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Marlena Celebre-Baird; David B. Reid – Teachers and Teaching: Theory and Practice, 2024
As teachers gain experience, their assessment knowledge base, personal beliefs, and the educational context come together to shape their identity as an assessor. This study sought to add to the body of research by highlighting and describing, through the lens of the teacher, how beliefs and context influence teachers' assessment literacy in…
Descriptors: Assessment Literacy, Teacher Attitudes, School Districts, Beliefs
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Faber Taylor, Andrea; Butts-Wilmsmeyer, Carrie; Jordan, Catherine – Environmental Education Research, 2022
Science lessons in nature are appealing and potentially supportive of children's learning, but little is known about how and for whom they are effective. A within-subjects, experimental, mixed methods design was employed with 92 4th-graders to determine if, why and for whom science learning is better through outdoor, nature-based instruction (NBI)…
Descriptors: Outdoor Education, Teaching Methods, Science Instruction, Grade 4
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Sibanda, Jabulani – South African Journal of Education, 2017
This paper interrogates the complexity of language use at the Grade Three-Four transition, using the South African context as a microcosm of similar educational systems. The paper describes the complex nature of the transition, particularly within a second language (L2) instructional context. It explores the dissonance between and among theory,…
Descriptors: Grade 3, Grade 4, Theory Practice Relationship, Language of Instruction
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Botturi, Luca; Kappler, Daniela; Negrini, Lucio – Studies in Second Language Learning and Teaching, 2018
This article presents the design, implementation and outcomes of AlpConnectar, a Swiss project that exploits technologies for digitally-supported language exchange (LE) in primary schools. Launched in 2013, the project involves three Swiss cantons where different languages are spoken (namely German, French and Italian) and respectively taught as…
Descriptors: Elementary School Students, Second Language Learning, Second Language Instruction, Information Technology
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Bleiler, Sarah K.; Baxter, Wesley A.; Stephens, D. Christopher; Barlow, Angela T. – Teaching Children Mathematics, 2015
Teachers who participated in a recent summer institute focused on implementing the Common Core State Standards for Mathematics (CCSSM). Throughout the summer institute, teachers had many in-depth discussions about the meanings they attributed to the Standards for Mathematical Practice (SMPs). In this article, the authors share some of the…
Descriptors: Mathematics Instruction, Academic Standards, Summer Programs, State Standards
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Ritzema, Evelien S.; Deunk, Marjolein I.; Bosker, Roel J. – Journal of Classroom Interaction, 2016
This study focused on the differentiation practices of second- and third-grade teachers in mathematics and reading comprehension lessons. Preconditions for differentiation, classroom organization, and how teachers dealt with students of different ability levels were investigated through observations, using a time-sampling instrument. Data of 43…
Descriptors: Teaching Methods, Individualized Instruction, Grade 2, Grade 3
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English, Lyn D. – Teaching Children Mathematics, 2014
An exciting event had occurred for the grade 3 classes at Woodlands State School. A new play space designated for the older grades had now been opened to the third graders. In sharing their excitement over this "real treat, real privilege," the teachers invited the children to find out more about playgrounds and, in particular, their new…
Descriptors: Elementary School Students, Grade 3, Play, Teaching Methods
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Lucero, Maria; Valcke, Martin; Schellens, Tammy – International Journal of Science Education, 2013
This paper describes Ecuadorian in-service teachers and their science teaching practices in public primary schools. We wanted to find out to what extent teachers implement inquiry activities in science teaching, the level of support they provide, and what type of inquiry they implement. Four questionnaires applied to 173 teachers resulted in the…
Descriptors: Foreign Countries, Science Instruction, Inquiry, Teaching Methods
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Anderson, Alida; Berry, Katherine A. – Learning Disabilities: A Multidisciplinary Journal, 2014
Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students' written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary classroom. Participants included students (N = 14) with comorbid language-based learning disabilities (LD) and…
Descriptors: Drama, Language Arts, Learning Disabilities, Attention Deficit Hyperactivity Disorder
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Brownell, Mary T.; Lauterbach, Alexandra A.; Dingle, Mary P.; Boardman, Alison G.; Urbach, Jennifer E.; Leko, Melinda M.; Benedict, Amber E.; Park, Yujeong – Learning Disability Quarterly, 2014
In this study, researchers operated from cognitive and situated perspectives to understand how individual qualities and contextual factors influenced elementary special education teachers' learning in a multifaceted professional development (PD) project, Literacy Learning Cohort, focused on word study and fluency instruction. Grounded theory…
Descriptors: Context Effect, Special Education Teachers, Reading Instruction, Disabilities
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Cooper, Sandi; Nesmith, Suzanne – Action in Teacher Education, 2013
Although the importance of field experience is supported and attended to by teacher education programs across the United States, there have been numerous national reports and research findings stressing the need for major improvements in the preparation of teachers with an emphasis on more authentic experiences. Quality field experiences have the…
Descriptors: Teacher Education, Field Experience Programs, Preservice Teachers, Student Attitudes
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Schleppegrell, Mary J. – Language Learning, 2013
Recent currents in language learning research highlight the social and emergent aspects of second language (L2) development and recognize that learners need opportunities for interaction in meaningful contexts supported by explicit attention to language itself. These perspectives suggest new ways of conceptualizing the challenges faced by children…
Descriptors: Language Acquisition, Role Perception, Academic Discourse, English Language Learners
Harper, Melanie Ann – ProQuest LLC, 2013
A paradigm is the conceptual framework or lens one uses to view reality. The field of speech-language pathology is traditionally rooted in the empirical paradigm, which believes that language can be fragmented into isolated skills and taught in a hierarchal fashion. This belief has resulted in service delivery models that remove students from…
Descriptors: Speech Language Pathology, Language Acquisition, Accountability, Special Education
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Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan – Regional Educational Laboratory Southwest, 2015
This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…
Descriptors: English Language Learners, Kindergarten, Grade 1, Grade 2
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Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan – Regional Educational Laboratory Southwest, 2015
These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…
Descriptors: English Language Learners, Kindergarten, Grade 1, Grade 2
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