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Expanding The Learning Network: How Teachers Use Pinterest, Stephanie E. Schroeder, Rachelle E. Curcio, Lisa Lundgren
Expanding The Learning Network: How Teachers Use Pinterest, Stephanie E. Schroeder, Rachelle E. Curcio, Lisa Lundgren
Instructional Technology and Learning Sciences Faculty Publications
This exploratory qualitative study of 117 teachers explores how educators engage with Pinterest, an online social networking site, specifically asking: (1) What similarities and differences exist in how elementary-level preservice and elementary-level in-service teachers engage with Pinterest? (2) What similarities and differences exist in how secondary-level in-service teachers and elementary-level in-service teachers engage with Pinterest? Findings indicate teachers at all levels tend to use Pinterest to search for educational resources and adapt resources to suit their classroom needs. Preservice teachers identify a more complex interaction with Pinterest than in-service teachers when determining quality resources. Findings indicate a need for future …
Reading Together: A Successful Reading Fluency Internvetion, Chase Young, Kathleen A. J. Mohr, Timothy Rasinkski
Reading Together: A Successful Reading Fluency Internvetion, Chase Young, Kathleen A. J. Mohr, Timothy Rasinkski
Teacher Education and Leadership Faculty Publications
The article describes a reading fluency intervention called Reading Together that combines the method of repeated readings (Samuels, 1979) and the Neurological Impress Method (Heckelman, 1969). Sixteen volunteers from various backgrounds were recruited and trained to deliver the Reading Together intervention to struggling readers in third through fifth grade. The differences on the outcome measures between the treatment (n = 29) and comparison (n = 23) were statistically significant. Thus, students in the treatment demonstrated increased reading expression, reading rate, and overall reading scores. Results suggest that Reading Together is a feasible method of increasing students’ reading proficiency and can …
Reading Together: A Successful Reading Fluency Internvetion, Chase Young, Kathleen A. J. Mohr, Timothy Rasinkski
Reading Together: A Successful Reading Fluency Internvetion, Chase Young, Kathleen A. J. Mohr, Timothy Rasinkski
Teacher Education and Leadership Faculty Publications
The article describes a reading fluency intervention called Reading Together that combines the method of repeated readings (Samuels, 1979) and the Neurological Impress Method (Heckelman, 1969). Sixteen volunteers from various backgrounds were recruited and trained to deliver the Reading Together intervention to struggling readers in third through fifth grade. The differences on the outcome measures between the treatment (n = 29) and comparison (n = 23) were statistically significant. Thus, students in the treatment demonstrated increased reading expression, reading rate, and overall reading scores. Results suggest that Reading Together is a feasible method of increasing students’ reading proficiency and can …
Pre-Service Teacher And Elementary Student Partnerships During A Reading Methods Course: Does It Make A Difference?, Sarah K. Clark
Pre-Service Teacher And Elementary Student Partnerships During A Reading Methods Course: Does It Make A Difference?, Sarah K. Clark
Teacher Education and Leadership Faculty Publications
No abstract provided.