Elementary Education Commons^™

Building Bridges: Culturally Relevant Teaching With Literature Circles And Multicultural Literature, Amber Lawson

Michigan Reading Journal

In this article, the author suggests that teachers can create culturally relevant learning experiences by creating a diverse classroom library, using culturally diverse literature for their read-alouds, and adding literature circles as a routine for literacy instruction. Literature circles around diverse books offer students opportunities to discuss texts and expand their meaning-making and comprehension skills. The article provides readers with a guide, resources, and education research in doing so effectively to support culturally diverse learners’ literacy development through meaningful and authentic approaches.

Missing Pieces And Voices: Steps For Teachers To Engage In Science Of Reading Policy And Practice, Kathleen S. Howe, Teddy D. Roop

Michigan Reading Journal

The current wave of dyslexia legislation backed by the science of reading is the latest literacy policy added to a decades-long list. Teachers, whose voices were largely excluded, are key stakeholders in any literacy policy initiative and are well-suited to inform policymakers about the complexities of teaching readers who struggle, including those diagnosed with dyslexia. This article previews the implications of legislation that narrowly focuses on “science” and disregards unique individual reader profiles. This article encourages teachers to get involved with policy that impacts their practices and provides suggestions to ensure their voices are included in this and future initiatives.

Expanding Vocabulary With Children's Books, Sara J. Churchill, Kathleen Everts Danielson

Michigan Reading Journal

This article will briefly examine why it is important to explicitly teach vocabulary and review some of the best practices in vocabulary instruction, including three prominent strategies for teaching vocabulary: read alouds, developing word consciousness, and interactive activities. Following that is an annotated bibliography of children’s picture books that highlights selections that are useful for teaching vocabulary. Summaries of the texts and instructional suggestions are provided.

Beating The Odds: High-Growth Schools Based On The Act Aspire Examinations, Serving Low-Income Communities, Charlene A. Reid, Sarah C. Mckenzie

Arkansas Education Reports

This section highlights high-growth schools across Arkansas based on the ACT Aspire examinations in Math and English Language Arts (ELA) for the 2020-2021 academic year. For these awards, we consider schools where at least 66% of the student body is eligible for free or reduced-price lunch (FRL).

High-poverty schools are ranked by school level (Elementary, Middle, or High) based on Overall Growth (Math and ELA combined), as well as for growth in each content area independently. High-poverty schools are also ranked within each region of the state. Tables include the region in which the school is located, the number of …

Language Arts Acquisition Rates Of English Language Learners During Multi-Modal Instruction During Covid, Deborah S. Dow

Leadership Education Capstones

This study explores the correlation between remote, blended, and in-person learning, as it pertains to language arts acquisition by English Language learners. The purpose of this paper is to determine the optimal method of instruction as determined by assessment scores. The research focussed on a rural school district in Minnesota. The research was conducted by quantitative analysis of WiDA ACCESS, Renaissance Star, and FastBridge data. WiDA ACCESS data was obtained toward the end of each school year. A year of blended learning modalities was compared to two prior years of in-person instruction. Renaissance Star assessments were administered after each leaning …

Connecting A Community Through A Family Literacy Project And Virtual Writing Collaboration: University Students Facilitate Access To Literature During The Pandemic, Anne Katz Ph.D., Alexandria Sledge-Tollerson B.A. In Early Childhood Education

Georgia Journal of Literacy

The importance of accessing and sharing children’s literature took on new meaning as educators pivoted to remote and online learning models over the course of the past school year. In light of the pandemic, College of Education pre-service educators enrolled in a Fall 2020 Language and Literacy Development course (which is usually scheduled to meet face-to-face twice a week) was re-structured as hybrid, where a group of students were scheduled to meet partially face-to-face and partially online on a weekly basis. I planned to adapt my family literacy project collaboration with a local community center, an academic service learning assignment …

Culturally Relevant Teaching For The 21st Century: The Success And Challenges Of Pre-Service Teachers When Using Technology In Critical Ways, Virginie Jackson, Stacy Delacruz, Dominique Harry

Georgia Journal of Literacy

This case study examined pre-service teachers' use of technology as they implemented culturally relevant literacy lessons while tutoring elementary students in their field placement sites. As we enter a new decade, we want our students to be future-ready with technology skills. Here, we present an examination of how pre-service teachers integrated culturally relevant teaching with technology along with a discussion of the tools and devices their students used. Findings provided evidence that as pre-service teachers experienced authentic and engaging learning experiences within a supportive space, they emerged equipped to teach in culturally responsive ways that supported student learning and deeper …

Building Community Using Experiential Education With Elementary Preservice Teachers In A Social Studies Methodology Course, Stephanie Speicher

Journal of Global Education and Research

There is urgency for teacher educators to instruct preservice teachers in the tenants of social justice education. This urgency is based upon the American demographic landscape and the responsibility of educators to teach for social justice. Preservice teachers report feeling inadequately prepared to educate for social justice when entering the classroom setting (citations from below). Feelings of incompetence in social justice teaching expressed among preservice teachers coupled with minimal examination in the literature of the effects of teacher education practices that aid in the readiness to teach for social justice provided the foundation for this study. This study examined experiential …

As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators For Inclusive Schools? An Analysis Of Research On University And Diocesan Teacher Training, Rebekka J. Jez, Julie C. Cantillon, Lauren H. Ramers, Melissa M. Burgess

Journal of Catholic Education

Educators can improve academic and socio-emotional wellbeing of their students if they are equipped with strategies and skills to support learners and families from a variety of diverse backgrounds and experiences, such as culturally and linguistically diverse students, students with differing abilities, and those who may experience trauma and/or socio-economic challenges. To learn more about this topic a Catholic university and local diocese examined the literature on the impact of Catholic teachers in under-resourced schools, practices for training Catholic educators with skills to meet the needs of all learners, and the structures needed to ensure that diocesan and university supervisors …

Building Family Partnerships In A Catholic School By Connecting After-School And Home With Mathematics, Bilge Cerezci

Journal of Catholic Education

Parents need guidance, support, and motivation to learn how to support their young children’s mathematical development in ways that are more foundational and effective. In Addition After School Math Program serves twenty-four students in grades 3, 4, and 5 and their parents in an urban neighborhood at a Catholic elementary school. In In-Addition After School Math Program, we see families as partners and build our after-school program around supporting mathematics thinking and discoveries by engaging the whole family.

A Fundamental Part Of Learning: Employing Play-Based Learning In Marin County, Ca Kindergartens, Spencer Gapinski

Literary and Intercultural Studies | Senior Theses

Play occupies a fundamental part of learning as a human being yet is often not used in an educational setting. Public Schools across California have increased the academic demand of students as early as Kindergarten with the intent to increase learning. While academic learning has seen moderate increases in past decades, the result has seen a decrease in play in the classroom. This essay assesses the benefits of using a Play-Based Learning method as well as describes the next steps needed to incorporate Play-Based Learning into Marin County Kindergarten classrooms.

A Study Investigating The Experience Of Teachers’ Innovative Adaptation Of Teaching And Learning, Andrea Lowery

Electronic Theses and Dissertations

The purpose of this qualitative phenomenological study was to identify and examine the technology-based instructional strategies and digital tools being used by teachers in grades 3-5 that engage children in problem-solving learning opportunities. The study included 11 purposely sampled participants from a school district in East Tennessee who responded to questions during a Zoom interview. Seven of the participants submitted artifacts to provide examples of how they have incorporated technology and problem solving in their classrooms. Participants provided information about the digital tools and technology-based instructional strategies they have used to enrich problem solving in their classrooms. Participants in the …

Critical Peer Mentor Groups: Amplifying Support During Student Teaching, Cindy H. Linzell

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

This hermeneutic phenomenological study explores the lived experiences of student teachers who use Critical Peer Mentor (CPM) groups as an additional layer of support during their student teaching experience. In traditional models for teacher induction, student teachers apprentice in the classroom of an experienced, cooperating teacher. In this mentor/mentee relationship, there is an inherent power hierarchy. By utilizing CPM groups in addition to this traditional model, the student teachers had a peer relationship through which to also learn. The findings indicate that by utilizing a CPM group, the student teachers received and provided holistic support for each other during this …

Supporting New Teacher Development Through A Quality Beginning Teacher Mentor Program, David Kostopoulos

Dissertations

The purpose of this mixed methods study was to evaluate the perceptions of beginning teachers and mentors to improve the components and supports provided to mentees through Birch Lake School District (BLSD) induction and mentoring practices. Qualitative data was collected through transcripts of 5 separate focus group sessions that included 9 mentees and 7 mentors. Quantitative data was collected through a survey that included 10 mentees and 13 mentors. Study results indicated that impactful components revolved around seven key themes: program set-up, materials, collaborative session dates/locations, assignments, activities observational coaching, mentor/mentee meetings/interactions, content of the sessions. Study results indicated that …

The Effects Of Blended Learning On Student Achievement Within Various Environments: A Program Evaluation, Christine Nicole Harris

Dissertations

Educational K-12 learning environments have had limited to no change over many decades. Due to recent initiatives to social-emotional programs, school safety measures, and the need to increase academic achievement, there has been a push for school choice options that go beyond the traditional ways of learning. The purpose of this study is to examine the effectiveness of blended learning on student achievement within various environments in Grades 3-8. I used a mixed methodology to compare quantitative extant data from Achieve3000®, State Standardized Assessments, as well as qualitative data through teacher, parent, and student surveys. I collected 229 student extant …

The Impact Of A K-8 Stem Program On Grades And Student Choice Of Stem And Advanced Mathematics And Science Coursework In High School, Astrid Rodrigues

Dissertations

The demands of today’s workforce call for schools to prepare their students to have problem-solving skills and be critical thinkers and collaborative colleagues. Science, Technology, Engineering, and Mathematics (STEM) learning has been known to cultivate, excite, and promote critical thinking and problem-solving skills in students from an early age.

This study explored the high school course selection of students who had participated in a compulsory Kindergarten to 8^th grade (K-8) STEM program, called Project Lead the Way (PLTW), while in middle school. Specifically, the study compared the number of STEM and advanced mathematics and science courses that students who …

Focus, Drive, And Motivation In Secondary School Populations, Lakeshia Cook

Dissertations

This study, Focus, Drive, and Motivation in Secondary Populations, addresses the topic of middle and high school student motivation to succeed in school. The aim was to discover what motivates and inspires student success. In this study, I delved into issues of low levels of student motivation, drive, and focus and the relative effect of these issues on school performance. The central purpose of this research was to find ways to foster greater levels of student focus, drive, and motivation during their middle and high school experience. The context of the study was a medium-sized charter middle school and a …

School-Based Mental Health Promotion And Early Intervention Programs In New South Wales, Australia: Mapping Practice To Policy And Evidence, Kristin R. Laurens, Linda J. Graham, Katherine Dix, Felicity Harris, Stacy Tzoumakis, Kate E. Williams, Jill M. Schofield, Traci Prendergast, Neale Waddy, Mary Taiwo, Vaughan J. Carr, Melissa J. Green

Wellbeing

Limited empirical evidence is available regarding the uptake and effectiveness of school-based mental health and wellbeing programs implemented in Australian schools. This study aimed to characterise the delivery of programs in primary (elementary) schools across New South Wales, Australia, and to assess this information against published ratings of program effectiveness. Delivery of programs in four health-promoting domains—creating a positive school community; teaching social and emotional skills; engaging the parent community; and supporting students experiencing mental health difficulties—were reported by 597 school principals/leaders via online survey. Although three quarters of principals reported implementing at least one program, many of these programs …

Exploring The Relationship Between Trauma, Motivation, Current Stress, And Immigrant Elementary Students, Jayme Branagh Landon

Doctoral Dissertations and Projects

The current study explored the relationship between past trauma of immigrant students and motivation in a group of public-school elementary students in Washington state. Additionally, this study explored how stress affects academic motivation. It was hypothesized that past trauma would significantly affect immigrant student motivation and that current stress would moderate motivation in school. Only students with past trauma experience and who qualify as an immigrant, were included in this study. Participants completed The Cameron Complex Trauma Interview (CCTI), Motivated Strategies for Learning Questionnaire (MSLQ), and The Perceived Stress Scale for Children (PSS-C). While motivation has been studied, the factors …

The Story Circle As A Practice Of Democratic, Critical Inquiry, Natalie M. Fletcher, Maughn Rollins Gregory, Peter Shea, Ariel Sykes

Department of Educational Foundations Scholarship and Creative Works

The authors of this essay have been committed practitioners and teachers of Philosophy for Children in a variety of educational settings, from pre-schools through university doctoral programs and in adult community and religious education programs. The promotion of critical thinking has always been a primary goal of this movement. But communal practices of critical thinking need to include other kinds of democratic conversation that prompt us to see others as full-fledged persons and to be curious about how our being in community with them makes growth and self-correction possible. As we continue to experiment and innovate in new contexts we …