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- Keyword
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- Book selection; Children's literature; Group reading; Literature discussions; Picture books for children; Oral reading; Read alouds; Teacher's instructional role (1)
- Comprehensive; Criterion-referenced tests; Curriculum; Education — Curricula; Elementary schools; Educational tests and measurements; Health; Standardized; Students (1)
- Content area literacy; Mathematics -- Study and teaching; Mathematics teachers -- Training of; New literacies; Phenomenology; Teacher education; Teacher knowledge (1)
- Professional learning communities (1)
- Reflection (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Effects Of Comprehensive Education On Elementary School Student Performance On Standardized Exams, Kenneth Vaughn Higbee
Effects Of Comprehensive Education On Elementary School Student Performance On Standardized Exams, Kenneth Vaughn Higbee
UNLV Theses, Dissertations, Professional Papers, and Capstones
The purpose if this study was to compare math and reading Criterion Reference Test (CRT) scores of 3rd and 5th grade students using two distinct educational models: a comprehensive educational curriculum (CEC) model and a No Child Left Behind (NCLB) curricular model. While the CEC curricular model focuses on a combination of core and non-core curriculum, the NCLB curricular model focused on a combination of intense core remediation and the reduction of some non-core curriculum. Students were from two demographically similar frontier Nevada elementary schools. Test scores were compared in 2004 when both schools used identical curricular approaches, and then …
“You Can Pick Really Good Literature That Will Lead Them There”: Investigating The Instructional Roles Teachers Utilize When Conducting Literature Discussions, Sophie M. Ladd
UNLV Theses, Dissertations, Professional Papers, and Capstones
The purpose of this multi-case study was to investigate the instructional roles teachers utilize in whole group and small group discussion. This study highlights the questioning and response strategies two elementary teachers used during read alouds and literature discussions. Data sources included whole group and small group discussions, interviews, teachers' reflection journals, classroom observations, researcher field notes, and Informal correspondence. Data were analyzed using Merriam's (1998) analytic framework for case study. A within-case analysis was conducted for each case, followed by a cross-case analysis. Through with-in case analysis questioning and response categories were developed. These categories included: appealing, prompting, examination, …
Negotiating The Integration Of New Literacies In Math And Science Content: The Lived Experience Of Classroom Teachers, Jennifer Joy Wimmer
Negotiating The Integration Of New Literacies In Math And Science Content: The Lived Experience Of Classroom Teachers, Jennifer Joy Wimmer
UNLV Theses, Dissertations, Professional Papers, and Capstones
The purpose of this phenomenological study was to investigate the lived experience of integrating new literacies in math and science content by upper elementary and middle school teachers. This study highlights the lived experience of six teachers including two elementary math teachers, two middle school math teachers, and two middle school science teachers. Data sources included five in-depth interviews, teachers' weekly reflection journals, weekly classroom observations, and one principal interview at each of the three high-needs schools. Data were analyzed through an analytic and thematic approach. A reconstructed story was created for each teacher which provides insight into the teacher …
Reflective Practice: The Teacher In The Mirror, Celes Raenee Rayford
Reflective Practice: The Teacher In The Mirror, Celes Raenee Rayford
UNLV Theses, Dissertations, Professional Papers, and Capstones
With the enactment of the No Child Left Behind Act of 2001, administrators have faced extreme pressure to provide professional development to teachers to enhance their skill and knowledge base, make school improvements, and increase student achievement. Research indicated that critical reflection leads to lasting school change and professional growth of teachers. However, few studies examined reflection using the principles of adult learning and reflective practice theory. In this study, this perspective was explored using three distinct ways of reflecting in combination with various reflective practice models.
The purpose of this study was to describe the perceptions of elementary administrators …