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Articles 1 - 4 of 4
Full-Text Articles in Education
Coding Protocol: Early Math Interventions In Informal Learning Settings: Attention To Literacy, Hannah Carter, Gena Nelson, Peter Boedeker
Coding Protocol: Early Math Interventions In Informal Learning Settings: Attention To Literacy, Hannah Carter, Gena Nelson, Peter Boedeker
Literacy, Language, and Culture Faculty Publications and Presentations
The purpose of this document is to provide readers with the coding protocol that authors used to code 51 studies that met inclusion criteria for a systematic review. This systematic review focused on how literacy is incorporated into informal math intervention studies for children in preschool to third grade. We investigated what types of literacy activities were integrated, how literacy was a part of data sources collected, and in what ways literacy was mentioned explicitly by authors in research reports. We coded studies in this systematic review to answer the following research questions: (1) How is literacy incorporated? (2) What …
A Rationale For Integrating Writing Into Secondary Content Area Classrooms: Perspectives From Teachers Who Experience The Benefits Of Integrating Writing Frequently, Hannah Carter, Dianna Townsend
A Rationale For Integrating Writing Into Secondary Content Area Classrooms: Perspectives From Teachers Who Experience The Benefits Of Integrating Writing Frequently, Hannah Carter, Dianna Townsend
Literacy, Language, and Culture Faculty Publications and Presentations
Teachers navigate ongoing accountability pressures that target writing in each content area, yet little is understood about their experiences with or their rationales for integrating writing into content area lessons. While previous research describes writing in U.S. secondary classrooms and explains barriers to writing integration, this study investigates teacher decision making to determine why teachers in various content areas are integrating writing. Using a multicase study design, we explored teacher reflections to discern the reasons why teachers chose to integrate writing frequently. Four teachers, one from each primary content area (mathematics, English language arts, science, social studies), reflected on their …
Examining Pre-Service Teachers' Perceptions And Understanding Of Visual Literacy Instruction, Lin Gou, Daibao Guo, Eun Hye Son
Examining Pre-Service Teachers' Perceptions And Understanding Of Visual Literacy Instruction, Lin Gou, Daibao Guo, Eun Hye Son
Literacy, Language, and Culture Faculty Publications and Presentations
Despite the importance of promoting visual literacy in content instruction, there is scant research investigating pre-service teachers’ perceptions and understandings of visual literacy instruction. To fill these research gaps, we developed a unit in a literacy methods course that integrated visual literacy and social studies instruction for preservice teachers. In this qualitative study, we analyzed 65 elementary and secondary pre-service teachers’ reflections after the unit. Findings revealed that a majority of pre-service teachers developed a positive attitude toward visual literacy (instruction), demonstrated better understanding of visual displays (ViDis) and visual literacy skills, and recognized the advantages of using ViDis for …
Variations In Project-Based Course Design, Eun Hye Son, Tara Penry
Variations In Project-Based Course Design, Eun Hye Son, Tara Penry
Literacy, Language, and Culture Faculty Publications and Presentations
Project-based learning (PjBL) is seeing increasing scholarly interest and pedagogical use in higher education, but instances of PjBL do not necessarily seek the same educational outcomes. Using the grounded theory method, the authors plot five courses in a PjBL program on a matrix of course design characteristics ranging from Fixed to Flexible and Individualistic to Cooperative. They describe four major variations of PjBL based on this matrix. Recognizing that PjBL courses vary in their use of student choice and student collaboration, the authors make recommendations for assessment researchers and for teachers wishing to develop new strategies that fit their institutional …