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Full-Text Articles in Education

Utilizing Mirrors And Windows In Elementary Literacy To Build Identity And Empathy, Hannah Clingan Jun 2020

Utilizing Mirrors And Windows In Elementary Literacy To Build Identity And Empathy, Hannah Clingan

Innovations and Critical Issues in Teaching and Learning

The purpose of this article is to establish a purpose for mirrors and windows (Bishop, 1990) in the modern elementary context. This article will explore the way in which identity, motivation, and empathy are established through connections and contrasts students make with texts. Teachers are encouraged to branch out of traditionally homogenous literature to foster classroom community and reach for equity. Teachers and practitioners will find a list of original-voice texts featuring racially and culturally diverse characters to guide them in their journey to equity.


The Importance Of Utilizing Play To Promote Emergent Literacy In Early Childhood Environment, Terisa Scrabeck Jun 2020

The Importance Of Utilizing Play To Promote Emergent Literacy In Early Childhood Environment, Terisa Scrabeck

Innovations and Critical Issues in Teaching and Learning

There is no question that play is important in the lives of children at home and at school. Unfortunately, the amount of play in early childhood classrooms continues to diminish. Teachers are under pressure to meet high academic expectations so they are spending more time on instruction and testing instead of play. Children enjoy play and it improves many different skills, like literacy. Children develop knowledge of literacy as they engage with print. Therefore, literacy can be developed through different types of play, including well-defined enriched literacy play settings and adult role models. The importance of utilizing play to promote ...


Developing Word Consciousness In Young Readers, Brenda Carr Jun 2020

Developing Word Consciousness In Young Readers, Brenda Carr

Innovations and Critical Issues in Teaching and Learning

Developing word consciousness in young readers can help motivate them to learn new words, make personal connections to words, and in turn, use words more skillfully. Word consciousness can also enable students to grow their vocabulary knowledge and improve their comprehension skills in order to become better readers. It is essential for the teacher to present words in a way that will get students excited about words and promote word consciousness. Additionally, students need to be immersed in an environment that is filled with words. Further, the words should be presented through rich, teacher-led strategies that engage students in communicating ...


Innovations And Critical Issues In Teaching And Learning Volume 1, Issue 1 Jun 2020

Innovations And Critical Issues In Teaching And Learning Volume 1, Issue 1

Innovations and Critical Issues in Teaching and Learning

Complete text of Innovations and Critical Issues In Teaching and Learning Volume 1, Issue 1.


A Study Of The Difficulties And Instructional Support Related To Spoken Interaction In An Emi Course For Higher Education Students, Mei-Ying Chien, Martin Valcke May 2020

A Study Of The Difficulties And Instructional Support Related To Spoken Interaction In An Emi Course For Higher Education Students, Mei-Ying Chien, Martin Valcke

Journal of Educational Research and Practice

The use of English as a medium of instruction (EMI) in higher education is considered a vehicle in non-English speaking countries for the purpose of internationalization, enhancing students’ employability, and international competition. Many higher education institutions in Europe adapted their curriculum and started teaching in English, while enrolling international students from Erasmus programs and non-European countries. This study builds on an EMI course set within a Belgian university. Six L2 (English as a second Language) students were interviewed to identify and explore their motivation, difficulties, and instructional support as it relates to their spoken interaction during the class. The findings ...


Teaching Strategies For Incorporating The Multicultural And Social Justice Counseling Competencies, Lauren Melamed, Javier F. Casado Pérez, Brandon Hunt May 2020

Teaching Strategies For Incorporating The Multicultural And Social Justice Counseling Competencies, Lauren Melamed, Javier F. Casado Pérez, Brandon Hunt

The Journal of Counselor Preparation and Supervision

The development of the new Multicultural and Social Justice Counseling Competencies (MSJCC) (Ratts et al., 2016), also outlined a specific need for counselor educators to revisit teaching strategies that help both counseling programs meet these new competencies. Incorporating teaching strategies that align with these new competencies ensures that counselors-in-training are reaching highest potential for cultural competence. The authors offer teaching strategies and activities that are rooted in both counseling and interdisciplinary literature, as well as considerations for implementation. Each strategy was reviewed and selected based on both empirical evidence and professional experience, then mapped to each specific foundation of the ...


In-Service Biology Teachers’ Perceptions And Pedagogical Rating Of Two Mobile Learning Applications Recommended For Learning Biology In Nigerian Secondary Schools, Uchenna Udeani Prof, Jeremiah Nosakhare Akhigbe Mr May 2020

In-Service Biology Teachers’ Perceptions And Pedagogical Rating Of Two Mobile Learning Applications Recommended For Learning Biology In Nigerian Secondary Schools, Uchenna Udeani Prof, Jeremiah Nosakhare Akhigbe Mr

The African Journal of Information Systems

The study investigated in-service biology teachers’ perceptions of the instructional use of smartphones equipped with Biology Mobile Learning Applications (BMLAs) in the learning of biology concepts in Nigerian senior secondary schools and the pedagogical rating of two commercially available mobile learning applications recommended for learning biology. The study utilized a descriptive survey design. Data collected were analyzed using descriptive and inferential statistics. Findings gathered revealed that the in-service biology teachers had good perceptions of the instructional use of BMLAs and that these perceptions influence their pedagogical rating and selection of mobile applications. The study also revealed that demographic variables such ...


“Because Like – And So I Don’T – So I Think It’S Maybe, I Don’T Know”: Performing Traumatic Effects While Reading Lynda Barry’S The Freddie Stories, David Lewkowich, Michelle Miller Stafford May 2020

“Because Like – And So I Don’T – So I Think It’S Maybe, I Don’T Know”: Performing Traumatic Effects While Reading Lynda Barry’S The Freddie Stories, David Lewkowich, Michelle Miller Stafford

SANE journal: Sequential Art Narrative in Education

As a picture of childhood composed from the point of view of a young boy named Freddie, who suffers the effects of repeated and ongoing trauma, the experience of reading The Freddie Stories presents a number of interpretive challenges: its main character is often split and in various states of disassociation, the difference between dreaming and waking life is not always obvious, multiple monsters appear in different and changeable forms, and as Freddie experiences repeated difficulties with language and cognitive function, his traumatic past enfolds upon the time in which the story is set. In this paper, we analyze how ...


Review Of The Vulnerable Heart Of Literacy: Centering Trauma As Powerful Pedagogy., Zipporah Galimore May 2020

Review Of The Vulnerable Heart Of Literacy: Centering Trauma As Powerful Pedagogy., Zipporah Galimore

The Language and Literacy Spectrum

In The Vulnerable Heart of Literacy: Centering Trauma as Powerful Pedagogy (2019), Elizabeth Dutro provides educators with heart-felt, inquiry-based strategies for using trauma as pedagogy in literacy classrooms. This book describes how to situate both educators and children to provide testimony and be critical witnesses in an effort to allow life knowledge, empathy, and wisdom be brought to classroom learning experiences. Dutro uses classroom vignettes and student work samples to illustrate how the concept of trauma as pedagogy can be applied across genres. Experiences and examples of literacy instruction in children's work from several elementary classrooms, from second grade ...


Book Review: Thinking Tools For Young Readers And Writers, Jennifer Steil May 2020

Book Review: Thinking Tools For Young Readers And Writers, Jennifer Steil

The Language and Literacy Spectrum

Abstract:

This article offers a book review of Thinking Tools for Young Readers & Writers (2018), by Carol Booth Olson, Angie Balius, Emily McCourtney, and Mary Widtmann. The book presents the cognitive strategies tool kit, which includes strategies such as: planning, goal setting, tapping prior knowledge, asking questions, making predictions, making connections, summarizing, inferencing, forming interpretations, adopting an alignment, monitoring, and clarifying. The teachers share lessons for how they teach these strategies to students in their various grade levels. For each lesson, the authors include research, connections to Common Core State Standards, and examples of classroom lessons putting these strategies to ...


Review Of Pre-K Stories: Playing With Authorship And Integrating Curriculum In Early Childhood, Harmony Petty May 2020

Review Of Pre-K Stories: Playing With Authorship And Integrating Curriculum In Early Childhood, Harmony Petty

The Language and Literacy Spectrum

This book review discusses salient themes within Bentley and Souto-Manning’s (2019) Pre-K stories: Playing with authorship and integrating curriculum in early childhood. Bentley and Souto-Manning present a case study of one pre-K classroom in which a teacher-researcher endeavored to honor young children’s strengths and authentic stories as they co-constructed an emergent curriculum together. This text considers researchers and practitioners as it includes theoretical discussions in addition to teacher reflections and classroom vignettes. The first three chapters explore the researchers’ theoretical foundation of emergent curriculum and a sociocultural view of play-based authorship. The following four chapters trace the development ...


Developing Strategic Learners: Supporting Self-Efficacy Through Goal Setting And Reflection, Zoi A. Traga Philippakos May 2020

Developing Strategic Learners: Supporting Self-Efficacy Through Goal Setting And Reflection, Zoi A. Traga Philippakos

The Language and Literacy Spectrum

When students face academic challenges, when they receive poor grades on a subject, and when they see unchanged performance -even though they put effort on a task- they often develop the belief that they are not capable of overcoming challenges. Continuous underperformance affects students’ self-efficacy and belief that success is an achievable goal. The purpose of this paper is to explain the process of goal setting with continuous reflection to support students’ writing growth and persistence. The paper further comments on teachers’ goal setting for instructional and professional goals in order to support their instructional delivery and their growth as ...


Factors Impacting Swimming Participation And Competence: A Qualitative Report, Todd E. Layne, Carol C. Irwin, Jennifer Renee Pharr, Richard L. Irwin May 2020

Factors Impacting Swimming Participation And Competence: A Qualitative Report, Todd E. Layne, Carol C. Irwin, Jennifer Renee Pharr, Richard L. Irwin

International Journal of Aquatic Research and Education

Drowning continues to be a major cause of death for children, especially among minority groups. USA Swimming commissioned studies in 2008 and 2010 to look at swimming ability or inability, an associated drowning variable. The 2010 study showed alarming high percentages regarding insufficient swimming skill for many demographic groups. The current study’s purpose was to provide further analysis of variables which emerged from 2010 study and how these variables are affecting all US populations. Focus group interviews accomplished in three regionally diverse US cities asked participants (3=fathers; 12=mothers) about their personal history with swimming, perceptions concerning swimming ...


The Foot And The Flag: Patriotism, Place, And The Teaching Of War In A Military Town, Brian Gibbs May 2020

The Foot And The Flag: Patriotism, Place, And The Teaching Of War In A Military Town, Brian Gibbs

Democracy and Education

This manuscript describes the patriotism taught and not taught by nine teachers to the children of soldiers near a military base in the American South. The nine teachers, all participants in a qualitative study, detail the pressures endured and the pedagogical and curricular decisions made as result. The teachers experienced social and political pressure from the broader community to avoid controversial or complex issues, fear that complicated teaching troubling more simple notions of patriotism would stress or possibly traumatize their students (the children of soldiers), and pressure to teach within the district-assigned curriculum map. The teachers responded in different ways ...


Dialectic Of Empathy. A Book Review Of Educating For Empathy: Literacy Learning And Civic Engagement, Dan Deweese May 2020

Dialectic Of Empathy. A Book Review Of Educating For Empathy: Literacy Learning And Civic Engagement, Dan Deweese

Democracy and Education

In Educating for Empathy: Literacy Learning and Civic Engagement, Mirra describes the value of teaching “critical civic empathy” in K–12 literacy classrooms. Distinguished from standard curricular uses of empathy that stress politeness at the level of the individual, critical civic empathy challenges students to take active steps toward questioning how imbalances of power and privilege arise and what assumptions should be questioned in order to address those imbalances. Mirra examines various teachers who center social issues in their literacy classrooms through the use of literature, the techniques of high school debate, research methodologies that see students as knowledge producers ...


Beyond The Invisible Barriers Of The Classroom: Iengage And Civic Praxis, Kevin Russel Magill, Victoria Davis Smith, Brooke Blevins, Karon N. Lecompte May 2020

Beyond The Invisible Barriers Of The Classroom: Iengage And Civic Praxis, Kevin Russel Magill, Victoria Davis Smith, Brooke Blevins, Karon N. Lecompte

Democracy and Education

Research literature suggests students need to engage in actual civic experiences; however, in most cases, teachers feel unwilling or unable to facilitate experiences beyond the formal classroom setting. In this project, we sought to understand the relationship between social studies teachers’ civic ideology, pedagogical approaches, and instructional decision-making through their engagement in an action civics camp. The project is part of a more significant effort to help critically minded teachers engage in more activist praxis by moving past the often-limiting ideological barriers of the classroom. By activist praxis, we refer to the ways a teacher’s ideology informs pedagogy related ...


The Power Of Workshop, Stephanie Nagl May 2020

The Power Of Workshop, Stephanie Nagl

Networks: An Online Journal for Teacher Research

This action research explores the use of Readers’-Writers’ Workshop (RWW) in the secondary English classroom. RWW often requires a paradigm shift on the part of the teacher to allow for more student autonomy and limiting direct instruction time. The researcher sought to discover whether or not this model would impact the engagement level and the attitudes toward reading of high school seniors. Findings suggest RWW can be an effective tool for engaging students, as well as, helping students to develop positive attitudes with reading practices.


The Impact Of Family Engagement On Student Achievement, Christina M. Hall May 2020

The Impact Of Family Engagement On Student Achievement, Christina M. Hall

Networks: An Online Journal for Teacher Research

This action research study explores the impact of family engagement on student achievement using three family/student pairs. Family involvement has an impact on student learning and achievement throughout the school year. Taking a look at how a family’s involvement in their student’s learning plays a part on the achievement the student has throughout the school year. Previous writing scores were used to compare the growth made within a three-month period after the families worked with students to give feedback through a classroom communication app. Families were able to work at home to give feedback while their students ...


Spelling Interventions For Students Who Show Signs Of Dyslexia, Caitlin N. Gritz May 2020

Spelling Interventions For Students Who Show Signs Of Dyslexia, Caitlin N. Gritz

Networks: An Online Journal for Teacher Research

This action research examines the impact of spelling interventions for students who show signs of dyslexia. The action research also shows how using growth mindset can help students with characteristics typical of low self-esteem. Students learned a new spelling pattern weekly and a growth mindset lesson to teach students how to have a growth mindset rather than a fixed mindset related to spelling skills. A pre-spelling inventory test and a post-spelling inventory test were compared to see that word study activities help students remember specific spelling patterns.


Self-Care Amongst First-Year Teachers, Leia Baker May 2020

Self-Care Amongst First-Year Teachers, Leia Baker

Networks: An Online Journal for Teacher Research

This paper explores a study completed with two first-year teachers over a three-month period while self-care strategies were suggested and practiced. The paper discusses the impact that practicing and not practicing self-care has on first-year teachers’ attitudes and attendance. It also includes firsthand accounts from journal entries completed by both first-year teachers.


Editorial Introduction: Classroom Research: Catalyzing Education Through Inquiry, Shantel Farnan, Victoria Seeger May 2020

Editorial Introduction: Classroom Research: Catalyzing Education Through Inquiry, Shantel Farnan, Victoria Seeger

Networks: An Online Journal for Teacher Research

No abstract provided.


Context Matters: Concepts Of School Engagement In The Context Of Geographic Isolation, Gary Andersen, Linda E. Feldstein May 2020

Context Matters: Concepts Of School Engagement In The Context Of Geographic Isolation, Gary Andersen, Linda E. Feldstein

The Advocate

This case study research represents an attempt to gain a better understanding of conceptions of school engagement in a rural, isolated, agricultural mid-western community. Local school administrators, in collaboration with a regional university, chose to make student engagement the focus of deep inquiry in order to better address student concerns, improve teaching, and student outcomes (Association of Teacher Educators, 2007). Researchers interviewed students, teachers, and parents in a local high school, using an interview protocol specifically designed for each constituency. The study results point to a mostly behavioral, or compliance driven concept of engagement among all groups interviewed, but further ...


Exploring Stem Kit Diagrams For Braille Readers In Inclusive Classrooms, Sariat A. Adelakun Dr May 2020

Exploring Stem Kit Diagrams For Braille Readers In Inclusive Classrooms, Sariat A. Adelakun Dr

Journal of Science Education for Students with Disabilities

Diagrams appears in many school subjects but more prominent in science and mathematics taught in schools. Accessing these diagrams in an inclusive classroom has been identified to be problematic for blind students partly due to the teaching resources available and personnel type, support and sufficiency. Diagrams are mostly omitted by teachers leaving the blind person out in such classroom to access portion of education received by their peers. In many instances, questions with diagrams are treated as bonus for blind students in some countries which is not fair to them. This study explored the efficacy of STEM Kit diagrams on ...


A Study On Teacher Candidates’ Questioning Strategies For English Learners Through An Interactive Classroom Simulation, Alex P. Davies Ph.D., Donita Grissom Ph.D., Michele Regalla Ph.D. May 2020

A Study On Teacher Candidates’ Questioning Strategies For English Learners Through An Interactive Classroom Simulation, Alex P. Davies Ph.D., Donita Grissom Ph.D., Michele Regalla Ph.D.

Northwest Journal of Teacher Education

This study examines a classroom simulation workshop designed for teacher candidates (TCs) to practice questioning strategies with English learners (ELs) at various English proficiency levels, through the lens of sociocultural theory. Data was collected from an assignment in an ESOL methods course consisting of questions that TCs prepared before the simulation, revised after the simulation, and responses to an open-ended questionnaire. Findings show that TCs made their questions comprehensible for beginner level ELs, however, overextended their question modification to both the intermediate and advanced levels. Implications highlight the importance of practicing questioning strategies that are appropriate for all proficiency levels.


Pandemic & Education: A Conversation Between Teacher Candidates, Jake Carlsen, Eric Jensen, Anna Krytenberg May 2020

Pandemic & Education: A Conversation Between Teacher Candidates, Jake Carlsen, Eric Jensen, Anna Krytenberg

Northwest Journal of Teacher Education

When Oregon public schools closed in March 2020 due to COVID-19, Jake, Eric, and Anna were

headed into the full-time student teaching segment of their year-long teacher preparation practicum experience. While everyone has faced uncertainty during the pandemic, these beginning teachers also shared unique challenges. In April they came together for a conversation with a NWJTE editor to talk about their experiences, the obstacles and opportunities facing schools right now, and their hopes for their students and themselves. All three envision a 2020-2021 school year focused on equity, inclusivity, and the importance of access for all children.


Covid-19, Equity, And The Future Of Education: A Conversation Between Teacher Candidates, Shayna Glenn, Kadee Kall, Kate Ruebenson May 2020

Covid-19, Equity, And The Future Of Education: A Conversation Between Teacher Candidates, Shayna Glenn, Kadee Kall, Kate Ruebenson

Northwest Journal of Teacher Education

When public schools closed in March 2020 due to COVID-19, A1, A2, and A3 were headed into the full-time student teaching segment of their year-long teacher preparation practicum experience. While everyone has faced uncertainty during the pandemic, these beginning teachers also shared unique challenges. In April they came together for a conversation with a NWJTE editor to talk about their experiences, the obstacles and opportunities facing schools right now, and their hopes for their students and themselves. All three envision a 2020-2021 school year focused on equity, inclusivity, and the importance of access for all children.


Implementing An Enriched Language Development Program For Learning Support Students, Alicia Smail, Linda Kucan May 2020

Implementing An Enriched Language Development Program For Learning Support Students, Alicia Smail, Linda Kucan

Journal of Practitioner Research

This article describes how middle school students who qualified for learning support performed in an enhanced language development program known as Word Generation (WG). Word Generation is a cross-curricular language development program designed to improve students’ overall literacy skills by focusing on deepening students’ knowledge of academic language. This study was guided by the following question: How does an enhanced language development program influence students’ vocabulary learning and broader literacy skills? Students demonstrated statistically significant positive differences on the pretest/posttest vocabulary knowledge assessment and maintained that learning on a delayed posttest. Engagement with the WG materials positively influenced students ...


“Bad Inquiry”: How Accountability, Power, And Deficit Thinking Hinder Pre-Service Practitioner Inquiry, Stephanie Schroeder May 2020

“Bad Inquiry”: How Accountability, Power, And Deficit Thinking Hinder Pre-Service Practitioner Inquiry, Stephanie Schroeder

Journal of Practitioner Research

This study of 30 pre-service teachers’ practitioner inquiry papers explores potential pitfalls of practicing inquiry with pre-service teachers. Focusing on the types of questions pre-service teachers ask about student learning, the challenges they face when engaging in inquiry, and the weaknesses of their inquiry products, this paper finds that accountability culture in education, pre-service teachers’ lack of power in the classroom, and deficit thinking left unchallenged by instructors led to weak inquiries. Implications include the need for teacher educators to work with mentor teachers across university and K-12 boundaries, and the need to teach explicitly about the power inquiry holds ...


Teacher Perceptions And Implementation Of A Content-Area Literacy Professional Development Program, Osha Lynette Smith, Rebecca Robinson May 2020

Teacher Perceptions And Implementation Of A Content-Area Literacy Professional Development Program, Osha Lynette Smith, Rebecca Robinson

Journal of Educational Research and Practice

The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual ...


Swim Instruction For Individuals With Developmental Coordination Disorder, Susan J. Grosse May 2020

Swim Instruction For Individuals With Developmental Coordination Disorder, Susan J. Grosse

International Journal of Aquatic Research and Education

Almost every swim teacher has encountered an individual who had difficulty learning to swim, whose movements appeared dissimilar from peers, or who needed to repeat swim course instructional levels many times. That individual might have had difficulty with sport activities, handwriting, and been clumsy in gross and fine motor tasks. Difficulty with coordination and control of movement may suggest a diagnosis of developmental coordination disorder (DCD). Individuals experiencing DCD may feel left out, inadequate, unhappy, frustrated, and embarrassed by his or her ineptness. These feelings may result in an individual withdrawing or refusing to join in and participate in physical ...