scholarly journals The Role of Graphic Organizers and Social Structure in Content Area Instruction

1986 ◽  
Vol 18 (4) ◽  
pp. 275-295 ◽  
Author(s):  
Craig B. Darch ◽  
Douglas W. Carnine ◽  
Edward J. Kameenui
Keyword(s):  
Social Structure ◽  
Group Structure ◽  
Sixth Grade ◽  
Reading Strategy ◽  
Content Area ◽  
Graphic Organizer ◽  
Directed Reading ◽  
Content Area Instruction ◽  
Work Structure ◽  
Independent Work

This study investigated the effectiveness of three techniques for informing sixth-grade students of content area information. Students were taught content area information through either a graphic organizer strategy, a directed reading strategy, or an SQ3R strategy. Students were also taught content area information in either a group social structure or an individual, independent work structure. The results of the study suggest that the use of a graphic organizer strategy in a group social structure is more effective in facilitating comprehension of content area information than a graphic organizer strategy used in an independent structure or a directed reading strategy used in a group structure. Results of a transfer test revealed that the graphic organizer and the SQ3R strategies were more effective than the directed reading approach.

Teaching Content Area Material to Learning Disabled Students

1986 ◽  
Vol 53 (3) ◽  
pp. 240-246 ◽  
Author(s):  
Craig Darch ◽  
Douglas Carnine
Keyword(s):  
Transfer Test ◽  
Relative Effectiveness ◽  
Sixth Grade ◽  
Learning Disabled ◽  
Study Strategies ◽  
Content Area ◽  
Disabled Students ◽  
Positive Effects ◽  
Visual Spatial ◽  
Content Area Instruction

This study examined the relative effectiveness of two approaches to teaching learning disabled students literal comprehension during content area instruction. An approach which utilized an advanced organizer in the form of a visual spatial display was compared to a method in which students were presented content via text. In each treatment, students studied content in groups and were given explicit study strategies. Twenty-four fourth-, fifth-, and sixth-grade LD students were randomly assigned to one of the treatments. Teaching was done in groups with daily sessions lasting approximately 50 minutes for 9 consecutive school days. The dependent measures were (a) three five-item probe tests, (b) a nine-item posttest, and (c) a five-item transfer test. Results indicated that on probe and posttests there were significant positive effects for the group taught with visual displays. There were no significant differences on the transfer test. The instructional implications of these findings are discussed.

Embedding reading comprehension training in content-area instruction.

2009 ◽  
Vol 101 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Joanna P. Williams ◽  
K. Brooke Stafford ◽  
Kristen D. Lauer ◽  
Kendra M. Hall ◽  
Simonne Pollini
Keyword(s):  
Reading Comprehension ◽  
Content Area ◽  
Content Area Instruction

Instructional Practices to Boost Tier 1 Content Area Instruction for Students with Disabilities: A Closer Look at PACT

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Elizabeth Swanson ◽  
Alexis Boucher
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Content Knowledge ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Reading Support ◽  
Eighth Grade Students ◽  
Content Area Instruction ◽  
Based Instruction

For students with learning disabilities, providing text-based instruction in general education content area classes can provide students with additional reading support while simultaneously boosting their content knowledge. This article will outline a set of instructional practices delivered in social studies classes that has been shown to improve performance of eighth grade students with disabilities on measures of content knowledge, vocabulary, and content reading comprehension. Each instructional practice will be described in detail with a timeline of step-by-step procedures and accompanying language that demonstrates how the intervention may unfold in the classroom setting.

ABCs and PCs

2014 ◽  
pp. 1831-1834
Author(s):  
Cory Cooper Hansen
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Elementary Teachers ◽  
Teaching Practices ◽  
Leadership Skills ◽  
Content Area ◽  
Knowledge And Skills ◽  
Effective Professional Development ◽  
Integrated Technology ◽  
Content Area Instruction

Effective professional development holds the power to transform teaching practices that invigorate teachers and increase student engagement. Arizona Classrooms of Tomorrow Today (AZCOTT) was one such experience. Eighteen elementary teachers completed a yearlong, rigorous, sixty-hour workshop experience that focused on integrating technology in content area instruction. Participants integrated technology effectively, began to develop leadership skills, and experienced changes in attitude, beliefs, knowledge, and skills as technology influenced existing curricula.

ABCs and PCs

2012 ◽  
pp. 230-235
Author(s):  
Cory Cooper Hansen
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Elementary Teachers ◽  
Teaching Practices ◽  
Leadership Skills ◽  
Content Area ◽  
Knowledge And Skills ◽  
Effective Professional Development ◽  
Integrated Technology ◽  
Content Area Instruction

Effective professional development holds the power to transform teaching practices that invigorate teachers and increase student engagement. Arizona Classrooms of Tomorrow Today (AZCOTT) was one such experience. Eighteen elementary teachers completed a yearlong, rigorous, sixty-hour workshop experience that focused on integrating technology in content area instruction. Participants integrated technology effectively, began to develop leadership skills, and experienced changes in attitude, beliefs, knowledge, and skills as technology influenced existing curricula.

School makerspaces: Beyond the hype

2020 ◽  
Vol 101 (8) ◽  
pp. 49-53
Author(s):  
Kurt Salisbury ◽  
T. Philip Nichols
Keyword(s):  
Middle School ◽  
Student Learning ◽  
School Curriculum ◽  
Content Area ◽  
Middle School Math ◽  
School Based ◽  
Content Area Instruction ◽  
Math Class

Recently, makerspaces have captured the imaginations of educators as resources for transforming school-based learning. Aligning informal making practices with the formal aims of the school curriculum, however, can present challenges. In this article, Philip Nichols and Kurt Salisbury show how educators in two very different contexts — a suburban middle school math class and an urban secondary humanities class — empowered student learning by integrating making into their content-area instruction. They also highlight three takeaways for educators interested in bringing making into their own classrooms.

Leading learning in content areas

2019 ◽  
Vol 33 (6) ◽  
pp. 1219-1234 ◽  
Author(s):  
Chad R. Lochmiller ◽  
Kathleen M.W. Cunningham
Keyword(s):  
Instructional Leadership ◽  
Leadership Behaviors ◽  
A Priori ◽  
Content Area ◽  
Future Research ◽  
Content Type ◽  
Organizational Conditions ◽  
Leadership Framework ◽  
Content Area Instruction ◽  
Mathematics And Science

Purpose The purpose of this paper is to report findings from a systematic literature review that explore how recent research on instructional leadership has addressed the role of mathematics and science instruction. Design/methodology/approach Using Hallinger’s (2014) approach to conducting systematic reviews, the review included 109 peer-reviewed articles published since 2008 in leading mathematics and science education journals. An a priori coding scheme based upon key leadership behaviors articulated in Hitt and Tucker’s (2016) unified leadership framework informed the analysis presented. Findings Results indicate that leaders support content area instruction by facilitating high-quality instructional experiences through curricular and assessment leadership. Leadership frequently involves establishing organizational conditions that support teachers’ efforts to improve their own practice instead of direct leadership action on the part of instructional leaders. This support takes different forms and can include distributing leadership to teacher leaders with content area experience as well as using resources strategically to provide professional development or instructional coaching. Originality/value The review strengthens the connections between the instructional leadership, mathematics and science literatures, and identifies some of the leadership practices that these literatures deem important for instructional improvement. The review also reveals the potential for future research exploring the influence of a particular content area on supervisory practice and leadership discourse.

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