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- Academic achievement (1)
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Articles 1 - 6 of 6
Full-Text Articles in Language and Literacy Education
Photovoice As An Act Of Agency To Decenter Whiteness In P-12 Classrooms, Crystal V. Shelby-Caffey, Jinan Al-Hunayan
Photovoice As An Act Of Agency To Decenter Whiteness In P-12 Classrooms, Crystal V. Shelby-Caffey, Jinan Al-Hunayan
Journal of Educational Research and Practice
Given the lack of diversity in the P–12 teaching force, we contend that white normativity is prevalent and remains mostly unchallenged in these settings. Acknowledging such inequities requires an intentional focus on equity in teacher education programs. The project described here facilitated in-service teachers’ growth in becoming culturally competent and critically conscious by using Photovoice in P–12 classrooms. Photovoice is a participatory action research method that uses photography to examine the lived experiences of participants. Photovoice was used to examine school-based practices that erased and silenced students while offering an inflection point from which the in-service teachers could develop and …
Elementary Content Teacher Perceptions Regarding Their Ell Instructional Practices, C. Wesley Owens, Steve P. Wells
Elementary Content Teacher Perceptions Regarding Their Ell Instructional Practices, C. Wesley Owens, Steve P. Wells
Journal of Educational Research and Practice
The purpose of this qualitative descriptive study was to explore the instructional practices of elementary English language learner (ELL) teachers and how those practices are perceived by the teachers to be aligned with improved ELL academic performance. The study is grounded in Ladson-Billings’ theory of culturally relevant pedagogy, which holds that student academic achievement and cultural identity should be affirmed. The research questions focused on exploring instructional practices used by teachers to support ELL learning and the teachers’ perceptions of how their practices are aligned with improved ELL academic performance. The qualitative descriptive study was limited to three elementary schools …
Supporting Science Learning For English Language Learners, Judith Morrison, Yuliya Ardasheva, Sarah Newcomer, Lindsay Lightner, Gisela Ernst-Slavit, Kira Carbonneau
Supporting Science Learning For English Language Learners, Judith Morrison, Yuliya Ardasheva, Sarah Newcomer, Lindsay Lightner, Gisela Ernst-Slavit, Kira Carbonneau
Journal of Educational Research and Practice
This study focused on two fourth-grade science classrooms with English learners (ELs), exploring how teachers supported students’ science and language/literacy learning in different language contexts. Three a priori research-based practices recommended for supporting science learning framed our exploration: (a) negotiation, opportunities for individual and social construction and critique of knowledge; (b) embedded language, opportunities for language and literacy learning as a natural aspect of science; and (c) non-threatening learning environments, opportunities for social apprenticeship and interaction. We provide insights into how science instructional practices supported ELs’ science and language learning. One key implication is that enacting these three principles of …
Prek–5 Teacher Views Of Professional Development Integrating Common Core Language Arts With Science And Social Studies, Janie Hubbard, Melisa Fowler, Lee Freeman
Prek–5 Teacher Views Of Professional Development Integrating Common Core Language Arts With Science And Social Studies, Janie Hubbard, Melisa Fowler, Lee Freeman
Journal of Educational Research and Practice
Three preK–6 U.S. university methods instructors-researchers (literacy, science, social studies) joined 17 Title I school teachers for collaborative lesson planning and teaching within the preK–5 school setting. Each team’s goal was to create and teach interdisciplinary curriculum units using U.S. English language arts Common Core State Standards with social studies and science. A year-long instrumental case study design was used to examine (a) how teachers perceived collaborative professional development to create interdisciplinary unit plans and (b) how teachers viewed outcomes of teaching interdisciplinary units of their own design. Practice articles regarding Common Core State Standards curricula integration are plentiful; however, …
Environmental Explorations: Integrating Project-Based Learning And Civic Engagement Through An Afterschool Program, Rachel Farmer, Nakayla Greene, Kristen H. Perry, Cindy Jong
Environmental Explorations: Integrating Project-Based Learning And Civic Engagement Through An Afterschool Program, Rachel Farmer, Nakayla Greene, Kristen H. Perry, Cindy Jong
Journal of Educational Research and Practice
This study examined the Community Super Investigators Club, through which we aimed to apply mathematics and literacy skills by using project-based learning (PBL) to investigate elementary students’ interest in learning how to improve the environment for animals. PBL is a teaching method used to improve critical thinking skills around a project that is based on students’ questions. The study used a mixed-method design to examine the following research questions: How do students engage in PBL on topics relevant to their community in an afterschool club? How can critical math and literacy skills be integrated with community engagement? How did the …
Science-Literacy Integration: Equity And Learning In First-Grade, Urban Instructional Contexts, Angela J. Stefanski, Nicole M. Martin, Melinda A. Zurcher
Science-Literacy Integration: Equity And Learning In First-Grade, Urban Instructional Contexts, Angela J. Stefanski, Nicole M. Martin, Melinda A. Zurcher
Journal of Educational Research and Practice
Previous research demonstrates that integration of science and literacy instruction in primary grades has positive outcomes for students’ science and literacy development. However, variations in how science and literacy are enacted suggest integration may not be sufficient to meet the literacy and science needs of all students in an equitable manner. The purpose of this study was to examine two first-grade teachers’ science integration during literacy instruction in one high- and one low-income school context within one urban district. Analysis of field notes, transcripts of lessons, and interviews revealed that expectations to integrate science during time set aside for literacy …