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Articles 1 - 12 of 12
Full-Text Articles in Education
The Student Centered Approach Storied: What Students Have To Teach Us, Taylor A. Norman
The Student Centered Approach Storied: What Students Have To Teach Us, Taylor A. Norman
Language Arts Journal of Michigan
In this paper, the pedagogical method known as student centered instruction is storied. Classroom narratives, called pedagogical stories, are shared to inform the collective practice of teaching. Together, stories of classroom experiences speak in one voice (Coles, 2004). A voice that tells preservice teachers stories of what they might encounter when applying their learned methods to classroom practice; stories of classroom situations that aim to inform theory and method with practice. Through the use of classroom narratives, the author suggests that the student centered approach has a responsibility to culturally responsive teaching, especially in the language arts classroom.
Student-Centered Approaches To Teaching Grammar And Writing, Lindsay J. Jeffers
Student-Centered Approaches To Teaching Grammar And Writing, Lindsay J. Jeffers
Language Arts Journal of Michigan
This article questions the continued reliance on traditional approaches to the teaching of grammar, particularly the memorization of parts of speech and grammar rules. Years of studies show that grammar instruction out of the context of writing is detrimental to students. Despite much progress toward student-centered instruction, traditional methods of teaching grammar are still a cornerstone of writing instruction in many English classes. The article suggests more effective, student-centered approaches that focus on students developing as writers and readers. Through modeling and inquiry, students focus on writing as a craft and make choices as writers. It’s essential that research about …
Mitigating The Tensions Of Teacher Evaluation Through Pragmatism, Scott Sheedlo
Mitigating The Tensions Of Teacher Evaluation Through Pragmatism, Scott Sheedlo
Language Arts Journal of Michigan
The Five Dimensions of Teaching and Learning (5 D+) model for teacher evaluation is popular among Michigan school districts as the instrument to satisfy state law requiring districts to evaluate teachers. Veteran English Language Arts (ELA) teacher Scott Sheedlo gives a first-hand, narrative account of the questions and tensions implementation of the 5D+ model has caused for him as his district has adopted the model. Sheedlo notes this state mandate has resulted in the typical manifestations of teacher resistance, as the model is at odds with his own metrics for good teaching and includes unfamiliar, research-based practices such as formative …
A Wood Comes Toward Dunsinane: The Synthesis Of Traditional And Constructivist Methodologies, Randall L. Kaplan
A Wood Comes Toward Dunsinane: The Synthesis Of Traditional And Constructivist Methodologies, Randall L. Kaplan
Language Arts Journal of Michigan
Education professionals now favor Constructivist and project-based strategies for learning over Traditional methods, which include such frowned upon practices as rote memorization and recitation. The Constructivist approach is being taken to its natural apex by educators like Larry Rosenstock who have created Constructivist utopias such as High Tech High in San Diego, the school put under the microscope in the 2015 documentary film Most Likely to Succeed. Project-based, experiential units of study are effective, exciting, and edifying for both students and teachers. They promise to prepare students for the type of world they will inhabit, a world whose economy …
Of Lizards And Language, Bernadette Gongora
Of Lizards And Language, Bernadette Gongora
Language Arts Journal of Michigan
No abstract provided.
Thomas Jefferson, Slavery, And The Language Of The Textbook: Addressing Problematic Representations Of Race And Power, Sarah L. Thomson
Thomas Jefferson, Slavery, And The Language Of The Textbook: Addressing Problematic Representations Of Race And Power, Sarah L. Thomson
Language Arts Journal of Michigan
This paper uses critical discourse analysis to demonstrate how two written texts about Thomas Jefferson and slavery construct very different representations of the past. The paper suggests methods that teachers can use to help students critique representations of marginalized groups in written texts, and develop a more authentic understanding of the experiences of enslaved African American men and women.
Why “Correcting” African American Language Speakers Is Counterproductive, Alice Lee
Why “Correcting” African American Language Speakers Is Counterproductive, Alice Lee
Language Arts Journal of Michigan
In this article, I address the topic of AAL usage in the classroom, particularly the line of thinking that assumes “correcting” the language is what will “set students up for success” in the future. By providing some abbreviated information on how children acquire language, I explain how AAL “correction” is actually counterproductive for student “success”—in both language acquisition and learning. Additionally, I will offer practical suggestions for how AAL can be incorporated in curriculum and instruction.
A Tapestry Of Eyes In The Literacy/Literature Class, Gregory Shafer
A Tapestry Of Eyes In The Literacy/Literature Class, Gregory Shafer
Language Arts Journal of Michigan
It is essential that language arts classes make room for different voices, different cultures, and new settings for writing. This paper examines ideas and methods for expanding the discourse and refers to Morrison's Bluest Eye as a way to appreciate the dilemma our students face.
The International Baccalaureate Learner Profile: A Social Justice Framework In The English Language Arts Classroom, Kristin Sovis, Sarah Pancost
The International Baccalaureate Learner Profile: A Social Justice Framework In The English Language Arts Classroom, Kristin Sovis, Sarah Pancost
Language Arts Journal of Michigan
“The International Baccalaureate Learner Profile: A Social Justice Framework in the English Language Arts Classroom," highlights the story of an expert secondary ELA teacher as she navigates the political climate in the wake of the 2016 presidential election. Through narrative, classroom anecdote, and pedagogical reflection, this story offers readers an authentic portrait of the complex decisions that face teachers as we navigate tenuous political terrain in our classrooms. Central to this story is the International Baccalaureate (IB) Learner Profile (LP), which is the framework from which this teacher operates: the IB LP serves as both the anchor and guide for …
The Consequential Validity Of The M-Step And Third-Grade Retention, Michelle L. Sprouse
The Consequential Validity Of The M-Step And Third-Grade Retention, Michelle L. Sprouse
Language Arts Journal of Michigan
This paper applies Slomp, Corrigan, and Sugimoto’s (2014) consequential validity framework to the third-grade Michigan Student Test of Educational Progress (M-STEP) in English language arts (ELA). Slomp et al.’s (2014) consequential validity framework provides for a holistic examination of the validity of the assessment and its consequences. Using this framework, this paper considers the construct of reading developed in the adopted standards, assessment design, sample assessment items, disaggregated performance data, and the assessment consequences. The number and magnitude of validity concerns raised in all aspects of the framework call into question the consequential validity of the assessment.
Black Voices Matter, Shenika Hankerson
Black Voices Matter, Shenika Hankerson
Language Arts Journal of Michigan
This article examines the role of voice in the writing of African American students from the African American Language (AAL)-speaking culture. Drawing on data from a qualitative study, this article presents empirical evidence that is likely to inform existing and new initiatives to support the voice and writing practices of AAL-speaking students, and by extension, all culturally and linguistically diverse students. This rarely considered insight, I argue, is important as in recent decades there have been a growing number of calls for instructional material that meets the language and literacy development needs of second language speakers and writers. By generating …
Using Visible Thinking Routines To Teach About The Impact Of Colonialism On Race Within The Language Arts Classroom, Carol Kelly
Using Visible Thinking Routines To Teach About The Impact Of Colonialism On Race Within The Language Arts Classroom, Carol Kelly
Language Arts Journal of Michigan
Particularly within Language Arts, the curriculum has historically been based around the classics of Literature, which are heavily dominated by wealthy white men. Finding suitable materials to teach from, whilst still providing the background knowledge of the traditional canon, is a challenge to effective teaching about diversity. I am aware that I come from a culture of whiteness, and this makes me wary of my own biases when teaching about cultural diversity. When approaching this topic I have drawn upon a variety of resources, and this paper will use a mixture of academic research, teaching materials, and self study to …