Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Assessment (1)
- Comprehension (1)
- Constructivism (1)
- Content Area Reading (1)
- Educational Strategies (1)
-
- Elementary Education (1)
- Elementary School Students (1)
- Elementary School Teachers (1)
- Faculty Development (1)
- Instructional Effectiveness (1)
- Knowledge Level (1)
- Literacy (1)
- Longitudinal Studies (1)
- Metacognition (1)
- Multicultural education (1)
- Multicultural teacher education (1)
- Reading Instruction (1)
- Reading Skills (1)
- Reflection (1)
- Teacher Role (1)
Articles 1 - 2 of 2
Full-Text Articles in Education
What Do Graduates Say About Multicultural Teacher Education?, Anaida Colon-Muñiz, John Brady, Suzanne Soohoo
What Do Graduates Say About Multicultural Teacher Education?, Anaida Colon-Muñiz, John Brady, Suzanne Soohoo
Education Faculty Articles and Research
"We wanted to assess the impact that our teacher preparation course on multicultural education has had on teachers’ self-perceptions and practices as multicultural educators. Lowenstein (2009) stated that not enough work has been done to determine the impact of multicultural education courses on teacher candidates once they are in the field. Although California assessments for teachers assess content background and instruction, there is a dearth of assessments on teachers’ capacity to work with culturally diverse learners."
Increasing Teachers' Metacognition Develops Students' Higher Learning During Content Area Literacy Instruction: Findings From The Read-Write Cycle Project, Margaret Sauceda Curwen, Roxanne Greitz Miller, Kimberly A. White-Smith, Robert C. Calfee
Increasing Teachers' Metacognition Develops Students' Higher Learning During Content Area Literacy Instruction: Findings From The Read-Write Cycle Project, Margaret Sauceda Curwen, Roxanne Greitz Miller, Kimberly A. White-Smith, Robert C. Calfee
Education Faculty Articles and Research
Success in the 21st century, for individuals and societies, requires competence in comprehending and communicating in the academic disciplines--the natural sciences, history, geography, and more. The Read-Write Cycle (RWC) Project, a three year longitudinal research study conducted from 2005-2008 in ten public elementary schools in southern California, explored the effectiveness of curriculum and instructional strategies that integrate literacy with disciplinary knowledge with the simultaneous goals of: (1) enhancing students' literacy outcomes; and (2) broadening and deepening knowledge of the content area. Funded by the U.S. Institute of Education Sciences, the RWC Project concentrated over years one and two on 1,024 …