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Full-Text Articles in Education
Using Inquiry-Based Teaching And Kids Inquiry Conferences To Strengthen Elementary Science Instruction And To Encourage More Students To Pursue Science Careers, Paula A. Magee, Ryan Flessner
Using Inquiry-Based Teaching And Kids Inquiry Conferences To Strengthen Elementary Science Instruction And To Encourage More Students To Pursue Science Careers, Paula A. Magee, Ryan Flessner
Ryan Flessner
For the past 20 years, there has been a push to improve the teaching and learning of science in elementary schools. One strong reason for this was the release of the National Science Education Standards (NRC 1996). The Standards articulated not only what K-12 students should know (science content standards), but also how science teachers needed to teach (teaching standards) and be continuously supported (professional development standards). The Standards also considered ways to support inquiry-based and meaningful science learning for K-12 students (program and system standards). According to the NRC, one ot:·the four reasons underpinning all of this is because …
Making The Work Interesting: Classroom Management Through Ownership In Elementary Literature Circles, Ryan Flessner
Making The Work Interesting: Classroom Management Through Ownership In Elementary Literature Circles, Ryan Flessner
Ryan Flessner
Ryan Flessner's contribution to "Breaking the Mold of Classroom Management: What Educators Should Know and Do to Enable Student Success".
Tying It All Together: Implications For Classrooms, Schools, And Districts, Ryan Flessner, Kenneth Zeichner, Kalani Eggington
Tying It All Together: Implications For Classrooms, Schools, And Districts, Ryan Flessner, Kenneth Zeichner, Kalani Eggington
Ryan Flessner
Ryan Flessner, Kenneth Zeichner, and Kalani Eggington's contribution to "Creating Equitable Classrooms through Action Research"
Understanding Community Voices As A Force In Teacher Education, Ryan Flessner, Paula A. Magee
Understanding Community Voices As A Force In Teacher Education, Ryan Flessner, Paula A. Magee
Ryan Flessner
Ryan Flessner and Paula Magee's contribution to "Flessner, R., Miller, G. R., Patrizio, K. M., & Horwitz, J. R. (Eds.). (2012). Agency through teacher education: Reflection, community, and learning. Lanham, MD: Rowman & Littlefield Education."
Reggio Emilia Approach, Ena Shelley, Ryan Flessner
Reggio Emilia Approach, Ena Shelley, Ryan Flessner
Ryan Flessner
Article in Ainsworth, James, ed. Sociology of Education: An A-to-Z Guide. Thousand Oaks, US: SAGE Publications, Inc, 2013.
Pushing The Field Of Practitioner Research: Utilizing ‘Reflective Third Spaces’ To Explore Educational Practice, Ryan Flessner
Pushing The Field Of Practitioner Research: Utilizing ‘Reflective Third Spaces’ To Explore Educational Practice, Ryan Flessner
Ryan Flessner
For decades, literature in the field of education has been rife with descriptions of the divides between theory and practice, research and implementation, and universities and public schools. Beginning with an examination of these divides, this chapter explores the ways that teacher educators can capitalize on their positioning in order to better understand educational practice. Following a brief introduction, an examination of third space theory and its usefulness to teacher educators— especially those engaged in practitioner research— ensues. Building on the work of early theorists in fields such as literature and cultural geography, third space theory has typically been used …
Reggio Emilia Approach, Ena Shelley, Ryan Flessner
Reggio Emilia Approach, Ena Shelley, Ryan Flessner
Ena Shelley
Article in Ainsworth, James, ed. Sociology of Education: An A-to-Z Guide. Thousand Oaks, US: SAGE Publications, Inc, 2013.
English Proficiency / Fluent English Proficient Students, Susan R. Adams
English Proficiency / Fluent English Proficient Students, Susan R. Adams
Susan Adams
K-12 students whose first language is not English are identified upon enrollment in U.S. schools through a home language survey and are immediately assessed to determine whether English as a second language (ESL) services are required. Students who do not pass this initial screening assessment are classified as English Language Learners (ELLs), or as limited English proficiency (LEP) students, and are identified to receive school-provided English language development (ELD) and accommodations. Students who pass the initial screener or who demonstrate English proficiency two years in a row on state-mandated annual assessments are deemed fluent or fully English proficient (FEP) students …