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Full-Text Articles in Education
On The Essence Of Education, Alexander M. Sidorkin
On The Essence Of Education, Alexander M. Sidorkin
Faculty Publications
This is a contribution to the project of redefining the educational theory as a discipline, not merely as a field for application of other disciplines. If educational theory is a discipline, it should provide a unique lens to view the entire social world. Educational theory would then not only contemplate the world of schooling, or even the expanded world of educational experiences outside of schools. It would also offer an insight on the educational aspects of the economy, of politics, of communication, of culture, etc. Zooming out away from schooling allows zooming in on education
Using Teacher-Written Praise Notes To Decrease Tardiness In Elementary School Students, Paul Caldarella, Lynnette Christensen, K. Richard Young
Using Teacher-Written Praise Notes To Decrease Tardiness In Elementary School Students, Paul Caldarella, Lynnette Christensen, K. Richard Young
Faculty Publications
Our purpose was to evaluate the effect of teacher written praise notes on elementary school student on-time behavior.
Instruction And Physical Environments That Support Process Writing In Elementary Classrooms, Monica Thomas Billen, Brad Wilcox, Damon Bahr, Jill Shumway, Byran Korth, Elizabeth Yates, Timothy G. Morrison, Sue Simmerman, Stan V. Harwarad, Nancy Peterson, Linda E. Pierce
Instruction And Physical Environments That Support Process Writing In Elementary Classrooms, Monica Thomas Billen, Brad Wilcox, Damon Bahr, Jill Shumway, Byran Korth, Elizabeth Yates, Timothy G. Morrison, Sue Simmerman, Stan V. Harwarad, Nancy Peterson, Linda E. Pierce
Faculty Publications
This study conducted in eight Utah school districts documented the amount of time devoted to elementary writing instruction and described classroom physical environments related to that instruction. One-hundred-seventy-seven full-day observations were completed during a one-week period. Results indicated that process-writing time was dominated by explicit instruction from the teacher. Other elements of the writing workshop were implemented, but in a fragmented way. Classroom physical environments were generally not literacy rich. Process-oriented teachers had richer environments than those who focused on conventions.