Download or read book Departmentalized Versus Self contained Balanced Literacy Instruction written by Katina L. Thomas and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The initiatives in U.S. school reform constantly serve as a reflection of the academic, political, and economical sentiment of the time. The College Entrance Exam Board’s decision in 1909 to establish a 40 to 60 minute class schedule that mirrored the Carnegie unit’s structure of efficiency and mass production remained the tradition until 1959, when J. Lloyd Trump introduced a flexible instructional schedule that allotted for an 85 to 100 minute “block” of time for each subject. The government report, A Nation at Risk (1983), found that 13% of seventeen year olds were functionally illiterate, and that schools were not utilizing school time efficiently. By 2001, the No Child Left Behind Act established a structured accountability system for schools; however, by 2013, the National Center for Educational Statistics (2013) reported five year stagnation in reading performance for fourth, eighth, and twelfth graders. The current outcomes have caused administrators and educators to revisit current instructional and organizational practices for more efficient and effective approaches to maximize learning opportunities and increase school performance. This study examined the effects of implementing a balanced literacy approach to reading in self-contained and departmentalized classrooms in second grade classrooms. In a review of the literature, little research has been conducted on self-contained and departmentalized classroom settings in the elementary school prior to third grade. Previous studies primarily focused on students in third grade and higher, and concentrated on student performance on state-mandated tests in reading. No studies to date have investigated self-contained and departmentalized comprehension levels prior to a grade level that has been designated for a state-mandated test. As a result, this study examined the following research questions: 1) What effect does receiving balanced literacy instruction in a self-contained or departmentalized classroom have on the reading comprehension of second graders as measured by district assessments, and 2) Are there gender differences in the observed reading comprehension of second graders with regard to a self-contained or departmentalized classroom? The research also qualitatively examines what effect teachers’ experiences, perceptions, and opinions about self-contained and departmentalized instruction have on the implementation and academic outcomes of the instructional organization of the classroom. This study examined second grade students from an urban school district in a metropolitan area in Texas. The sample was taken from three self-contained second grade classrooms (N = 61) and four departmentalized second grade classrooms (N = 86) from the same elementary campus. The departmentalized classrooms served as the quasi-experimental group and the self-contained classrooms served as the control group. Statistical tests were conducted to answer the first two research questions. Repeated measures were administered to compare beginning middle, and end of year comprehension levels within each group to determine significant progress. A 2 x 2 x 3 mixed ANOVA was used on the subpopulation (gender) to determine if any gender differences exist. Individual interviews of the second grade teachers that participated in the study were conducted to collect feedback regarding teachers’ beliefs, opinions, and preparation for self-contained and departmentalized literacy instruction. Results from separate analyses of the comprehension levels indicated that both the departmentalized and self-contained groups made significant progress from the beginning to the middle of the school year, and again at the end of school year. However, there was no significant difference in the rate of increase in self-contained and departmentalized groups. Significant progress was also made for each group within the gender subpopulation. When the departmentalized and self-contained groups were compared, there was not a significant difference between the comprehension levels of males and females at the end of the year. There was also no significant difference in the rate of increase in comprehension levels of departmentalized and self-contained males, and the rate of increase in comprehension levels of departmentalized and self-contained females at the end of the year. Feedback from teachers revealed that all of them supported the opportunity for more preparation and focus on one subject. However, self-contained teachers preferred the opportunities to teach one theme across all subjects, while departmentalized teachers preferred opportunities to engage in more cooperative learning activities during the literacy block. This study demonstrates that balanced literacy instruction is effective in increasing student comprehension levels from the beginning to the end of the school year in primary classrooms that implement both a departmentalized and self-contained schedule. It also demonstrates that departmentalized and self-contained balanced literacy can also increase student comprehension levels from the beginning to the end of the year within both gender groups.
Download or read book Self Contained Classrooms Research Brief written by Karen Walker and published by . This book was released on 2009 with total page 3 pages. Available in PDF, EPUB and Kindle. Book excerpt: Determining the ideal academic setting in which students can be successful continues to be one of the primary goals of educators. Is there a best classroom structure in which students can be successful? Although there is research on the academic gains in the block schedule and in traditional departmentalized settings, both of which are common in secondary schools, there is little research on the effectiveness of a high school self-contained classroom. Rarely do "high school" and "self-contained classroom" appear together. Although the research on the effectiveness of self-contained classrooms is minimal, it is significant. One study done by McGrath and Rust (2002) of fifth and sixth graders in departmentalized and self-contained classrooms found that students in self-contained classrooms made significant gains on the Tennessee Comprehensive Assessment Program (TCAP) in the total battery and language and science subtests. However there were no significant differences in the math, reading and social studies subtests (Catledge-Howard, Ward, Dilworth, & Mississippi State University, 2003; McGrath & Rust, 2002). According to Piirto and Kolloff, students who have been identified as gifted and are in self-contained settings, score higher in this environment than when they are not. Both report that it may be because students are able to be themselves without fear of the social implications associated with their giftedness (Piirto, 2004). (Contains 5 online resources.).
Download or read book Elementary Mathematics Specialists written by Maggie B. McGatha and published by IAP. This book was released on 2017-02-01 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Elementary mathematics specialists are teacher leaders who are responsible for supporting effective PK–6 mathematics instruction and student learning. The Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics, the National Council of Supervisors of Mathematics, and the National Council of Teachers of Mathematics, in a 2010 joint position paper on Elementary Mathematics Specialists (EMSs), all advocate for the use of EMSs to support the teaching and learning of mathematics. The specific roles and expectations of EMSs will vary according to the needs of each setting, “but their expertise and successful experience at the elementary level is critical” (p 1). Elementary Mathematics Specialists: Developing, Refining, and Examining Programs that Support Mathematics Teaching and Learning is AMTE’s latest resource supporting the important work of EMSs. It has five sections related to the preparation and professional development of EMSs: (a) Overview and Current State of Affairs; (b) Models of EMS Program Development & Delivery; (c) Supporting EMSs in the Field; (d) The Mathematics Specialist Research; and (e) Future Directions. The book provides support to EMS practitioners, program providers/developers, and researchers seeking to answer important questions about how to prepare Mathematics Specialists, support them in the field, and research their effectiveness.
Download or read book Departmentalized Or Self contained written by Viola T. Mitchell and published by . This book was released on 2013 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Science Notebooks written by Lori Fulton and published by Heinemann Educational Books. This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The bestselling first edition of Science Notebooks inspired thousands of teachers to use science notebooks as a powerful way to help students reveal and develop their thinking about scientific concepts, engage in the work of scientists and engineers, and exercise language skills. Lori Fulton and Brian Campbell make the Second Edition even more valuable by showing how science notebooks support implementation of the Next Generation Science Standards as well as the Common Core State Standards for ELA. The authors have also added new material to every chapter, including: strategies to scaffold science notebook instruction how science notebooks help students develop explanations and arguments based on evidence strategies for collecting and analyzing science notebooks for formative assessment new interviews with scientists and engineers that spotlight the use of science notebooks in their work. Student samples and classroom vignettes from a variety of settings illustrate the transformative effect of science notebooks on students' scientific thinking as well as their literacy skills. Download a sample chapter
Download or read book Early Literacy Matters written by Carol E. Canady and published by CRC Press. This book was released on 2020-11-29 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early Literacy Matters is an innovative action guide for elementary school leaders and instructional coaches dedicated to accelerating literacy performance in the early grades, when prevention of reading difficulties matters most. As a unique father-daughter team with combined expertise in literacy education and instructional leadership, the authors share best practices for literacy success. Readers will learn how to... establish and lead a literacy team, implement embedded professional development, utilize key assessments to frame daily instruction, and illustrate specific organizational and scheduling models needed to support systemic change based on the science of reading. Each chapter features reflection questions and explicit strategies and tools leaders can implement immediately in today’s classrooms.
Download or read book Literacy Learning Clubs in Grades 4 8 written by Heather Kenyon Casey and published by Guilford Publications. This book was released on 2017-05-03 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literacy learning clubs are highly motivating small-group collaborations that can improve tweens' and teens' academic achievement, support their social-emotional development, and increase their enjoyment of reading and writing. This book explains the research basis for the author's approach and offers practical instructions for implementation in English language arts, social studies, science, and mathematics classrooms, illustrated with detailed case examples. Links to the Common Core State Standards are identified, and multimodal methods and new literacies emphasized throughout. User-friendly features include end-of-chapter reflection questions and suggested activities. The Appendix provides reproducible planning forms and handouts that can be downloaded and printed in a convenient 8 1/2" x 11" size. ÿ
Download or read book The Achievement Gap in Reading written by Rosalind Horowitz and published by Taylor & Francis. This book was released on 2017-04-07 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.
Download or read book From Clunk to Click written by Janette K. Klingner and published by . This book was released on 2000 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Comprehension written by Camille Blachowicz and published by Guilford Publications. This book was released on 2017-02-13 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical resource and widely used text presents a wealth of research-based approaches to comprehension instruction. The authors offer specific classroom practices that help K-9 students compare and evaluate print and online sources, develop vocabulary, build study and test-taking skills, and become motivated readers.
Download or read book Resources in Education written by and published by . This book was released on 1996 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Becoming Biliterate written by Bertha Perez and published by Routledge. This book was released on 2003-10-03 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book describes the development process and dynamics of change in the course of implementing a two-way bilingual immersion education program in two school communities. The focus is on the language and literacy learning of elementary-school students and on how it is influenced by parents, teachers, and policymakers. Pérez provides rich, highly detailed descriptions, both quantitative and qualitative, of the change process at the two schools involved, including student language and achievement data for five years of program implementation that were used to test the basic two-way bilingual theory, the specific school interventions, and the particular classroom instructional practices. The contribution of Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education is to provide a comprehensive description of contextual and instructional factors that might help or hinder the attainment of successful literacy and student outcomes in both languages. The study has broad theoretical, policy, and practical instructional relevance for the many other U.S. school districts with large student populations of non-native speakers of English. This volume is highly relevant for researchers, teacher educators, and graduate students in bilingual and ESL education, language policy, linguistics, and language education, and as a text for master's- and doctoral-level classes in these areas.
Download or read book Using Understanding by Design in the Culturally and Linguistically Diverse Classroom written by Amy J. Heineke and published by ASCD. This book was released on 2018-07-11 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can today's teachers, whose classrooms are more culturally and linguistically diverse than ever before, ensure that their students achieve at high levels? How can they design units and lessons that support English learners in language development and content learning—simultaneously? Authors Amy Heineke and Jay McTighe provide the answers by adding a lens on language to the widely used Understanding by Design® framework (UbD® framework) for curriculum design, which emphasizes teaching for understanding, not rote memorization. Readers will learn the components of the UbD framework; the fundamentals of language and language development; how to use diversity as a valuable resource for instruction by gathering information about students’ background knowledge from home, community, and school; how to design units and lessons that integrate language development with content learning in the form of essential knowledge and skills; and how to assess in ways that enable language learners to reveal their academic knowledge. Student profiles, real-life classroom scenarios, and sample units and lessons provide compelling examples of how teachers in all grade levels and content areas use the UbD framework in their culturally and linguistically diverse classrooms. Combining these practical examples with findings from an extensive research base, the authors deliver a useful and authoritative guide for reaching the overarching goal: ensuring that all students have equitable access to high-quality curriculum and instruction.
Download or read book The Educator s Field Guide written by Edward S. Ebert and published by Simon and Schuster. This book was released on 2014-05-06 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Educator’s Field Guide helps teachers get off to a running start. The only book that covers all four key cornerstones of effective teaching—organization, classroom management, instruction, and assessment—this handy reference offers a bridge from college to classroom with a hearty dose of practical guidance for teachers who aspire to greatness. At a time when school leaders are pressed to hire and retain high-quality teachers, this guidebook is indispensable for defining and nurturing the qualities the qualities teachers strive for and students deserve. Helpful tools include: Step-by-step guidance on instructional organization, behavior management, lesson planning, and formative and summative assessment User-friendly taxonomic guides to help readers quickly locate topics The latest information on student diversity, special needs, and lesson differentiation Teacher testimonials and examples Explanations of education standards and initiatives Each key concept is addressed in a resource-style format with activities and reproducible that can be customized. Teachers will also find lesson plan templates, graphs, charts, quizzes, and games—all in one easy-to-use source.
Download or read book Reading Comprehension written by Camille L. Z. Blachowicz and published by Guilford Press. This book was released on 2008-05-05 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical resource and widely used text presents a wealth of research-based approaches to comprehension instruction. The authors offer specific classroom practices that help K-9 students compare and evaluate print and online sources, develop vocabulary, build study and test-taking skills, and become motivated readers.
Download or read book Promoting the Educational Success of Children and Youth Learning English written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-08-25 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
Download or read book Pacesetters in Innovation written by and published by . This book was released on 1966 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt:
