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Full-Text Articles in Education
Stem Lessons For Promoting 21st Century Learning Standards, Cynthia Faye Sage
Stem Lessons For Promoting 21st Century Learning Standards, Cynthia Faye Sage
Masters Theses & Specialist Projects
The purpose of this study was to identify if and how STEM (Science, Technology, Engineering, Math) lessons help student progress toward achieving benchmarks in AASL (American Association of School Librarians) 21st Century Learner Standards. This study was conducted in the library media center with 48 kindergarten students participating. The researcher taught mini-lessons for the AASL Standards prior to students participating in the STEM activities. The data were collected on 23 benchmarks included in the AASL Standards. Students were rated on these Standards as beginning, progressing, or achieving. Data analysis indicated that the STEM lessons were an effective means for providing …
Authentic Intellectual Work And Student Achievement, Allison Robbins
Authentic Intellectual Work And Student Achievement, Allison Robbins
Master's Theses & Capstone Projects
Finding an instructional practice that works for most students in a classroom can be difficult. With so many different styles of learners, outside influences, and students coming in with different background knowledge, it can be hard to know where to start with some units. The purpose of this research was to use the framework of Authentic Intellectual Work (AIW) to test if this would improve student performance. Two kindergarten classrooms were used—a traditional classroom, and a classroom that implemented Authentic Intellectual Work. Both classrooms consisted of 21 students. The students were assessed using state certified screeners in January and again …
Teachers' Experiences With Integrating Play-Based Learning Into Standards-Driven Curriculum: A Phenomenological Study, Mary Nugent
Teachers' Experiences With Integrating Play-Based Learning Into Standards-Driven Curriculum: A Phenomenological Study, Mary Nugent
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to describe kindergarten teachers’ experiences with integrating play-based learning into standards-based academic curriculum in a school district in South Carolina. Play–based learning experiences were defined as instances which allow children to engage in active, social learning experiences in classrooms. This study explored the question of how kindergarten teachers describe their experiences with integrating play-based learning experiences in their classrooms, the value of play in their classrooms, their role as the adult during play experiences, and the difficulties that they face in making instructional decisions. The theories guiding this study were Froebel’s early childhood …