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Full-Text Articles in Education

The Symbiotic Relationship Between Reading And Music: A Natural Pedagogical Collaboration, Jarrett D. Moore, Kathryn Simonyak, Kelsey Ruzicka Feb 2023

The Symbiotic Relationship Between Reading And Music: A Natural Pedagogical Collaboration, Jarrett D. Moore, Kathryn Simonyak, Kelsey Ruzicka

Networks: An Online Journal for Teacher Research

Reading and music instruction can form a symbiotic relationship to positively impact lower-elementary literacy and increase student engagement. In this action research study, cross-curricular instruction between reading and music at the 2nd grade elementary level was taught by both the reading and music teacher. This study employed reading, rhythm, rhyme, instrumentation, writing, physical movement, and song to benefit students’ phonemic awareness while reading. Developmental Reading Assessments (DRAs) were used to measure student growth from the start of the study to its conclusion. These DRAs were used as pre- and posttests and were bookended around instruction using reading, rhythm, rhyme, instrumentation, …

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Exploring Elementary Student And Teacher Perceptions Of Stem And Cs Abilities, Scott R. Bartholomew, Vanessa Santana, Jessica Yauney Sep 2022

Exploring Elementary Student And Teacher Perceptions Of Stem And Cs Abilities, Scott R. Bartholomew, Vanessa Santana, Jessica Yauney

Journal of STEM Teacher Education

Curriculum, legislation, and standards across the nation are quickly evolving to incorporate computer science and computational thinking concepts into K-12 classrooms. For example, many states have passed legislation requiring computer science to be included in every school’s curriculum. Most states, however, report high shortages of qualified computer science teachers, meaning, teachers without extensive training will be required to integrate these concepts into their classrooms—a daunting task for most teachers without the necessary background and experiences. This paper reports the impacts of a thirteen-week intervention in a local elementary school designed to introduce computational thinking skills to 4th and 5 …

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Standing Their Ground: How A Field Supervisor Helped Student Teachers Implement Classroom Management Strategies That Work, Anita B. Sunseri, Mary Anne Sunseri Sep 2022

Standing Their Ground: How A Field Supervisor Helped Student Teachers Implement Classroom Management Strategies That Work, Anita B. Sunseri, Mary Anne Sunseri

Journal of Practitioner Research

Many new teachers struggle with implementing effective classroom management strategies to deal with student behavior. This study examined the role a university field supervisor played in supporting three student teachers in the area of classroom management. The author used cognitive coaching techniques to help her student teachers devise classroom management strategies to address students behavioral issues. These coaching strategies included eliciting student teachers’ input about students’ specific behavior problems and their strategies for dealing with their students’ behavior. As a result, student teachers developed classroom management strategies to help students with behavior problems follow the classroom rules and engage with …

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School Leadership Support: Understanding The Experiences Of Elementary-Level Teachers During A Global Health Pandemic, Kathleen M. Crawford, Pamela Wells, Juliann Sergi Mcbrayer, Kristen N. Dickens, Katherine Fallon May 2022

School Leadership Support: Understanding The Experiences Of Elementary-Level Teachers During A Global Health Pandemic, Kathleen M. Crawford, Pamela Wells, Juliann Sergi Mcbrayer, Kristen N. Dickens, Katherine Fallon

School Leadership Review

The purpose of this study was to better understand how the current COVID-19 global health pandemic has professionally and emotionally impacted elementary-level teachers. Teachers experienced diverse challenges during this unprecedented time with a rapid shift from in-person to online learning. Two overarching themes emerged based on participant experiences: abandoning best practices and increased stress and emotional pain. Implications for practice included the need for school leaders to evaluate the current level of support being provided to teachers and assess areas of need to support professional and emotional growth with the backdrop of the pandemic. We encourage future research with all …

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Collaborative Writing With Young Multilingual Learners, Loren D. Jones, Luciana C. De Oliveira May 2022

Collaborative Writing With Young Multilingual Learners, Loren D. Jones, Luciana C. De Oliveira

Journal of English Learner Education

Effectively teaching writing to multilingual learners (MLs) has been identified as one of the most prominent challenges currently facing educators. Collaborative writing has been identified as one promising pedagogical practice that responds to this challenge; however, little of the existing research focuses on the elementary level. This study seeks to address this gap in the literature, describing a design-based research study focused on collaborative writing with MLs in a diverse first-grade classroom. This paper showcases two iterations of collaborative writing, closely examining the how-to and opinion texts that two focal MLs produced with their peers. The evaluation of students’ writing …

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Engaging Pre-Service Teachers In Interactive Social Justice-Themed Read-Alouds, Kayln Hoppe Mar 2022

Engaging Pre-Service Teachers In Interactive Social Justice-Themed Read-Alouds, Kayln Hoppe

Educational Considerations

This qualitative case study explored how pre-service teachers responded to social justice-themed picture book read-alouds in an undergraduate literacy course. Data were collected from personal observations, semi-structured focus group interviews, and student work, and were analyzed using inductive analysis. Findings indicate how reading multicultural literature aloud plays an important role in post-secondary students’ content understanding and preparation for a career in teaching. This case study may inspire teacher educators to incorporate multicultural read-alouds into higher education coursework.

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Exploring The Impact Of Field-Based Supervision Practices In Teaching For Social Justice, Detra Price-Dennis, Erica Colmenares Oct 2021

Exploring The Impact Of Field-Based Supervision Practices In Teaching For Social Justice, Detra Price-Dennis, Erica Colmenares

Journal of Educational Supervision

The purpose of this study is to understand how field-based supervisory practices support preservice teachers’ conceptualizations of reflective practice, curriculum inquiry, and social justice-oriented pedagogies. Moving away from the more traditional supervisory triad model (e.g., preservice student--cooperating teacher--university supervisor), our qualitative investigation examined five supervisory practices: formal observation, Lesson Study, video debriefs/observations, guided observations, and participation in Intellectual Learning Communities (ILCs). Through a case study of two preservice teachers, this study highlights how these supervisory practices helped support preservice teachers’ notions of reflective practice and curriculum inquiry but did not deepen their notions of social justice and inclusivity.

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Policies, Practices, Places, And People: How Elementary Preservice Teachers Learned Literacy Teaching, Chad H. Waldron Jul 2021

Policies, Practices, Places, And People: How Elementary Preservice Teachers Learned Literacy Teaching, Chad H. Waldron

Michigan Reading Journal

This article features cases of how elementary education preservice teachers made sense of teaching literacy. Their contexts for teaching varied in policies, curricula, and demands for their literacy teaching, shaped their learning and understanding of literacy instruction and assessment as beginning teachers. The research featured in this article pushes upon conceptualizations of "good" literacy teaching and how mentor teachers serve a critical role in preparing the next generation of elementary literacy teachers. Recommendations are made on how to best support elementary preservice teachers in literacy instruction and assessment.

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Emotional Dimensions Of Teaching In Elementary Education Preparation, Kathleen M. Crawford, Juliann Sergi Mcbrayer, Katherine Fallon Jan 2021

Emotional Dimensions Of Teaching In Elementary Education Preparation, Kathleen M. Crawford, Juliann Sergi Mcbrayer, Katherine Fallon

The Qualitative Report

Student teaching is a pivotal event in teacher education preparation programs, and there is a need to investigate emotions in teaching. This study examined how one elementary program navigated the emotional dimensions of teaching. Findings revealed that the emotional dimensions of student teachers were influenced by individualized factors unique to the teacher; certain emotions were perceived as more acceptable to express; and supervisors needed to support student teachers to manage and respond to the emotional dimensions of teaching. The recommendation is to go beyond the technical and academic aspects of teaching and address the emotional dimensions to best prepare the …

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If I Knew Then What I Do Now: Fostering Pre-Service Teachers’ Capacity To Promote Expansive And Critical Conversations With Children’S Literature, Stephen Adam Crawley Nov 2020

If I Knew Then What I Do Now: Fostering Pre-Service Teachers’ Capacity To Promote Expansive And Critical Conversations With Children’S Literature, Stephen Adam Crawley

Occasional Paper Series

In this article, I reflect on my practices as a teacher educator and respond to the following questions: How do I foster the capacity of pre-service teachers to use children’s literature to promote expansive and critical conversations in the classroom? How do pre-service teachers report their stances and sense of preparedness when reflecting on the course? To address these questions, I share two strategies I employed in my undergraduate course for elementary education majors: 1) emphasizing children's literature as windows and mirrors and 2) considering stakeholder responses. For each strategy, I include preservice teachers’ (PTs’) statements that reflect how the …

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Juxtaposing Primary- And Intermediate-Elementary Trade Books’ Historical Representation Of Amelia Earhart, Rachael A. Burkhardt Mar 2020

Juxtaposing Primary- And Intermediate-Elementary Trade Books’ Historical Representation Of Amelia Earhart, Rachael A. Burkhardt

The Councilor: A National Journal of the Social Studies

Amelia Earhart can be used in the classroom not only to interest students but can also be used to cover Common Core State Standards (CCSS), National Council for the Social Studies (NCSS) framework, and Next Generation Science Standards (NGSS). When teaching Amelia Earhart, textbooks, trade books, and primary sources can be used, however one must be careful with the misrepresentations each resource can portray. To look at what is misrepresented, omitted, and included within primary and intermediate grade level trade books, 32 books were scrutinized. The trade books being analyzed were found to have some historically representative and misrepresentative elements …

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Elementary Teachers’ Positive And Practical Risk-Taking When Teaching Science Through Engineering Design, Jeffrey Radloff, Brenda Capobianco, Annie Dooley Sep 2019

Elementary Teachers’ Positive And Practical Risk-Taking When Teaching Science Through Engineering Design, Jeffrey Radloff, Brenda Capobianco, Annie Dooley

Journal of Pre-College Engineering Education Research (J-PEER)

This study examines the perspectives of three generations of elementary teachers learning to teach science using engineering design and the risks associated with implementing this innovative type of reform-based science instruction. Data were gathered using semi-structured interviews, classroom observations, and teacher reflections. Data analysis entailed open coding and document analysis. The findings indicated that there were four types of perceived risks: practical, pedagogical, conceptual, and personal. First-generation teachers exhibited conceptual risk-taking behavior, while second- and third-generation teachers reported practical, pedagogical, and personal risks. Benefits of risk-taking included increased student engagement in science, improved self-confidence in teaching science, and greater teacher …

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Departmentalization For Mathematics: Is It Beneficial For Teachers, Students, And Teacher Candidates?, Melinda S. Eichhorn, Courtney Lacson Jun 2019

Departmentalization For Mathematics: Is It Beneficial For Teachers, Students, And Teacher Candidates?, Melinda S. Eichhorn, Courtney Lacson

Journal of Educational Research and Practice

Studies have shown that both the departmentalized and self-contained models of instruction can help students achieve strong mathematics scores on standardized tests, and school administrators must consider their teachers and students when deciding on an instructional model. However, little research has considered the effect of the instructional model on initial license teacher candidates and school–university partnerships. Drawing from a Massachusetts college’s experience with practicum placements for elementary candidates pursing a generalist license (Grades 1–6), implications for teacher preparation programs are explored as more upper elementary classrooms move to a departmentalized model for mathematics.

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Infusing Evidence-Based Practices In Pre-Service Preparation Program For Teachers Of Culturally And Linguistically Diverse Students, Su-Je Cho, Kathleen Doyle, Holly Rittenhouse-Cea Jun 2019

Infusing Evidence-Based Practices In Pre-Service Preparation Program For Teachers Of Culturally And Linguistically Diverse Students, Su-Je Cho, Kathleen Doyle, Holly Rittenhouse-Cea

Journal of Multilingual Education Research

This study evaluated the perceptions of graduates from a master’s level teacher education program on the effectiveness of their program that incorporated evidence-based practices (EBPs). Specifically, the study explored how the newly revised teacher education curriculum assisted them in becoming qualified in their certification areas. Seventeen graduates participated in the study. Using a checklist graduates indicated their use of various EBPs in three categories in classrooms with culturally and linguistically diverse (CLD) students. They also engaged in a mini-focus group to discuss their perceptions of the educational experiences they participated in. The results revealed that the revised curriculum equipped graduates …

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Undergraduate Elementary Teacher Candidates’ Perceived Preparedness And Attitudes Toward Inclusion, Jewel Mahoe Apr 2019

Undergraduate Elementary Teacher Candidates’ Perceived Preparedness And Attitudes Toward Inclusion, Jewel Mahoe

Ursidae: The Undergraduate Research Journal at the University of Northern Colorado

The aim of this research is to recognize teacher candidates’ attitudes towards inclusion and perceived preparedness regarding special education. Research was conducted using a survey. The survey was administered to students by paper or online via Qualtrics. Over 100 responses were collected from undergraduate students. Data from the surveys were compiled to analyze correlations. It is anticipated that data correlations will display a trend of neutral or low confidence levels in individuals’ abilities. The results of this research will ultimately provide key information to target skills that elementary education teacher candidates feel they are lacking within the existing special education …

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Using Trade Books To Identify And Change Discriminatory Practices, Monisha Moore Sep 2018

Using Trade Books To Identify And Change Discriminatory Practices, Monisha Moore

The Councilor: A National Journal of the Social Studies

Elementary students need opportunities to explore social justice issues in their classrooms. They also need to examine text to analyze historical figures’ values, biases, and beliefs. Using trade books is one method to expose students to multiple perspectives in a diverse world. Having students identify, analyze, and address discriminatory practices through trade books equips them with the skills necessary to build empathy and address oppressive systems.

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Excavating The Past: An Archaeology Simulation For The Elementary Classroom, William Russell Iii, Ph.D. Apr 2018

Excavating The Past: An Archaeology Simulation For The Elementary Classroom, William Russell Iii, Ph.D.

The Councilor: A National Journal of the Social Studies

Archaeology is a branch of anthropology that studies the material remains of past societies. Through the study of material remains archaeologists 1) obtain a chronology of the past, 2) reconstruct the many ways of life that no longer exist, and 3) give some understanding of why human culture has changed through time. The purpose of this article is to help educators explore and encourage the use of simulations and the teaching of archaeology related content and skills in the elementary classroom. More specifically, this article provides educators with a classroom tested, practical, cost effective and hands-on archaeology dig simulation lesson …

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Elementary Students’ Attitudes Toward Social Studies, Math, And Science: An Analysis With The Emphasis On Social Studies, Sahin Dundar, Anatoli Rapoport Apr 2018

Elementary Students’ Attitudes Toward Social Studies, Math, And Science: An Analysis With The Emphasis On Social Studies, Sahin Dundar, Anatoli Rapoport

The Councilor: A National Journal of the Social Studies

The purpose of the study was to compare upper elementary students' attitudes towards social studies, science, math, and to find out whether there si a significant difference between 4th and 5th grade students' attitudes towards social studies. The participants of the study were 4th and 5th grades students (n=348) from three elementary schools in a Midwestern state. Results showed that students held less positive attitudes towards social studies than science and mathematics, and fourth graders hold more positive attitues toward social studies than fifth graders.

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Effectively Meeting The Needs Of Military-Connected Children Through Literature In The Elementary Social Studies Classroom, Hillary Anderson, Stacey Cutter, Bethany Hill-Anderson Apr 2018

Effectively Meeting The Needs Of Military-Connected Children Through Literature In The Elementary Social Studies Classroom, Hillary Anderson, Stacey Cutter, Bethany Hill-Anderson

The Councilor: A National Journal of the Social Studies

There are two million military-connected children, and every school district in the United States has at least one military-connected student (Operation Educate the Educator, n.d.). The stresses on military children have increased in the post-9/11 era, and many educators are not prepared to provide an appropriate school environment to effectively meet these children’s needs. This paper examines some of the challenges military children face in schools and offers suggestions to enable educators to provide a safe and nurturing environment. An annotated bibliography of children's literature that is aligned with the NCSS Ten Primary Themes is provided.

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Teaching Justice As A Personal Virtue And Civic Value: What’S An Elementary School Teacher To Do In A Highly Politicized Environment?, James Duplass Ph.D. Apr 2018

Teaching Justice As A Personal Virtue And Civic Value: What’S An Elementary School Teacher To Do In A Highly Politicized Environment?, James Duplass Ph.D.

The Councilor: A National Journal of the Social Studies

The article provides guidance to elementary school teachers about teaching values and virtues in the current highly politicized enviornment. It provides an analysis of key concepts such as justice, social justice, liberty and ideology and introduces teachers to the concepts of authenticity and autonomy taken from the philosophical counseling movement.

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Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr Jun 2017

Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr

Interdisciplinary Journal of Problem-Based Learning

Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to work effectively with English language learners (ELL). This article discusses the implementation of a major initiative by our teachers college to achieve both of these goals through Problem-Based Enhanced Language Learning (PBELL), which combines PBL, enhanced opportunities for language, and ELL methods. The implementation began with a …

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Changing The Shape Of The Landscape: Sexual Diversity Frameworks And The Promise Of Queer Literacy Pedagogy In The Elementary Classroom, Cammie Kim Lin May 2017

Changing The Shape Of The Landscape: Sexual Diversity Frameworks And The Promise Of Queer Literacy Pedagogy In The Elementary Classroom, Cammie Kim Lin

Occasional Paper Series

Analyzing LGBTQ-inclusive children’s literature and teaching practices in the elementary classroom, the author outlines a vision for a queer literacy pedagogy. The article begins with a description of four different sexual diversity frameworks: homophobia/heterosexism, tolerance/visibility, social justice, and queer. It includes an exploration of children’s literature and teaching practices that exemplify each framework, making explicit the connections between theory and practice. It then expands on the theories, principles, and practices composing queer literacy pedagogy. The article will be of particular interest to teacher educators and elementary classroom teachers, though the frameworks are equally applicable to all levels and settings.

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Preparing Teachers As Literacy Leaders In A Hybrid Classroom, Tamara Spencer Jun 2016

Preparing Teachers As Literacy Leaders In A Hybrid Classroom, Tamara Spencer

Occasional Paper Series

The author describes and analyzes how she developed a course (Literacy in the Elementary Grades) in hybrid format—50% online and 50% face-to-face teaching. First, she draws upon two overlapping frameworks in literacy studies—sociocultural theory and new literacy studies to describe the broader theoretical framework that grounds both the course design and the approach to literacy taken with the course. From there, the author provides a detailed analysis of the course, the objectives, overall content and assignments, and how she modified the course to be hybrid.

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Does Mclass Reading 3d Predict Student Reading Proficiency On High-Stakes Assessments?, Amy S. Bowles Sep 2015

Does Mclass Reading 3d Predict Student Reading Proficiency On High-Stakes Assessments?, Amy S. Bowles

Journal of Organizational & Educational Leadership

This quantitative, correlational study investigated the relationship between the North Carolina End of Grade Assessment of Reading Comprehension (NCEOG) and mClass Reading 3D assessment in a North Carolina elementary school. It especially examined the degree to which mClass Reading 3D measures predict scores on the reading comprehension portion of the NCEOG. The study was conducted in two parts. Part one utilized quantitative methods to describe the relationship between mClass Reading 3D and NCEOG based on demographic data. Part two utilized quantitative methods to determine the predictability of mClass Reading 3D measures Oral Reading Fluency (ORF) and Text Reading and Comprehension …

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Imparting Practical Wisdom And Resilience To Our Students, Charles (Derrick) Lawson May 2015

Imparting Practical Wisdom And Resilience To Our Students, Charles (Derrick) Lawson

Journal of Critical Issues in Educational Practice

The powerful impact of communicating a teacher’s belief in a student is presented. By sharing trade books and novels with metaphoric messages, teachers can impart practical wisdom and enable students to develop resilience when facing challenges.

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Teachers’ And Parents’ Perceptions Of Parental Involvement On Inner City Children’S Academic Success, Molly Zhou Jun 2014

Teachers’ And Parents’ Perceptions Of Parental Involvement On Inner City Children’S Academic Success, Molly Zhou

Georgia Educational Researcher

Parental involvement (PI) is an important factor in children’s academic learning. In this study, teachers’ and parents’ perceptions of parental involvement on inner city children’s academic success were examined. The setting of the study was in an inner city Tittle I elementary school with a 90% African American student population. A purposeful random sampling method was used in the study. Fifty five parents and 14 teachers participated in the study. The Parental Involvement Survey was used to collect data from the 69 participants. Collected data were analyzed with SPSS. The findings revealed that parents and teachers perceived that family, extended …

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Learning To Lead: A Social Justice Perspective On Understanding Elementary Teacher Leadership In Papua New Guinea, Joanne Brownlee, Laura Scholes, Ann Farrell, Julie Davis, Donna Cook Apr 2012

Learning To Lead: A Social Justice Perspective On Understanding Elementary Teacher Leadership In Papua New Guinea, Joanne Brownlee, Laura Scholes, Ann Farrell, Julie Davis, Donna Cook

Australian Journal of Teacher Education

Leadership in elementary education is currently recognized as a political imperative in Papua New Guinea (PNG), as the nation develops strategies towards equitable access to schooling. One recent initiative aimed at building educational leadership was an intensive Australian Leadership Award Fellowship (ALAF) program funded by AusAID, involving a group of 10 teacher trainers from PNG. As part their involvement participants completed self-authored journal entries at the beginning and end of the leadership program. Participants were also involved in focus groups after completion of the initiative. Referring to the experiences of these teacher trainers, this paper draws on Nancy Fraser’s (2005, …

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Elementary Teacher Education In Papua New Guinea: Towards A Culturally Connected Perspective Of Teaching, Casper Hahambu, Joanne M. Brownlee, E. Anne Petriwskyj Apr 2012

Elementary Teacher Education In Papua New Guinea: Towards A Culturally Connected Perspective Of Teaching, Casper Hahambu, Joanne M. Brownlee, E. Anne Petriwskyj

Australian Journal of Teacher Education

Global and national agendas for quality education have led to reforms in Papua New Guinea’s (PNG) elementary education, but criticism of the learner-centred Western pedagogies has emerged. One key influence on quality teacher education relates to perspectives of teaching. Existing research shows teachers’ beliefs and perceptions of teaching influence their practice, however to date little research has investigated perspectives of teaching for elementary education in PNG. This single exploratory case study investigated the perspectives of teaching for eighteen elementary teacher trainers as they studied for a Bachelor of Early Childhood (Teacher Education). The study, drawing on an interpretivist paradigm, analysed …

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An Opportunity For Higher Education: Using Social Entrepreneurship Instruction To Mitigate Social Problems, Matthew Kenney Oct 2011

An Opportunity For Higher Education: Using Social Entrepreneurship Instruction To Mitigate Social Problems, Matthew Kenney

Academic Leadership: The Online Journal

Ten elementary school teachers and one Spanish teacher enrolled in Multicultural Children’s and Adolescent Literature expecting to develop a long list of books for their classroom libraries that featured people with brown and black faces. Generally, coming into the course, their primary criterion for appropriate multicultural literature was that it included characters of color. These teachers, students in a graduate reading program, noted repeatedly in course reflection papers and online discussions that they never considered issues of power, privilege, and authenticity in the media in general and in literature in particular prior to their experience in the course. By the …

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The Types And Incidence Of Stressors Of Students In The University Of Ghana-Legon, Samuel Atindanbila, Elma Banyenrejoice Oct 2011

The Types And Incidence Of Stressors Of Students In The University Of Ghana-Legon, Samuel Atindanbila, Elma Banyenrejoice

Academic Leadership: The Online Journal

Over the past two decades, theorists and researchers have consistently cited the importance of effective school leadership in relation to improved educational outcomes (Fullan, 2002; Hallinger & Heck, 1998; Leithwood, Jantzi, & Steinbach, 1999; Leithwood, Louis, Anderson, & Wahlstrom, 2004). The Wallace Foundation recently commissioned an exhaustive research project on the relationships between school leadership and student learning, and the authors concluded that “when principals and teachers share leadership, teachers’ working relationships with one another are stronger and student achievement is higher” (Louis, Leithwood, Wahlstrom, & Anderson, 2010, p. 282).

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