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Showing 1 to 15 of 22 results Save | Export
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Johana Evelyn Montalvan Castilla – European Early Childhood Education Research Journal, 2025
In the quest to tackle complex societal and environmental challenges, Norway stands as one of the nations that are increasingly incorporating and transitioning to renewable and green energy solutions, particularly solar energy and technologies. In this context, science and technology education, starting from an early age, have been highlighted as…
Descriptors: STEM Education, Elementary School Science, Energy, Technology
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Shimek, Courtney – English Teaching: Practice and Critique, 2021
Purpose: Our world had always been multimodal, but studying how young children enact and embody literacy practices, especially reading, has often been overlooked. The purpose of this study was to examine how young children respond to nonfiction picturebooks in multimodal ways. This paper aims to answer the question: What multimodal resources do…
Descriptors: Nonfiction, Picture Books, Multiple Literacies, Semiotics
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Thai, Khanh-Phuong; Bang, Hee Jin; Li, Linlin – Journal of Research on Educational Effectiveness, 2022
This study examines whether "My Math Academy," a digital game-based learning environment that provides personalized content and adaptive embedded assessments, can improve math knowledge of Transitional Kindergarten and Kindergarten students. A cluster randomized study was conducted with 20 classrooms, 10 of which were randomly assigned…
Descriptors: Mathematics Instruction, Knowledge Level, Kindergarten, Game Based Learning
Jennifer Hamilton – ProQuest LLC, 2022
The purpose of this study was to create a culturally relevant, inquiry-based science lesson plan and examine how I can become a more culturally relevant educator. This was done first through the use of seminal frameworks in both pedagogies to examine similarities and differences. Secondly, eight experts in the fields were interviewed to gather…
Descriptors: Science Instruction, Lesson Plans, Culturally Relevant Education, Political Influences
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von Kotzebue, Lena; Müller, Laura; Haslbeck, Heidi; Neuhaus, Birgit J.; Lankes, Eva-Maria – International Journal of Research in Education and Science, 2020
Cognitive activation is one of the central quality characteristics of teaching. Studies which analyzed cognitive activation in science instruction and its influence on the achievement and the interest of students, took most of the times place in higher grades. Since scientific thinking can be taught at a very early stage and, in particular,…
Descriptors: Cognitive Processes, Elementary Schools, Kindergarten, Preschool Teachers
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MacLeod, Andrea A. N.; Glaspey, Amy M. – International Journal of Language & Communication Disorders, 2022
Background: Teachers and clinicians may struggle to provide early identification to support multilingual children's language development. Dynamic assessments are a promising approach to identify and support children's language development. Aims: We developed and studied a novel word learning task that is dynamic and language neutral. It makes use…
Descriptors: Vocabulary Development, French, Kindergarten, Transfer of Training
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Hébert, Cristyne; Jenson, Jennifer – Discourse: Studies in the Cultural Politics of Education, 2020
Making and maker spaces have attracted increasing attention as potential sites for supporting K-12 student learning in science, technology, engineering, and mathematics (STEM) and as a means of competency development for computational and design thinking as well as technological literacy. While interest in making and maker spaces is high, little…
Descriptors: Textiles Instruction, Entrepreneurship, Learning Processes, STEM Education
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Kaefer, Tanya – AERA Online Paper Repository, 2018
Previous research suggests that activating background knowledge immediately prior to read-alouds in Kindergarten is an important strategy for improving children's learning (e.g. Cervetti & Hiebert, 2015). But, because children's background knowledge varies considerably at the individual level, teachers are also often providing relevant…
Descriptors: Prereading Experience, Reading Comprehension, Story Reading, Kindergarten
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Gross, Esther; Crawford, Jenifer – CATESOL Journal, 2021
This article offers a critical interpretation of the current trends in instructional models for English language learners in California. We review key instructional models and analyze them from traditional (teacher-centered), progressive (student-centered), and critical orientations (society- and power-centered). These instructional models share…
Descriptors: Teaching Methods, Equal Education, Multilingualism, Progressive Education
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Young, Teresa; Morgan, Ashley – Reading Teacher, 2015
Early childhood teachers promote literacy learning through intentional instructional practices and the establishment of classroom environments that encourage and support the work, interest, and curiosity of young learners. They provide opportunities for children to engage with their teacher and peers and consider this an important component of…
Descriptors: Early Childhood Education, Student Projects, Literacy Education, Reading Instruction
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Mulrey, Betty C.; Ackerman, Ann T.; Howson, Patricia H. – Social Studies and the Young Learner, 2012
In any U.S. presidential election year, classroom teachers integrate lessons into their curriculum that help students understand their privileges, responsibilities, and rights as good citizens. Teaching about the electoral process and voting in primary classrooms is one way to build a foundation that promotes civic engagement. In this article, the…
Descriptors: Prior Learning, Teaching Methods, Voting, Elections
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Hollenbeck, Amy Feiker; Saternus, Kara – Reading Teacher, 2013
As teachers and leaders move forward in implementing the Common Core State Standards within classrooms across 46 states, it is essential to consider the question of what knowledge is included in the English Language Arts Standards, and what knowledge is not present. The authors of the Common Core delineate an increasingly complex body of knowledge…
Descriptors: Academic Standards, State Standards, Reading Instruction, Reading Comprehension
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Frye, Douglas; Baroody, Arthur J.; Burchinal, Margaret; Carver, Sharon M.; Jordan, Nancy C.; McDowell, Judy – What Works Clearinghouse, 2013
The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of teaching early math to children ages 3 to 6. The guide provides practical, clear information on critical topics related to teaching early math and is based on the best available evidence as judged by the authors. The guide…
Descriptors: Mathematics Instruction, Young Children, Number Concepts, Developmentally Appropriate Practices
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Romance, Nancy R.; Vitale, Michael R. – Science Educator, 2012
Science IDEAS is an evidence-based model that reflects interdisciplinary research findings that support the integration of literacy (e.g., reading comprehension) within science instruction in grades K-5. Presented is a framework for planning integrated science and literacy instruction in which six elements (hands-on investigations, reading,…
Descriptors: Concept Mapping, Reading Comprehension, Student Evaluation, Reading Achievement
McKinney, Sueanne; Hinton, KaaVonia – Linworth, 2010
Two experts on education offer a rich and diverse selection of children's literature and teaching strategies for the K-8 mathematics classroom. To date, a vast majority of classrooms continue to fall short in the implementation and direction of NCTM Principles and Standards for School Mathematics (PSSM), in part because most of these classrooms…
Descriptors: Reading Lists, Prior Learning, Mathematical Concepts, Mathematics Teachers
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