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Showing all 9 results Save | Export
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Gillian Baxter; Andrea Nolan – Pedagogy, Culture and Society, 2024
Family engagement in children's learning is an evidence-based approach supporting student learning. This study examines four primary school teachers' family engagement practice, within a non-dominant community. Utilising the framework of Critical Participatory Action Research (CPAR), the teachers examined their partnerships with families,…
Descriptors: Family Involvement, Elementary School Teachers, Grade 2, Grade 3
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Erica Holyoke – Reading Horizons, 2024
Restrictive instruction and punitive discipline often run parallel in schools, prompting a continued need to provide authentic learning opportunities that value children's literacy strengths in an inclusive community. Restorative justice has been identified as a pedagogical stance in addressing harmful policies in schools, and it is most often…
Descriptors: Restorative Practices, Intersectionality, Literacy Education, Elementary School Curriculum
Sonia Renee Alvarado – ProQuest LLC, 2022
The purpose of this design-based research study was to provide a holistic perspective on the pedagogical and contextual factors of interactive mobile technology on English learners and investigate the theoretical potential of audio-video software interventions for second language acquisition. Specifically, the study explored current virtual…
Descriptors: Electronic Learning, Handheld Devices, Holistic Approach, Interaction
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Hughes, Scott Frederick – AERA Online Paper Repository, 2016
There is a growing body of literature exploring pedagogies that promote children's happiness at school. Yet there is little research on teacher's conceptions of happiness, and how this informs their decisions about children. This paper reports on findings from a qualitative study exploring teachers' conceptions of happiness. Twelve teachers from…
Descriptors: Psychological Patterns, Barriers, Grade 2, Elementary School Students
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Mullender-Wijnsma, Marijke J.; Hartman, Esther; de Greeff, Johannes W.; Bosker, Roel J.; Doolaard, Simone; Visscher, Chris – Journal of School Health, 2015
Background: An intervention was designed that combined physical activity with learning activities. It was based upon evidence for positive effects of moderate to vigorous physical activity (MVPA) on academic achievement. The aim of this study was to describe the program implementation and effects on academic achievement after 1?year. Methods:…
Descriptors: Program Effectiveness, Intervention, Physical Activities, Academic Achievement
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McTigue, Erin M. – Reading Teacher, 2010
Although mental imagery's positive role in reading comprehension is clear, the means of introducing imagery to young readers is comparatively vague. Mental imagery's very nature, being nonverbal, invisible, and often unconscious, results in a mismatch with standard instructional practices. Verbal explanations of nonverbal phenomenon fall short.…
Descriptors: Reading Comprehension, Reading Aloud to Others, Teaching Methods, Imagery
Rosborough, Alessandro A. – ProQuest LLC, 2010
The purpose of this sociocultural study was to investigate gesture as a mediational tool for meaning-making in learning and teaching a second language. Gesture was observed between a teacher and her immigrant students in a second grade elementary classroom designed specifically for second language learners of English. This study provides an…
Descriptors: English (Second Language), Teaching Methods, Interpersonal Communication, Sociocultural Patterns
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Chevalier, Cheryl; Pippen, Mary H.; Stevens, Dorothy – Teaching Children Mathematics, 2008
The authors describe a hands-on program that they developed after their attendance at the NCTM Algebra Academy. The article explains how to use literature to capture youngsters' attention and engage them in interactive mathematical activities.
Descriptors: Mathematics Instruction, Elementary School Mathematics, Student Motivation, Student Participation
Olness, Rebecca – International Reading Association (NJ3), 2007
RAuthor Rebecca Olness combines her love of children's literature and her experience as a classroom teacher and literacy specialist to show teachers that it is possible to teach both content and literacy concepts simultaneously. Chapters cover social studies, science, mathematics, and the arts. In these pages readers will find rationale and…
Descriptors: Social Studies, Literacy Education, Integrated Curriculum, Annotated Bibliographies