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Full-Text Articles in Education
A Content Analysis Of Visuals In Elementary School Textbooks, Daibao Guo, Katherine Landau Wright, Erin M. Mctigue
A Content Analysis Of Visuals In Elementary School Textbooks, Daibao Guo, Katherine Landau Wright, Erin M. Mctigue
Literacy, Language, and Culture Faculty Publications and Presentations
Although visual complexity is increasing and graphics are essential to support readers’ comprehension of disciplinary texts, visual literacy receives scant attention. Research suggests that effectively instructing students to interpret discipline-specific graphics would yield better comprehension. However, before this line of inquiry can be enacted, we must determine the characteristics of graphics in contemporary content textbooks. Therefore, this content analysis evaluated graphics within third- and fifth-grade science and social studies textbooks. We coded 3,844 graphics by type and function and compared findings between disciplines using chi-square and post hoc comparison tests. Overall, graphics were coded into 9 major types (photographs being …
Priorities For Vocabulary Intervention Design Using Texting: Data To Examine The Critical Role Of Language Learners' Behaviors And Perceptions, Jia Li, Qizhen Deng
Priorities For Vocabulary Intervention Design Using Texting: Data To Examine The Critical Role Of Language Learners' Behaviors And Perceptions, Jia Li, Qizhen Deng
Literacy, Language, and Culture Faculty Publications and Presentations
We examined the role of university English language learners' (ELLs) behavior and perception of a texting-based instruction intervention on their academic vocabulary acquisition. This article reports on the data pertaining to 108 ELLs from six undergraduate classes taking two comparable undergraduate courses on content-based English for Academic Purpose (EAP). The data include (1) the performance of the control and intervention groups on pre-and post-intervention tests on target vocabulary and academic vocabulary, (2) a pre-intervention survey of participants' technology use, and (3) a post-intervention survey of participants on learning behavior during the intervention and their perception of the intervention. Data presented …
The Impact Of A Teacher Education Program Redesign On Technology Integration In Elementary Preservice Teachers, Guy Trainin, Laurie Friedrich, Qizhen Deng
The Impact Of A Teacher Education Program Redesign On Technology Integration In Elementary Preservice Teachers, Guy Trainin, Laurie Friedrich, Qizhen Deng
Literacy, Language, and Culture Faculty Publications and Presentations
This 5-year multicohort study examined the growth of elementary preservice teachers’ technology integration in the context of a teacher preparation program redesign that made integrating technologies into instruction a major focus. The authors examined how the teacher education program impacted preservice teachers’ technology integration in the classroom by increasing their efficacy to integrate technology and subject areas (i.e., technology, pedagogy, and content knowledge [TPACK] efficacy ) and their technology knowledge. Survey data collected from 891 participants were analyzed using thematic coding, analyses of variance, and structural equation modeling. The full program redesign showed across-cohort growth in TPACK efficacy, technology knowledge, …
Beginning Readers’ Interest In Animal Books: An Analysis Of Data Collected From The Children’S Choices Project, Petros Panaou, Eun Hye Son, Maggie Chase, Stan Steiner
Beginning Readers’ Interest In Animal Books: An Analysis Of Data Collected From The Children’S Choices Project, Petros Panaou, Eun Hye Son, Maggie Chase, Stan Steiner
Literacy, Language, and Culture Faculty Publications and Presentations
This article describes a reading interest study, which analyzed 330 titles selected over a ten-year period by beginning readers (Grades K-2) across the United States (U.S). [sic] for ILA's Children's Choices project. Its aim was to determine if young children's reading interests have changed since earlier studies were conducted in the US. Specifically, a team of four researchers analyzed Children's Choices books selected by 5,000 beginning readers (K-2) every year, from 2005 to 2014. This article illuminates the study's methodology, its findings, and implications for understanding the reading interests of contemporary young children. By examining and comparing the books that …