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Full-Text Articles in Education

Using The Cornell Note-Taking System Can Help Eighth Grade Students Alleviate The Impact Of Interruptions While Reading At Home, Bradley Evans, Christopher Thomas Shively Feb 2019

Using The Cornell Note-Taking System Can Help Eighth Grade Students Alleviate The Impact Of Interruptions While Reading At Home, Bradley Evans, Christopher Thomas Shively

Journal of Inquiry and Action in Education

A large group of eighth-grade social studies students (N=-101) received instruction and practice using the Cornell note-taking system and were assigned to one of three note-taking groups or one non-note-taking group. Students were asked to read an article about persuasion and use their assigned note-taking system to take notes at home. A 10-question multiple choice reading comprehension test and questionnaire were given. A one-way ANOVA found a significance in the group’s means and a Tukey HSD found significant differences between each note-taking group and the non-note-taking group. The students’ self-reported feelings of preparedness, their time spent reading and ...


Social-Emotional Learning (Sel) In A Field Course: Preservice Teachers Practice Sel-Supportive Instructional Strategies, Judy L. Sugishita Feb 2019

Social-Emotional Learning (Sel) In A Field Course: Preservice Teachers Practice Sel-Supportive Instructional Strategies, Judy L. Sugishita

Journal of Inquiry and Action in Education

This action research study examined social-emotional learning (SEL) strategies taught during a year-long elementary teaching credential field course to examine (a) what SEL strategies look like in practice, and (b) what training effects might be seen among twelve preservice student teacher (PST) participants. Part of a two-course clinical practice study, this paper focused solely on the research done in the field course during the 2013-2014 academic year. Drawing from program-based and integrated SEL literature, the strategies studied supported (a) active engagement in learning, (b) equitable access to instruction, including diversity and differentiated strategies, and (c) learner-centered classroom discipline. Frequency ...


Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict Feb 2019

Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict

Journal of Inquiry and Action in Education

This paper explores students’ engagement in reading poems, examining data on their self perceptions of their confidence and competence in reading poems before, during, and after using the “I Notice” methodology as adapted from The Academy of American Poets’ unit plan, “Noticing Poetry” (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers’ classrooms at Shanghai American School’s Puxi High School Campus. Data indicates that the “I Notice” method and the “Noticing Poetry” unit and ...


Conflicting Perspectives: A Comparison Of Edtpa Intended Outcomes To Actual Experiences Of Teacher Candidates And Educators In New York City Schools, Deborah Greenblatt Feb 2019

Conflicting Perspectives: A Comparison Of Edtpa Intended Outcomes To Actual Experiences Of Teacher Candidates And Educators In New York City Schools, Deborah Greenblatt

Journal of Inquiry and Action in Education

The edTPA is a performance-based assessment of teacher candidates created by the Stanford Center for Assessment, Learning and Equity (SCALE) and nationally scored by Pearson Education. It is also promoted by American Association of Colleges of Teacher Educators (AACTE) as a “standards-based assessment.” As of the spring of 2018, the edTPA is used as a requirement for program accreditation or teacher candidate certification or program completion in 18 states.

This article analyzes the stated goals, objectives, and benefits made by SCALE and AACTE and compares them to data collected from interviews and open-ended questions with teacher candidates and teacher educators ...


Review Of Think Big With Think Alouds: A Three-Step Planning Process That Develops Strategic Readers, Susan J. Chambre Jun 2018

Review Of Think Big With Think Alouds: A Three-Step Planning Process That Develops Strategic Readers, Susan J. Chambre

The Language and Literacy Spectrum

In Think Big with Think Alouds: A Three-step Planning Process That Develops Strategic Readers (2017), Molly K. Ness provides classroom teachers with a detailed three-step process for developing think aloud procedures during classroom literacy instruction. The book assists teachers in identifying stopping points in narrative and expository text. Ness also includes multiple scripted think alouds with comprehensive explanations for both narrative and expository text. Additionally, practical tips for promoting student adoption of higher order thinking skills are provided in the form of sentence starters and strategy symbols. The procedures outline in Think Big with Think Alouds will empower classroom teachers ...


How Teachers Can Guide Library Book Selection To Maximize The Value Of Independent Reading Time, Sherri Weber Jun 2018

How Teachers Can Guide Library Book Selection To Maximize The Value Of Independent Reading Time, Sherri Weber

The Language and Literacy Spectrum

This article shares a classroom application to support literacy development through a teacher-librarian guided book selection program. Twenty students participated in the program which demonstrated the importance of the relationship between the school librarian and classroom teacher. These professionals worked together to guide students to choose library books at their recreational level for independent reading time. The guidance program appeared to impact students' confidence in their reading and in their ability to choose appropriate books. Suggestions for teachers and librarians are discussed.


Transferable Digital Literacy Knowledge, Kiersten Greene Jun 2018

Transferable Digital Literacy Knowledge, Kiersten Greene

The Language and Literacy Spectrum

Expectations of teachers’ digital literacy knowledge have grown dramatically in the recent past. By many measures, it is an exciting time to be teacher! It is also quite daunting, as changes in technology move more rapidly than many of us can keep up. Through the exploration of local technology integration practices, this article offers a commentary on teaching, learning, and retaining digital literacy knowledge that can be applied across digital platforms, devices, programs, and ecosystems.


Tackling Literacy: A Collaborative Approach To Developing Materials, For Assessing Science Literacy Skills In Content Classrooms Through A Stem Perspective., Cynthia M. Mcmillen, Amy Graves-Demario, Deb Kieliszek Jun 2018

Tackling Literacy: A Collaborative Approach To Developing Materials, For Assessing Science Literacy Skills In Content Classrooms Through A Stem Perspective., Cynthia M. Mcmillen, Amy Graves-Demario, Deb Kieliszek

The Language and Literacy Spectrum

Abstract: Secondary science teachers outline strategies for developing, presenting, and assessing literacy skills in the content based classroom. A content-area literacy assessment was administered to over 400 students from grades 8-12. Using the data, literacy materials were developed that supported a variety of content areas. This article outlines the two year progress of this collaborative teacher group which includes the integration of reading materials from a novel, Andy Weir’s The Martian, and development of assessment questions related to this text that fostered middle and high school students’ ability to process prose, quantitative and documentative text and develop literacy in ...


Supporting Primary Students’ Story Writing By Including Retellings, Talk, And Drama With Strategy Instruction, Zoi A. Traga Philippakos, Sarah Munsell, Logan B. Robinson Jun 2018

Supporting Primary Students’ Story Writing By Including Retellings, Talk, And Drama With Strategy Instruction, Zoi A. Traga Philippakos, Sarah Munsell, Logan B. Robinson

The Language and Literacy Spectrum

Story writing and story grammar have been studied extensively in an effort to improve students’ reading comprehension. Instruction on story structure and on elements of stories can improve the writing quality of students’ papers. This paper explains a process of supporting primary-grade students’ story writing. The approach is based on strategy instruction and incorporates talk and dramatic play as ways to support the development of characters, descriptions of characters and events, and dialogue between characters. Guidelines are provided and step-by-step directions for teachers to use this work with their students.


John Dewey In The 21st Century, Morgan K. Williams Oct 2017

John Dewey In The 21st Century, Morgan K. Williams

Journal of Inquiry and Action in Education

John Dewey was a pragmatist, progressivist, educator, philosopher, and social reformer (Gutek, 2014). Dewey’s various roles greatly impacted education and he was perhaps one of the most influential educational philosophers known to date (Theobald, 2009). Dewey’s impact on education was very evident in his theory about social learning; he believed that school should be representative of a social environment and that students learn best when in natural social settings (Flinders & Thornton, 2013). His ideas impacted education in another facet because he believed that students were all unique learners and he was a proponent of student interests driving teacher ...


Assessing Teacher Concerns Regarding Response To Instruction And Intervention, Darlene Mckinney, Donald Snead Oct 2017

Assessing Teacher Concerns Regarding Response To Instruction And Intervention, Darlene Mckinney, Donald Snead

Journal of Inquiry and Action in Education

All individuals go through a process of change when implementing a new innovation. This descriptive study determines there is a difference in the stages of concern regarding Response to Instruction and Intervention (RTI2), Tennessee’s design model for Response to Intervention, (RTI) for 87 teachers from 8 different schools in a county in Middle Tennessee. The Concerns Based Adoption Model (CBAM) and the Stages of Concern Questionnaire (SoCQ) were used to gather results for this study. These differences in the stages of concern are described between faculty position sub-groups, teachers receiving Teacher Effect Data and those teachers not receiving ...


Visual Thinking Routines: A Mixed Methods Approach Applied To Student Teachers At The American University In Dubai, Alain Petro Gholam Dr. Oct 2017

Visual Thinking Routines: A Mixed Methods Approach Applied To Student Teachers At The American University In Dubai, Alain Petro Gholam Dr.

Journal of Inquiry and Action in Education

Visual thinking routines are principles based on several theories, approaches, and strategies. Such routines promote thinking skills, call for collaboration and sharing of ideas, and above all, make thinking and learning visible. Visual thinking routines were implemented in the teaching methodology graduate course at the American University in Dubai. The following study used mixed methods. It was guided by two research questions: 1). To what extent did visual thinking routines implemented in the Math/Science methodology course offered at the Graduate School of Education at the American University in Dubai inspire learning in the classroom and made time for students ...


Pre-Service Teachers’ Use Of Multicultural Literature, Salika A. Lawrence, Tabora Johnson, Mirna Baptiste, Asfa Caleb, Camille Sieunarine, Clorene Similien Oct 2017

Pre-Service Teachers’ Use Of Multicultural Literature, Salika A. Lawrence, Tabora Johnson, Mirna Baptiste, Asfa Caleb, Camille Sieunarine, Clorene Similien

Journal of Inquiry and Action in Education

This qualitative study examines how pre-service teachers in urban elementary classrooms develop student literacy with multicultural literature. By evaluating the action research reports of three pre-service teacher candidates, the authors determine how reading experiences with texts align to Bloom’s Taxonomy and expectations for Common Core State Standards. Findings indicate that multicultural literature engages students with authentic connections to learning. Results also show that teachers relied on guided questioning to measure reading comprehension, though the types of questions varied. The implications of this study for teachers to consider are: how to incorporate multicultural texts into the curriculum to encourage critical ...


Reading With Understanding: A Global Expectation, Mary Shea, Maria Anne Ceprano Oct 2017

Reading With Understanding: A Global Expectation, Mary Shea, Maria Anne Ceprano

Journal of Inquiry and Action in Education

Abstract:

This article outlines the complexity of reading with understanding, what is required for full and deep comprehension, the state of affairs with regard to reading comprehension in developed countries, possible etiologies for low performances, and suggestions for instruction in specific skills and strategies to improve students’ demonstrated achievement in daily lessons as well as on global assessments. Recognizing the commonality of this concern among nations, a need to examine universally accepted tenets for successful reading comprehension as well as local etiologies that impede it becomes increasingly important. Such tenets are skills and strategies that address all of Irwin’s ...


The Impacts Of Preservice Action Research In A Rural Teaching Residency, Ann K. Schulte Oct 2017

The Impacts Of Preservice Action Research In A Rural Teaching Residency, Ann K. Schulte

Journal of Inquiry and Action in Education

Preliminary data was collected as part of the program assessment of a yearlong teaching residency program in rural California where preservice teachers conducted action research as the culminating activity for a Masters degree. Focus groups and survey data from program graduates were analyzed and compared to findings from the research literature. Themes from the data indicate that the residency program prepared graduates to feel confident about their ability to reflect on their teaching and to collaborate with other professionals. Graduates report that having conducted action research in their preservice program had many benefits to their experiences as a teacher of ...


Dialogic Ground: The Use Of 'Teaching Dilemmas' With Prospective Teachers, Heidi L. Hallman, Thompson Deufel Oct 2017

Dialogic Ground: The Use Of 'Teaching Dilemmas' With Prospective Teachers, Heidi L. Hallman, Thompson Deufel

Journal of Inquiry and Action in Education

This article describes a method of storytelling that can assist novice teachers in moving toward “re-seeing” their stories of teaching not just as narratives of experience, but as sites for work to be done. The assignment novice teachers undertook as part of a methods class in the teaching of English language arts has the potential to be a catalyst for problem solving and decision making as teachers. We argue that telling one’s teaching stories in such a fashion helps novice teachers discover the layered and context-specific nature of schools and classrooms, as well as assists them in moving toward ...


Student Knowledge Of Environmental Factors In The Dominican Republic, Nicole Sandretto Aug 2017

Student Knowledge Of Environmental Factors In The Dominican Republic, Nicole Sandretto

The Exposition

No abstract provided.


The Impact Of Service Learning On Pre-Service Teachers Preconceptions Of Urban Education, Sherri Weber Apr 2017

The Impact Of Service Learning On Pre-Service Teachers Preconceptions Of Urban Education, Sherri Weber

Journal of Inquiry and Action in Education

Urban schools, especially those serving high minority, high poverty, and low performing students, are in desperate need of high-quality teachers, yet issues with retention, recruitment, and preparedness plague urban districts (Aragon, Culpepper, McKee & Perkins, 2014). Teacher educators are challenged to prepare teacher candidates to overcome misconceptions about urban schools. This study was designed to explore the effects that one sustained, supervised, course-based service learning experience had on preservice teachers’ preconceptions and attitudes towards urban education. Surveys were administered to 38 teacher candidates before and after their service learning experience at an urban charter school. Results were analyzed using paired samples ...


Listening To The Voices Of Teacher Candidates To Design Content Area Literacy Courses, Ellen S. Friedland, Elizabeth G. Kuttesch, Susan E. Mcmillen, Pixita M. Del Prado Hill Apr 2017

Listening To The Voices Of Teacher Candidates To Design Content Area Literacy Courses, Ellen S. Friedland, Elizabeth G. Kuttesch, Susan E. Mcmillen, Pixita M. Del Prado Hill

Journal of Inquiry and Action in Education

While teacher candidates take courses which prepare them to deliver content in secondary content area classrooms, they often lack the knowledge necessary to help their future students learn discipline-specific information through the use of literacy strategies. In many cases, content area teacher candidates do not view themselves as literacy educators, believing instead that English teachers or elementary level educators are responsible for developing the reading and writing skills of students. However, development as teachers of literacy is possible. Through a content area literacy course taken as part of a teacher preparation program, secondary content area teacher candidates reported changes in ...


Value Added Models And The Implementation Of The National Standards Of K-12 Physical Education, Clancy M. Seymour, Mark J. Garrison Apr 2017

Value Added Models And The Implementation Of The National Standards Of K-12 Physical Education, Clancy M. Seymour, Mark J. Garrison

Journal of Inquiry and Action in Education

The implementation of value-added models of teacher evaluation continue to expand in public education, but the effects of using student test scores to evaluate K-12 physical educators necessitates further discussion. Using the five National Standards for K-12 Physical Education from the Society of Health and Physical Educators America (SHAPE), physical educators in New York State were polled about the most important goals of physical education and how value-added models may be affecting physical education practices. Participants were drawn using a proportionate stratified random sample (n=489). Standard 5 was selected as the most important by 36% of physical educators who ...


Hoping To Teach Someday? Inquire Within: Examining Inquiry-Based Learning With First-Semester Undergrads, Erik Jon Byker, Heather Coffey, Susan Harden, Amy Good, Tina Lane Heafner, Kathrine Brown, Debra Holzberg Apr 2017

Hoping To Teach Someday? Inquire Within: Examining Inquiry-Based Learning With First-Semester Undergrads, Erik Jon Byker, Heather Coffey, Susan Harden, Amy Good, Tina Lane Heafner, Kathrine Brown, Debra Holzberg

Journal of Inquiry and Action in Education

Using case study method, this study examines the impact of an inquiry-based learning program among a cohort of first-semester undergraduates (n=104) at a large public university in the southeastern United States who are aspiring to become teachers. The Boyer Commission (1999) asserted that inquiry-based learning should be the foundation of higher education curricula. Even though inquiry pedagogies are emphasized in teacher education, many prospective teacher candidates have limited experience with inquiry as a constructivist practice from their K-12 settings. This study investigates the effects and first-semester undergraduates’ perceptions of an inquiry-based learning project. The research is grounded in Knowledge ...


The Use Of Responses To Reading As A Vehicle To Opinion Writing In The Primary Grades, Zoi A. Philippakos Jan 2017

The Use Of Responses To Reading As A Vehicle To Opinion Writing In The Primary Grades, Zoi A. Philippakos

The Language and Literacy Spectrum

Writing to persuade is an important writing purpose that students and learners need to develop and use both in their academic lives and in the workplace. The Common Core State Standards set specific expectations for students’ opinion writing starting from Kindergarten. This article explains the use of response to reading as a way to introduce opinion writing in the primary grades. The approach is based on strategy instruction, reading and writing connections through interactive read alouds, collaborative reasoning through oral expression, and evaluation to revise through the use of specific evaluation criteria. Resources are suggested for teachers interested in implementing ...


Partnering For Professional Development, Jennifer Davis-Duerr Jan 2017

Partnering For Professional Development, Jennifer Davis-Duerr

The Language and Literacy Spectrum

Literacy specialists are often overlooked when determining the professional development needs within a school, and yet they are arguably the school’s best resource to empower teachers with professional growth to meet state mandates. How can literacy specialists be supported to increase their knowledge and skills so that all educators’ and students’ needs can be met? This article explains how small-scale school-university partnerships that connect literacy specialists and literacy teacher educators are an innovative way to provide high quality professional development that empowers literacy specialists and classroom teachers.


Preparing Today To Empower Future Learners: Pre-Service Teachers’ Experiences Selecting & Evaluating Children’S Literature For Quality And Use In Prek-6th Grade Integrated Literacy/Science Instruction, Carolyn Stone, Deborah Conrad Jan 2017

Preparing Today To Empower Future Learners: Pre-Service Teachers’ Experiences Selecting & Evaluating Children’S Literature For Quality And Use In Prek-6th Grade Integrated Literacy/Science Instruction, Carolyn Stone, Deborah Conrad

The Language and Literacy Spectrum

The use of quality texts in elementary classrooms plays a major role in children’s literacy development. Quality children’s literature helps learners develop into skilled readers and writers with increased gains in vocabulary knowledge and comprehension. This paper demonstrates how pre-service teachers gained an understanding of the educational value of evaluating texts for quality. Using a mentor teacher assigned science topic, the pre-service teachers reviewed and evaluated texts and electronic based resources on specific science topics. The data highlights pre-service teachers’ reflections on how quality texts can be a powerful tool in supporting literacy success in their future teaching ...


Constructing A Sense Of Story: One Block At A Time, Joanne Robertson-Eletto, Smita Guha, Marina Marinelli Jan 2017

Constructing A Sense Of Story: One Block At A Time, Joanne Robertson-Eletto, Smita Guha, Marina Marinelli

The Language and Literacy Spectrum

This photo essay focuses upon the literacy practices of two groups of preschoolers as they built, illustrated, and dictated stories in response to their participation in a “Castle Project.” Data, including literacy artifacts, photodocumentation, sociodramatic play scenarios, and conversations are qualitatively analyzed, coded, and evaluated over a three month period. We use a narrative approach to describe the three- and four-year-olds’ talk, actions, and ideas, and the ways block play facilitated their sense of story and motivation to write. We suggest a reciprocity of thinking between the building and composing processes. Preschoolers’ story ideas, we deduce, were conceptualized and rehearsed ...


Engaging Students In The Research Process: Comparing Approaches Used With Diverse Learners In Two Urban High School Classrooms, Salika A. Lawrence, Tiffany Jefferson, Nancy Osborn Jan 2017

Engaging Students In The Research Process: Comparing Approaches Used With Diverse Learners In Two Urban High School Classrooms, Salika A. Lawrence, Tiffany Jefferson, Nancy Osborn

The Language and Literacy Spectrum

This paper describes instructional choices used by two high school teachers to engage students in the research process. Working with diverse learners in large urban high schools, the teachers used different approaches to support students’ through the research process. The teachers’ intentional teaching helped to engage students through structured and semi-structured explorations of real-world issues.


Measuring Our Impact: What Did Our Attendees Think Of Our Conference?, Louisa Kramer-Vida, Karen Meier Jan 2017

Measuring Our Impact: What Did Our Attendees Think Of Our Conference?, Louisa Kramer-Vida, Karen Meier

The Language and Literacy Spectrum

Peers evaluated conference presentations at an annual conference that is sponsored by two professional organizations of literacy educators in one geographic location in New York State. Conference sessions dealt with innovations and programs in schools that encouraged literacy learning. Comments from conference attendees indicated that the presenters seemed to be empowered by the ideas and strategies they were disseminating and the conference attendees themselves were inspired to try innovative uses of new technologies and other means of supporting language and literacy development in their own classrooms. All presentations were congruent with the then current New York State Common Core Learning ...


Review Of Young Meaning Makers Teaching Comprehension, Grades K-2, Ashley Fragoso Jan 2017

Review Of Young Meaning Makers Teaching Comprehension, Grades K-2, Ashley Fragoso

The Language and Literacy Spectrum

The Common Core Curriculum State Standards for teaching literature and informational texts provide a clear understanding of what students are expected to learn during comprehension instruction. Young Meaning Makers Teaching Comprehension, Grade K-2 (2016), written by D. Ray Reutzel, Sarah K. Clark, Cindy D. Jones, and Sandra L. Gillam is a useful text for understanding theoretical and practical components of text comprehension. The authors provide a framework, language facilitation techniques, model lessons, and assessment types ranging at different levels of comprehension processing. This book empowers educators to create a learning community immersed in conversation surrounding literature in ways that bring ...


Review Of Rti In The Common Core Classroom: A Framework For Instruction And Assessment, Doreen Mazzye Jan 2017

Review Of Rti In The Common Core Classroom: A Framework For Instruction And Assessment, Doreen Mazzye

The Language and Literacy Spectrum

This book review supports “The Power of Literacy” through a second look at Common Core State Standards (CCSS) and how CCSS can be implemented through the framework of Response to Intervention (RTI). The authors address the important question of how does a teacher follow the rigorous standards of CCSS and meet the learning needs of students with learning difficulties? The book provides teachers with clear models of how to meet the expectations of the Common Core Standards in the multi-tiered framework of RTI. The authors provide practical solutions with vivid examples of implementation to assist teachers in fostering a RTI ...


Fives: An Integrated Strategy For Comprehension And Vocabulary Learning, Mary Shea, Nancy Roberts Oct 2016

Fives: An Integrated Strategy For Comprehension And Vocabulary Learning, Mary Shea, Nancy Roberts

Journal of Inquiry and Action in Education

This article describes a strategy that emphasizes the integration of all language and literacy skills for learning across content areas as well as the importance CCSS place on learners’ ability to ask questions about information, phenomena, or ideas encountered (Ciardiello, 2012/2013). FIVES is a strategy that meaningfully integrates research-based methodologies associated with reading, writing, speaking, listening, viewing, and visually representing for differentiated disciplinary literacy instruction related to authentic texts and issues. The strategy described can be universally applied across disciplines to develop high levels of competence with literacy processes and content.