Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Assessment (2)
- Pedagogy (2)
- Adolescent literacy (1)
- Antiracism (1)
- Black Language (1)
-
- COVID-19 (1)
- Composition (1)
- Disciplinary literacy (1)
- Distance education (1)
- Distant learning (1)
- Early Literacy (1)
- Education (1)
- Essential Practices (1)
- Family engagement (1)
- Happiness (1)
- Leisure (1)
- Linguistics (1)
- Literacy Essentials (1)
- Mastery grading (1)
- Parent Education (1)
- Positive psychology (1)
- Reading Instruction (1)
- Recreation (1)
- Teachers (1)
- Virtual learning (1)
Articles 1 - 8 of 8
Full-Text Articles in Education
Linguistic Justice: Black Language, Literacy, Identity, And Pedagogy, Raven Jones Stanbrough
Linguistic Justice: Black Language, Literacy, Identity, And Pedagogy, Raven Jones Stanbrough
Michigan Reading Journal
No abstract provided.
Essential Practices For Disciplinary Literacy Instruction In Secondary Classrooms, Laura Gabrion, Michelle Renna, Megan Schrauben, Jenelle Williams
Essential Practices For Disciplinary Literacy Instruction In Secondary Classrooms, Laura Gabrion, Michelle Renna, Megan Schrauben, Jenelle Williams
Michigan Reading Journal
In response to the call for increased literacy and more equitable learning opportunities across the state of Michigan, the 6-12 Disciplinary Literacy Task Force formed. The group’s first charge was to revise and publish the Essential Practices for Disciplinary Literacy Instruction in the Secondary Classroom: Grades 6 to 12, based on the work of lead researchers from the University of Michigan, Drs. Elizabeth Moje and Darin Stockdill. During the 2019-2020 school year, education consultants and educators from around Michigan participated in the Regional One-Day Institute, which served as an introduction to the Essential Practices for Disciplinary Literacy Instruction in …
Creating An Online Community Of Learners During The Covid-19 Shutdown Using Michigan’S Literacy Essentials, Annie P. Spear
Creating An Online Community Of Learners During The Covid-19 Shutdown Using Michigan’S Literacy Essentials, Annie P. Spear
Michigan Reading Journal
When a global pandemic shuts down our educational system it is critical to mobilize quickly and effectively to support children and families. This article explores one educator's experience of setting up free online classes to support students during the COVID-19 shutdown. Participants ranged in age from 3 to 12 and were from Massachusetts, Michigan, New Hampshire, and Ohio. The author outlines how she designed classes, engaged with children and families, and provided instruction that was grounded in literacy research and Michigan's Essential Instructional Practices in Early Literacy while guided by developmentally appropriate pedagogy. Specific practices that foster motivation and engagement …
An Educator's Response To Michigan's Stay At Home Order, Kristin M. Scherkenbach
An Educator's Response To Michigan's Stay At Home Order, Kristin M. Scherkenbach
Michigan Reading Journal
This article examines the educational impact of the stay at home order issued in the spring of 2020. It explores methods that were used to connect with students during this time such as YouTube videos, book drop offs, parent education PowerPoints, and online teaching. It concludes with the understanding that a passion for literacy can be ignited in students even in challenging situations.
Grading For Growth: Introducing New Assessment Approaches In Traditional Grading Models, Beth A. Walsh-Moorman, Katie Ours, Aubrey Deaton, Maura Mcginty-O'Hara
Grading For Growth: Introducing New Assessment Approaches In Traditional Grading Models, Beth A. Walsh-Moorman, Katie Ours, Aubrey Deaton, Maura Mcginty-O'Hara
Language Arts Journal of Michigan
This article explores three teachers’ experiences introducing a new assessment approach in an existing school-wide, grading framework. Teachers explore how they were able to manipulate the school framework in a way that allowed (and required) students to revise and rewrite until they had achieved mastery on key writing assignments.
The Transformative Effects Of Authentic Argumentative Writing, Margaret Grossnickle
The Transformative Effects Of Authentic Argumentative Writing, Margaret Grossnickle
Language Arts Journal of Michigan
How can argumentative writing have an impactful and transformative effect on the classroom? A reflection on the effects of bringing authentic argumentative writing to the language arts classroom. Engagement and achievement increased through embracing student choice, student ownership of content mastery, and the teacher working as a facilitator not an expert.
Process Drama: A Creative Way To Assess Ela Understanding, Nicole Rausch
Process Drama: A Creative Way To Assess Ela Understanding, Nicole Rausch
Language Arts Journal of Michigan
With increasing demands and decreasing amounts of instructional time, teachers are constantly looking for creative ways to integrate, assess, and target instruction to meet the needs of each student. This article takes a look at how one teacher employed the use of a highly engaging process drama to teach and assess multiple subject area content standards. A process drama is remarkably creative, social, and applicable so can be easily adapted to meet the needs of any grade level. The low floor, high ceiling project allows students multiple avenues to demonstrate understanding of skills and concepts.
Teaching Happiness: Developing And Assessing A Happiness Course, Charles Hammersley
Teaching Happiness: Developing And Assessing A Happiness Course, Charles Hammersley
Journal of Tourism Insights
Can “happiness” be taught? In the spring of 2015 the Northern Arizona University’s Parks and Recreation Management program introduced a new course, PRM 205 Happiness. A study of the fall 2015 PRM 205 Happiness courses (campus section and distance section) were conducted to determine if the PRM 205 Happiness course resulted in measurable changes in student “happiness” scores. Also, if there were any differences between campus and distance delivery modes and student “happiness” scores. A Pre-test / Post-test survey design using the Fordyce Emotions Questionnaire (Fordyce, 1988) was conducted on both a campus class (N=49) and a distance class (N=23). …