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Articles 1 - 7 of 7
Full-Text Articles in Education
Differentiating Instruction Through Math Stations And Literacy Centers, Olivia Bates
Differentiating Instruction Through Math Stations And Literacy Centers, Olivia Bates
Faculty Curated Undergraduate Works
Differentiating instruction based on students’ readiness, interests, and learning profiles is essential for creating effective and meaningful learning activities. Identifying these characteristics allows teachers to meet students’ needs and engage them in learning. By differentiating instruction, educators target specific students’ strengths and challenges in developing lessons to support their understanding of content. Two useful strategies for differentiating math and literacy instruction include stations and centers. In stations and centers, students work on specific skills catered to their educational needs while rotating activities in flexible groups. This guide supports teachers in identifying strategies and understanding the benefits of differentiating math and …
Literacy, Technology, And First Year Teachers: A Case Study, Emily Kearns Burke
Literacy, Technology, And First Year Teachers: A Case Study, Emily Kearns Burke
Adult Education Research Conference
This paper examines how first year teachers describe their preparation and use of technology to teach literacy. Findings indicate teachers feel confident but unsupported in their efforts.
Researching And Reshaping Literacy Learning: Three Urban K-6 Teachers’ Ongoing Transformations Through Everyday Action Research, Kristin N. Rainville, Grace Enriquez
Researching And Reshaping Literacy Learning: Three Urban K-6 Teachers’ Ongoing Transformations Through Everyday Action Research, Kristin N. Rainville, Grace Enriquez
Education Faculty Publications
Given the vast range of diversity among children’s backgrounds and needs, literacy educators must consider multiple ways in which children learn and interact with texts. Moreover, policies that increasingly require frequent assessments of children’s literacy achievement place pressure on educators to find immediate ways to impact children’s learning. This qualitative inquiry explores three graduate students’ yearlong engagement in literacy-related action research within ethnically and socioeconomically diverse, urban K-6 classrooms. Grounded in a social practice perspective on literacy and a sociocultural perspective on literacy learning, we examined participants’ constructions of action research as they developed research questions, entered various research sites, …
Literacy Choice In A First Grade Classroom, Lisa Marie Maletta
Literacy Choice In A First Grade Classroom, Lisa Marie Maletta
Theses and Dissertations
The purpose of this research was to observe and note student performance on choice literacy activities. Students were given choice pertaining to writing assignments and publishing preferences as well as guided reading material. Students completed an interest inventory at the start of the research to better understand the types of literacy activities that may interest them. The students were allowed to exercise choice in their literacy activities when choosing a guided reading book from appropriately leveled choices and choosing their writing topic as well as publishing option such as a big book, a little book, or a step book. Student …
Will It Change Their Reflection? A Culturally Responsive Reaction To Literacy Failures, Idalis J. Williams
Will It Change Their Reflection? A Culturally Responsive Reaction To Literacy Failures, Idalis J. Williams
Theses and Dissertations
This teacher research study was conducted in a second grade classroom. The teacher set out to find out: What happens when students who are faced with repeated literacy failures receive culturally responsive instruction in place of basic skills instruction? Children that struggle with reading often receive basic skills support as a form of intervention; yet still struggle in reading and other areas of literacy. Students often develop a negative identify of themselves as a reader and this leads to diminish and sometimes a lack of self-efficacy. The students in this study are at risk for falling below grade level in …
The Politics And Practice Of Literacy Pedagogy: Ideology And Outcomes In Two Racially Diverse Settings, Margaret Freedson, Wayne Eastman
The Politics And Practice Of Literacy Pedagogy: Ideology And Outcomes In Two Racially Diverse Settings, Margaret Freedson, Wayne Eastman
Department of Teaching and Learning Scholarship and Creative Works
Discussing ideologically opposing views of beginning reading, the authors trace the politics of reading curriculum in two racially diverse New Jersey school districts working to raise the literacy achievement of traditionally underserved students through socially just literacy education.
The Case Of Three Karen Refugee Women And Their Children: Literacy Practices In A Family Literacy Context, Sabrina Dm Quadros, Loukia K. Sarroub
The Case Of Three Karen Refugee Women And Their Children: Literacy Practices In A Family Literacy Context, Sabrina Dm Quadros, Loukia K. Sarroub
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The lack of research about the Karen—one of 135 ethnic groups from Myanmar—limits literacy educators charged with educating this refugee population in public schools. In this case study the authors explore the literacy practices of Karen families when at school and in their homes and within an ESL family literacy program. The case of these refugee families and their experiences are analyzed within a sociocultural theoretical framework along with a focus on literacy adaptation through the lenses of crosscultural studies, adult and language teachers involved in literacy practices, and literacy studies. Four core themes emerged from participant observation, including adult/ …