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Full-Text Articles in Education
Educating Early Childhood Preservice Teachers About Dual Language Theory And Practice, Ana T. Solano-Campos, Maria Acevedo-Aquino, Patricia Paugh
Educating Early Childhood Preservice Teachers About Dual Language Theory And Practice, Ana T. Solano-Campos, Maria Acevedo-Aquino, Patricia Paugh
Early Childhood and Elementary Education Faculty Publications
The article discusses Educating Early Childhood Preservice Teachers about Dual Language Theory and Practices. It mentions that many teachers are fearful or unsure about how to include literacy instruction in their curricula to affirm their students' multiple languages. It informs that Massachusetts had been one of the few states in the country that had eliminated, or highly restricted, bilingual education by law.
“I Notice My Feelings:” Exploring Mindfulness With 1st Graders And Their Families, Katie Schrodt, Zachary Barnes, Megan Devries, Jennifer Grow, Pauli Wear
“I Notice My Feelings:” Exploring Mindfulness With 1st Graders And Their Families, Katie Schrodt, Zachary Barnes, Megan Devries, Jennifer Grow, Pauli Wear
Networks: An Online Journal for Teacher Research
This paper explores a study completed with 1st grade students while a five-week mindfulness unit was implemented in their classroom. The paper discusses tactics for teaching mindfulness strategies to students and results observed in the students over the course of the five-week study. It also contains journal entries completed by students and their families both in the classroom and at home.
Teacher Perspectives Of The Implementation Of The Journeys Early Literacy Program, Milton Bernard Reese
Teacher Perspectives Of The Implementation Of The Journeys Early Literacy Program, Milton Bernard Reese
Walden Dissertations and Doctoral Studies
A small rural school district in the southwestern part of the United States required teachers to provide highly effective literacy instruction by implementing an evidence-based reading program called Journeys. With consistently low reading achievement, it was unclear whether teachers were implementing Journeys as prescribed. The purpose of this qualitative case study was to explore teacher implementation of the Journeys program for students at an elementary school in the district. The theoretical framework used to guide the study was Clay’s emergent literacy theory. The conceptual framework included 5 strands of the Journeys reading curriculum, which was derived from Clay’s theory. A …