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Full-Text Articles in Education
Yellow Pads And The Return Of The Writer, Gregory Shafer
Yellow Pads And The Return Of The Writer, Gregory Shafer
Language Arts Journal of Michigan
No abstract provided.
Storypath: A Powerful Tool For Engaging Children In Civic Education, Margit E. Mcguire, Laurie Stevahn, Shari Wennik Bronsther
Storypath: A Powerful Tool For Engaging Children In Civic Education, Margit E. Mcguire, Laurie Stevahn, Shari Wennik Bronsther
Democracy and Education
This article explains why elementary school children need civic education, identifies common obstacles that frustrate efforts, then describes how the Storypath approach can provide all students with opportunities for powerful civic learning. An actual application in a culturally diverse fourth-grade classroom illustrates how children grappled with Seattle’s affordable housing issue as they created and enacted Storypath’s five components, namely setting, characters, context, critical incidents, and concluding event. It also demonstrates how Storypath effectively integrates social studies content, literacy skills, and social-emotional learning (SEL) through cooperative small-group episodes that produce meaningful and memorable lived experiences for …
Interaction Effects Of Socioeconomic Status On Emerging Literacy And Literacy Skills Among Pre-Kindergarten And Kindergarten Children: A Comparison Study, Kasey Thompson, Lydia P. Richardson, Heather Newman, Kathleen George
Interaction Effects Of Socioeconomic Status On Emerging Literacy And Literacy Skills Among Pre-Kindergarten And Kindergarten Children: A Comparison Study, Kasey Thompson, Lydia P. Richardson, Heather Newman, Kathleen George
Journal of Human Services: Training, Research, and Practice
Socioeconomic differences in children’s reading and educational outcomes have been thoroughly documented throughout literature. Bobalik, Scarber, and Toon (2017) examined the link between socioeconomic status (SES) and classroom instruction on emerging literacy skills in pre-kindergarten children. The results supported the theory that children identified as belonging to a low socioeconomic status enter school with lower emerging literacy skills and benefit most from academic instruction; these children’s literacy skills substantially increased throughout the academic year, growing closer to those of their peers who were identified with a high socioeconomic status. The aim of the present study was to expand our understanding …