Teaching elements of nature of science: A yearlong case study of a fourth-grade teacher

2003 ◽  
Vol 40 (10) ◽  
pp. 1025-1049 ◽  
Author(s):  
Valarie L. Akerson ◽  
Fouad Abd-El-Khalick
Keyword(s):  
Nature Of Science ◽  
Fourth Grade ◽  
Grade Teacher

Let It Go

2017 ◽  
pp. 130-146
Author(s):  
Yonty Friesem ◽  
Brien J. Jennings ◽  
Carol Prest
Keyword(s):  
Literacy Practices ◽  
Fourth Grade ◽  
Media Specialist ◽  
Media Production ◽  
Library Media Specialist ◽  
Library Media ◽  
Grade Teacher ◽  
Multimedia Production ◽  
Support Team

This case study introduces a two-year process in which a fourth grade teacher working with a library media specialist experienced a successful integration of digital and media literacy practices. During that time the fourth grade teacher adopted a less protectionist approach by having her students explore different multimedia production projects to enhance their learning in social studies. This book chapter introduces the process of both the fourth grade teacher as she explored new instructional strategies to incorporate media production and the Common Core State Standards and the library media specialist as a support team member. The standards index and its media production application can help educators integrate media production into their classrooms. This case study can help promote media production activities as they foster 21st century skills in elementary students.

Let It Go

2017 ◽  
pp. 245-261
Author(s):  
Yonty Friesem ◽  
Brien J. Jennings ◽  
Carol Prest
Keyword(s):  
Literacy Practices ◽  
Fourth Grade ◽  
Media Specialist ◽  
Media Production ◽  
Library Media Specialist ◽  
Library Media ◽  
Grade Teacher ◽  
Multimedia Production ◽  
Support Team

This case study introduces a two-year process in which a fourth grade teacher working with a library media specialist experienced a successful integration of digital and media literacy practices. During that time the fourth grade teacher adopted a less protectionist approach by having her students explore different multimedia production projects to enhance their learning in social studies. This book chapter introduces the process of both the fourth grade teacher as she explored new instructional strategies to incorporate media production and the Common Core State Standards and the library media specialist as a support team member. The standards index and its media production application can help educators integrate media production into their classrooms. This case study can help promote media production activities as they foster 21st century skills in elementary students.

Jen's Story

2019 ◽  
pp. 123-133
Author(s):  
Chiu-Yin Wong ◽  
Wendy A. Harriott
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Gifted And Talented ◽  
English Language ◽  
First Grade ◽  
Case Study Method ◽  
Grade Teacher ◽  
Depth Interview ◽  
Talented Students

This chapter describes the experiences of a first grade teacher who was classified as gifted and talented during her school years. Currently, she teaches classes with a diverse group of students (e.g., English language learners, gifted and talented students). Adopting a qualitative case study method, the authors conducted an in-depth interview with the teacher and share her story related to how her giftedness affects and enhances her professional work as an educator. Further, this chapter illustrates the teacher's story related to her personal interactions and relationships. Finally, based on the literature, implications for other educators who are gifted and talented are discussed.

scholarly journals Unpacking Everyday Critical Pedagogy: Languaging Critique and Dialogue

2020 ◽  
Vol 69 (1) ◽  
pp. 266-284
Author(s):  
Laura A. Taylor ◽  
Michiko Hikida
Keyword(s):  
Discourse Analysis ◽  
Critical Pedagogy ◽  
Fourth Grade ◽  
Literacy Events ◽  
Everyday Talk ◽  
The Everyday ◽  
Teachers And Students ◽  
Grade Classroom ◽  
Literacy Research

This article explores how critical pedagogy unfolds in the everyday interactions between teachers and students. Specifically, Freirean constructs of critique and dialogue were explored in two key literacy events drawn from an ethnographically informed case study of one fourth-grade classroom. The events were first examined from an ethnographic perspective to understand how sociopolitical issue(s) were being critiqued (or avoided). These events were then analyzed again through microanalytic discourse analysis to explore how teachers and students jointly accomplished dialogue and critique through proposing and taking up of particular stances toward text(s). By juxtaposing these two analytic lenses, the researchers argue for an understanding of critical pedagogy, particularly the tenets of critique and dialogue, as interactionally co-constructed in the continually evolving, everyday talk between teachers and students. This article closes by considering the implications of this work for classroom-based literacy research that examines critical pedagogy.

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