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Full-Text Articles in Education
Shaking Up Shakespeare: Teaching For The Contemporary High School English Classroom, Megan Sampson
Shaking Up Shakespeare: Teaching For The Contemporary High School English Classroom, Megan Sampson
Mahurin Honors College Capstone Experience/Thesis Projects
Contemporary high school English students find Shakespeare distant because they believe Shakespeare is hard to understand. Pairing Shakespeare with thematically-similar contemporary texts can make his works more accessible to students. Using different angles on the same theme shows students that Shakespeare presented some universal issues that still have relevance today. The Literacy Design Collaborative modules included within this thesis use Shakespeare in cooperation with other texts to focus on a specific theme. Using the module structure, teachers can organize the unit’s overarching goals and can include all handouts and necessary materials. This structure of design incorporates literacy-centered practices in order …
Using Imagination To Bridge Young Children’S Literacy And Science Learning: A Dialogic Approach, Huili Hong, Karin Keith, Renee Rice Moran
Using Imagination To Bridge Young Children’S Literacy And Science Learning: A Dialogic Approach, Huili Hong, Karin Keith, Renee Rice Moran
ETSU Faculty Works
Integrating children’s literacy and science learning has become a new focus in literacy instruction. Imagination, an integral part of children’s learning experience, remains marginalized in today’s early childhood education curriculum. Drawing on a yearlong ethnographic study in a first-grade classroom, this paper explores the potential affordance of imagination in integrating young children’s literacy and science learning. The findings showed that the integration opportunities were organically constructed in and through children’s natural engagement of imagination in their reading process. A dialogic approach is presented as one way to ignite children’s imaginations in their literacy and science learning.
Whole Language Vs. Phonics?: Meaning-First And Code-First Approaches To Reading Instruction, Andrew P. Johnson
Whole Language Vs. Phonics?: Meaning-First And Code-First Approaches To Reading Instruction, Andrew P. Johnson
Elementary and Literacy Education Department Publications
This chapter excerpt describes approaches to reading instruction based on two different theoretical perspectives: a meaning-based approach and a skills-based approach. Video mini-lectures are included.
Approaches To Phonics Instruction, Andrew P. Johnson
Approaches To Phonics Instruction, Andrew P. Johnson
Elementary and Literacy Education Department Publications
This chapter excerpt provides a brief overview of synthetic and analytic approaches to phonics instruction. Related mini-lectures are included.