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Teaching Strategies Gold®: Assessment For Development And Learning Of Young Children, Shamah Md-Yunus
Teaching Strategies Gold®: Assessment For Development And Learning Of Young Children, Shamah Md-Yunus
Faculty Research and Creative Activity
No abstract provided.
Teaching Strategies Gold®: Assessment For Development And Learning Of Young Children, Shamah Md-Yunus
Teaching Strategies Gold®: Assessment For Development And Learning Of Young Children, Shamah Md-Yunus
Faculty Research and Creative Activity
No abstract provided.
Do Students In Montessori Schools Perform Better On Achievement Tests? A Taiwanese Perspective, Shamah Md-Yunus, Hsin-Hui Peng
Do Students In Montessori Schools Perform Better On Achievement Tests? A Taiwanese Perspective, Shamah Md-Yunus, Hsin-Hui Peng
Faculty Research and Creative Activity
The study examines whether elementary school students in Taiwan who
had received Montessori education achieved significantly higher scores on tests of
language arts, math, and social studies than students who attended non-Montessori
elementary programs. One hundred ninety six children in first, second, and third
grade participated in the study. Children’s scores were measured by Elementary
School Language Ability Achievement Test (ESLAAT), Elementary School Math
Ability Achievement Test (ESMAAT), and Social Studies Ability Achievement
Test (SSAAT). One-way multivariate analysis of variance (MANOVA) showed that
students who had Montessori experience had a significantly higher score in language
arts in all three grade …
Examining The Representation Of Slavery Within Children’S Literature, John H. Bickford Iii, Cynthia W. Rich
Examining The Representation Of Slavery Within Children’S Literature, John H. Bickford Iii, Cynthia W. Rich
Faculty Research and Creative Activity
Middle level teachers, at times, link historical content with relevant English literature in interdisciplinary units. Elementary teachers periodically employ history-themed literature during reading time. Interconnections between language arts and history are formed with developmentally appropriate literature for students. Historical misrepresentations, however, proliferate in children’s literature and are concealed behind engaging narratives. Since literacy and historical thinking are essential skills, children’s literature should be balanced within, not banished from, the classroom. Using America’s peculiar institution of slavery as a reference point, this article examines children’s literature, identifies almost a dozen areas of historical misrepresentation, and proffers rich primary source material to …
Trade Books’ Historical Representation Of Eleanor Roosevelt, Rosa Parks, And Helen Keller, John H. Bickford Iii, Cynthia W. Rich
Trade Books’ Historical Representation Of Eleanor Roosevelt, Rosa Parks, And Helen Keller, John H. Bickford Iii, Cynthia W. Rich
Faculty Research and Creative Activity
Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms …
Examining The Why: The Relevance Of Our Courses, Lauri J. Deruiter-Willems
Examining The Why: The Relevance Of Our Courses, Lauri J. Deruiter-Willems
Faculty Research and Creative Activity
If we want students to be truly engaged, not just doing enough to get a passing grade, we need to make sure they make a connection between our course content and their future.
Historical Thinking And Common Core: Facilitating Adolescents’ Scrutiny Of The Credibility Of Slave Narratives, John H. Bickford Iii, Cynthia W. Rich
Historical Thinking And Common Core: Facilitating Adolescents’ Scrutiny Of The Credibility Of Slave Narratives, John H. Bickford Iii, Cynthia W. Rich
Faculty Research and Creative Activity
History education researchers encourage teachers to intentionally integrate content, methods, and assessment in discipline-specific and age-appropriate ways. State and national initiatives prescribe such integration across curricula and within all areas of the social studies from early elementary through high school. The stipulation, however, does not provide a map for interested yet overwhelmed educators. This is especially true for elementary and middle level teachers as the majority of historical thinking research and methodological guides targets older students. To address this concern, we propose teachers fuse the content, methods, and assessment with specific historical thinking skills, or heuristics. We model our theoretical …
Common Core, Informational Texts, And The Historical (Mis)Representations Of Native Americans Within Trade Books, John Bickford, Lauren Hunt
Common Core, Informational Texts, And The Historical (Mis)Representations Of Native Americans Within Trade Books, John Bickford, Lauren Hunt
Faculty Research and Creative Activity
State and national initiatives have repositioned elementary teachers’ emphases. These mandates increase the frequency with which teachers utilize informational texts and students’ exposure to diverse perspectives of the same event or era. In short, history and social studies content will likely have a more prominent position within the incorporated literature in English/reading class. Teachers will intentionally supplement age-appropriate, engaging tradebooks with relevant, interrelated informational texts, like primary source material. To guide interested elementary teachers, we focused on tradebooks that centered on Native Americans, an oft-included topic in elementary curricula. We evaluated the tradebooks for their historical representation (and misrepresentation), located …
Examining The Representation Of Slavery Within Children’S Literature, John Bickford, Cynthia Rich
Examining The Representation Of Slavery Within Children’S Literature, John Bickford, Cynthia Rich
Faculty Research and Creative Activity
Middle level teachers, at times, link historical content with relevant English literature in interdisciplinary units. Elementary teachers periodically employ history-themed literature during reading time. Interconnections between language arts and history are formed with developmentally appropriate literature for students. Historical misrepresentations, however, proliferate in children’s literature and are concealed behind engaging narratives. Since literacy and historical thinking are essential skills, children’s literature should be balanced within, not banished from, the classroom. Using America’s peculiar institution of slavery as a reference point, this article examines children’s literature, identifies almost a dozen areas of historical misrepresentation, and proffers rich primary source material to …
Common Core, Informational Texts, And The Historical (Mis)Representations Of Native Americans Within Trade Books, John H. Bickford Iii, Lauren Hunt
Common Core, Informational Texts, And The Historical (Mis)Representations Of Native Americans Within Trade Books, John H. Bickford Iii, Lauren Hunt
Faculty Research and Creative Activity
State and national initiatives have repositioned elementary teachers’ emphases. These mandates increase the frequency with which teachers utilize informational texts and students’ exposure to diverse perspectives of the same event or era. In short, history and social studies content will likely have a more prominent position within the incorporated literature in English/reading class. Teachers will intentionally supplement age-appropriate, engaging tradebooks with relevant, interrelated informational texts, like primary source material. To guide interested elementary teachers, we focused on tradebooks that centered on Native Americans, an oft-included topic in elementary curricula. We evaluated the tradebooks for their historical representation (and misrepresentation), located …
Historical Thinking And Common Core: Facilitating Adolescents’ Scrutiny Of The Credibility Of Slave Narratives, John Bickford, Cynthia Rich
Historical Thinking And Common Core: Facilitating Adolescents’ Scrutiny Of The Credibility Of Slave Narratives, John Bickford, Cynthia Rich
Faculty Research and Creative Activity
History education researchers encourage teachers to intentionally integrate content, methods, and assessment in discipline-specific and age-appropriate ways. State and national initiatives prescribe such integration across curricula and within all areas of the social studies from early elementary through high school. The stipulation, however, does not provide a map for interested yet overwhelmed educators. This is especially true for elementary and middle level teachers as the majority of historical thinking research and methodological guides targets older students. To address this concern, we propose teachers fuse the content, methods, and assessment with specific historical thinking skills, or heuristics. We model our theoretical …
Trade Books’ Historical Representation Of Eleanor Roosevelt, Rosa Parks, And Helen Keller, John Bickford, Cynthia Rich
Trade Books’ Historical Representation Of Eleanor Roosevelt, Rosa Parks, And Helen Keller, John Bickford, Cynthia Rich
Faculty Research and Creative Activity
Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms …
Student And Faculty Expectations For Learning In Various Delivery Models, Lauri J. Deruiter-Willems
Student And Faculty Expectations For Learning In Various Delivery Models, Lauri J. Deruiter-Willems
Faculty Research and Creative Activity
The purpose of this presentation is to shed light on expectations and characteristics of both students and faculty with the hope of improving the learning experience for all by minimizing frustrations and clarifying each others roles. We do much of this already, but it’s nice to have a reminder, and maybe a different take on some ideas.