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Full-Text Articles in Education
Reading Promotion Events Recommended For Elementary Students, Nicole N. Guldager, Karla Steege Krueger, Joan Bessman Taylor
Reading Promotion Events Recommended For Elementary Students, Nicole N. Guldager, Karla Steege Krueger, Joan Bessman Taylor
Curriculum & Instruction Faculty Publications
One of the major professional goals of teacher librarians is to teach students a love of reading, so that they will independently choose to read throughout their lives.
Literacy And Arts-Integrated Science Lessons Engage Urban Elementary Students In Exploring Environmental Issues, Audrey C. Rule, Phyllis Gray, Caroline Elser, Julie Leigh Klein
Literacy And Arts-Integrated Science Lessons Engage Urban Elementary Students In Exploring Environmental Issues, Audrey C. Rule, Phyllis Gray, Caroline Elser, Julie Leigh Klein
Curriculum & Instruction Faculty Publications
This descriptive case study examined student attitudes, writing skills and content knowledge of urban fourth and fifth graders (6 males, 9 female) during a six-week literacy, thinking skill, and art-integrated environmental science unit. Pre- and post- test questions were used to address knowledge of environmental problems and student environmental actions. Students expressed knowledge and suggestions for positive action of youth through four essays throughout the unit, the final essay being accompanied by a pop-up construction. Writings showed steady growth in number of words, sentences, suggested environmental actions for youth, and instances of discussing consequences and sequels of actions. Students were …
Pedagogical Voyeurism: Dialogic Critique Of Documentation And Assessment Of Learning, Eugene Matusov, Ana Marjanovic-Shane, Sohyun Meacham
Pedagogical Voyeurism: Dialogic Critique Of Documentation And Assessment Of Learning, Eugene Matusov, Ana Marjanovic-Shane, Sohyun Meacham
Curriculum & Instruction Faculty Publications
We challenge a common emphasis on documentation and assessment of learning for providing good education: from the mainstream of neoliberal accountability movement to the progressive Reggio Emilia schools. We develop these arguments through discussing: 1) immeasurableness of education and learning, 2) students’ ownership/authorship of education and learning. We ground our conceptualization of educational assessment in critical dialogue, in a case of a student who requested assessment of her research project, and guided her peers and the teacher in providing different aspects of this assessment. We argue that documentation of learning on teacher’s demand leads to surveillance, discipline, distraction, teacher-student distrust, …