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Curriculum and Social Inquiry Commons™
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Full-Text Articles in Curriculum and Social Inquiry
Critical Conversations In A Second-Grade Classroom Using Diverse Literature, Joanne Susan Brown
Critical Conversations In A Second-Grade Classroom Using Diverse Literature, Joanne Susan Brown
Theses and Dissertations
The purpose of this qualitative study was to identify the effects of reading diverse texts during SEL morning meeting time and observe how 2nd grade students engage in conversations. Diverse texts were selected related to themes of identity, race, poverty, gender, sexual identity, and gender identity. Data collected included student conversations and journals. After analyzing the data collected, it was found that the inclusion of diverse texts during SEL morning meetings yielded positive results. Students engaged in more personal conversations when they could connect to the text and speak freely, students spoke more when they had control of the conversations, …
Effects Of Simultaneously Integrating Sel And Culturally Responsive Pedagogy On Students' Perceptions About Themselves And Their Abilities, Daniele J. Jacob
Effects Of Simultaneously Integrating Sel And Culturally Responsive Pedagogy On Students' Perceptions About Themselves And Their Abilities, Daniele J. Jacob
Theses and Dissertations
The purpose of this qualitative research study was to understand what happens to students' perceptions about themselves and their abilities when social and emotional learning (SEL) and culturally responsive pedagogy (CRP) are simultaneously integrated into an elementary gifted and talented classroom setting. Prior to this research, a structured approach to addressing students' social and emotional learning needs did not exist. Additionally, culturally responsive practices were not being used purposefully or with intent. This left the researcher to wonder how the lack of these practices may be negatively impacting students. How SEL and CRP can positively affect students' perceptions about themselves …
How Third Grade Students Respond To The Multiple Perspectives In Read Alouds Of Critical Texts, Kathryn Elizabeth Zeck
How Third Grade Students Respond To The Multiple Perspectives In Read Alouds Of Critical Texts, Kathryn Elizabeth Zeck
Theses and Dissertations
The purpose of this study was to examine how students respond to weekly read alouds of critical literacy texts. The specific aim was to see what type of critical stances students adopt as they respond to the multiple perspectives present in the texts. Student written reflections, audio recording of student talk, and anecdotal notes are all analyzed. The implications for implementing weekly read alouds of critical literacy texts as it relates to students' social awareness are discussed.