Expectations have been placed upon elementary teachers from the Common Core State Standards in English Language Arts to guide students through close readings of informational and literary texts. This content analysis examined online close reading lesson plans to determine common objectives in elementary close reading lessons using literary text…

Focusing on a large study of the implementation of secondary English Language Arts curriculum in California and Washington, we assess how teachers use learning goals to support students developing expert learning practices. Highlighting the value of goal setting to support students' agency in learning to write, we describe teachers' reasons for…

In 2016, Wake County Public School System (WCPSS) senior leadership determined that students were not consistently engaged with content, instruction, or tasks that support the specific instructional shifts in the North Carolina State Standards and 4Cs (communication, collaboration, critical thinking, and creativity). After an internal review…

Technology is an ever-changing resource that is more advanced now than it has ever been. This action research project explored how teachers intentionally plan the use of technology in their classroom based on the objectives that need to be taught. The main study that this action research explores is how can I align my objectives to integrate…

The purpose of this article is to present the findings of a qualitative content analysis of historical documents related to the teaching of literature. Through a social semiotics framework, we analyzed 10 national standards documents in the field of secondary English. Our analysis details the evolution of the standards paradigm for teaching…

Frameworks that connect to the Common Core State Standards for English Language Arts and Literacy in Social Studies, such as the College, Career, and Civic Life (C3) Framework for Social Studies States Standards, highlight the need to engage in inquiry-based instruction (NCSS, 2013). Participation in such inquiry requires students to engage in…

Educators strive to support their students as they develop into well-rounded, productive members of society. The ability to act with respect and to work well with others may come somewhat naturally for some young children, while others may benefit from more direct exposure to character education programs. Using children's literature as a tool,…

Middle school is a place where many students are first introduced to more complex novels. Novel instruction in middle school English language arts classrooms is potentially influenced by the elementary focus on reading strategies and/or the secondary focus on literary analysis. Using a qualitative methodological approach, six middle school…

Background: Classroom discourse featuring meaning making supports students achieving discipline-specific learning. However, moving beyond recitation requires developing beliefs, skills, structures, and practices. Any theorizing we do about developing discussion practice must attend to realities of culturally and linguistically diverse classrooms.…

This article outlines four different views of ELA's economic mission. It also presents a classroom activity in which students (a) evaluate the four views and (b) advocate for their own ideas about ELA and economics.

Evidence-based approaches to assessment design, development, and administration provide a strong foundation for an assessment's validity argument but can be time consuming, resource intensive, and complex to implement. This article describes an evidence-based approach used for one assessment that addresses these challenges. Evidence-centered…

The result of a three year state-led collaborative effort, the College, Career, and Civic Life (C3) Framework for Social Studies State Standards was developed to serve two audiences: for states to upgrade their state social studies standards and for practitioners--local school districts, schools, teachers and curriculum writers--to strengthen…

This report addresses the reporting requirements of Public Law 26-26 and the provisions of "No Child Left Behind" ("NCLB") as described in the Guam Department of Education Board adopted "District Action Plan" ("DAP"). Public Law 26-26, Section 3106 states that "No later than thirty (30) days following…

The researcher in this study attempted to identify the objectives of the National Educational and sources to derive educational objectives and the methods and means to achieve the objectives of National Education and the subjects and courses that are taught in the subject of national education in the levels of education in a range of countries:…

Literacy practices and sociocultural contexts have greatly defined and influenced each other. The role language plays in mobilizing both revolution and progress is well delineated in Congchao Hua's article comparing language learning curriculum in China over three decades, from the 1970s to the 2000s. The universality of the social and political…