA
We will offer ideas to build knowledge about using reading and hands-on activities as tools to increase student understanding of heat, energy, and matter
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