Art-Informed Pedagogies in the Preparation of Teachers in the United States

2019 ◽  
Author(s):  
Melisa Cahnmann-Taylor ◽  
Lynn Sanders-Bustle
Keyword(s):  
Social Studies ◽  
Foreign Language ◽  
Professional Identity ◽  
Language Arts ◽  
Meaning Making ◽  
The United States ◽  
Relationship Building ◽  
Content Areas ◽  
The Arts ◽  
Key Questions

There are several interrelated themes in arts-informed pedagogies and teacher preparation: (1) the arts as tools to improve students’ academic achievement in other content areas such as math, science, social studies, language arts, and foreign language; (2) the arts as holistic and dynamic process for meaning-making; (3) the arts for teachers’ own professional identity and satisfaction (e.g., for teacher reflection, teacher retention, job satisfaction, and relationship-building); and (4) the arts for social change, social justice, and education advocacy work. There are a series of key questions and concerns regarding where, how, and why arts-informed teacher education practices are used, who uses them, and to what end.

scholarly journals When STEM leads to the Rest: A Reflection on STEM as the HUB for Curriculum Integration

2017 ◽  
Vol 1 (2) ◽  
pp. 35-38
Author(s):  
Douglas Price
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Curriculum Integration ◽  
Journal Article ◽  
Content Delivery ◽  
Focal Points ◽  
Content Areas ◽  
The Arts ◽  
Subject Areas ◽  
K 12

Within this journal article, I seek to promote K-12 educators to think consciously and cognitively of their subject areas on how STEM can be initiator of content-delivery. STEM is still fresh within the confines of the traditional K-12 education field, and many are seeking to understand its relation to the real world as well as other subject areas. Within this article, I seek to prove how STEM steeps itself throughout three other content areas often separated: Language Arts, Social Studies, and the Arts. If we as educators as to enhance and entice our students to think intrinsically and deeply about their learning, it is important that we search to understand how STEM can derive to and from these inherent content focal points.

Social Studies and RTI

2019 ◽  
pp. 182-191
Author(s):  
Louise Brooks
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Progress Monitoring ◽  
Content Areas ◽  
Science Courses ◽  
The Social ◽  
Universal Screener ◽  
Reading And Math ◽  
Research Based Interventions ◽  
Academic Content

The response to intervention (RTI) service delivery model has been used primarily in the secondary language arts (reading) academic content area and in the various math courses. RTI has rarely, if at all, been introduced in secondary social science courses, even though students struggle in these courses due to the increase in reading and math content embedded within them. This chapter focuses on the implementation of RTI in social studies courses at the secondary level. The utilization of a universal screener, tiers, progress monitoring, and fidelity is discussed, followed by a presentation of specific examples of research-based interventions that can be used at each tier level in the social sciences content areas.

Bilingual Education: What Role for Mathematics Teaching?

1980 ◽  
Vol 27 (8) ◽  
pp. 14-17
Author(s):  
C. James Lovett
Keyword(s):  
United States ◽  
Social Studies ◽  
Language Development ◽  
Language Arts ◽  
Bilingual Education ◽  
Mathematics Teaching ◽  
The United States ◽  
Bilingual Programs ◽  
Mathematics Educators

The first bilingual schools in the United States were established prior to 1850 (Andersson and Boyer 1970) and bilingual education has existed in some form since that time. In recent years the field has expanded greatly and the literature on bilingual education has increased correspondingly, most of it focusing on general issues of language development and on the specific areas of language arts, reading, and social studies. Very little has been written specifically on the role of mathematics in bilingual classrooms. Not only must interested teachers search for isolated bits and pieces of information, but they also frequently discover that mathematics educators in many cases have been left out of the planning and implementation of bilingual programs.

No Time for Writing in Your Class?

1991 ◽  
Vol 84 (6) ◽  
pp. 423-433
Author(s):  
Margaret E. Mcintosh
Keyword(s):  
School Districts ◽  
Social Studies ◽  
Secondary School ◽  
Foreign Language ◽  
Science Teachers ◽  
Science Curriculum ◽  
Writing Across The Curriculum ◽  
Historical Period ◽  
Content Areas ◽  
Short Answer

Many school districts are beginning to use a “writing across the curriculum” approach in the middle and secondary school. Certainly, English teachers are aware of the need to have students write. Social studies teachers are reasonably easy to convince that their students should write as a part of their class (e.g., writing reports, keeping diaries like someone from a different historical period, and so forth). Science teachers can see the reasoning behind having students write as part of the science curriculum (e.g., using writing as problem solving, writing up results of experiments, and so forth). Teachers in other content areas, such as health, foreign language, business education, and so on, are amenable to the notion that they shou1d require some writing from their students other than the typical short-answer, fill-in-the-blank-type exercises that they have been using as a means of facilitating and assessing students' learning.

Recorded video meetings in virtual exchange: a new frontier for pre-service teacher reflection

2020 ◽  
Vol 3 ◽  
pp. 39-58
Author(s):  
Chesla Ann Lenkaitis
Keyword(s):  
United States ◽  
Foreign Language ◽  
Professional Identity ◽  
Teacher Candidates ◽  
Qualitative Data ◽  
The United States ◽  
Theory And Practice ◽  
Efl Teacher ◽  
New Frontier ◽  
Pre Service Teacher

This study examined a virtual exchange in which English as a Foreign Language (EFL) teacher candidates from Colombia were partnered with Spanish as a Foreign Language (SFL) teacher candidates from the United States. The eight (n = 8) participants interacted via videoconference for six weeks. Additionally, they watched recordings of their video meetings in order to reflect on their experiences and what they noticed about their interactions (Schmidt, 1990). Results from qualitative data showed participants’ awareness of their professional identity and professional development. Additionally, incorporating a reflective component, based on watching recorded synchronous sessions, into virtual exchange is shown to be a valuable tool for making connections between theory and practice.

STEAM, Language Arts, and Social Studies Through the Arts

2021 ◽  
pp. 11-41
Author(s):  
Jerilou J. Moore ◽  
Kerry P. Holmes
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
The Arts

Science, Social Studies, and RTI

2015 ◽  
pp. 156-177
Author(s):  
Louise Brooks
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Progress Monitoring ◽  
Content Area ◽  
Content Areas ◽  
Science Courses ◽  
Universal Screener ◽  
Reading And Math ◽  
Research Based Interventions ◽  
Academic Content

The Response to Intervention (RTI) service delivery model has been used primarily in the secondary language arts (reading) academic content area and in the various math courses. RTI has rarely, if at all, been introduced in secondary science and social science courses, even though students are struggling in these courses due to the increase in reading and math content embedded within them. This chapter focuses on implementation of RTI in science and social studies courses at the secondary level. The utilization of a universal screener, tiers, progress monitoring, and fidelity is discussed, followed by a presentation of specific examples of research-based interventions that can be used at each tier level in the science and social sciences content areas.

scholarly journals Who Are America’s Teachers of the Year?

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110255
Author(s):  
Christopher Redding ◽  
Ted Myers
Keyword(s):  
Elementary Education ◽  
Social Studies ◽  
Language Arts ◽  
English Language ◽  
The United States ◽  
School Level ◽  
High School Level ◽  
Data Set ◽  
Teachers Of The Year ◽  
Teacher Recognition

The Teacher of the Year (TOY) program is the longest-standing teacher recognition program in the United States. The purpose of this study is to describe the characteristics of state and national TOY awardees and the schools in which they teach. To accomplish this aim, we develop a new data set including the characteristics of all TOY awardees and their schools from 1988 to 2019. Using descriptive and regression analysis, we find that TOY awardees are most likely to teach at the high school level, while the most common subjects taught were elementary education, English language arts, natural sciences, and, for National TOY awardees, social studies. They also have a greater probability of being selected from schools with a smaller fraction of students eligible for free or reduced-price lunch, and higher student enrollments. We discuss how these differences may impede the TOY program’s efforts to amplify teachers’ voice in education policymaking.

Outcomes of an Integrated STEM High School: Enabling Access and Achievement for All Students

2020 ◽  
pp. 004208592091436
Author(s):  
Carla C. Johnson ◽  
Toni A. Sondergeld
Keyword(s):  
High School ◽  
Language Arts ◽  
English Language ◽  
Integrated Approach ◽  
The United States ◽  
Integrated Stem ◽  
Science Technology ◽  
The Arts ◽  
And Mathematics ◽  
The Impact

There has been considerable movement in the United States toward an integrated approach to science, technology, engineering, and mathematics (STEM) which leverages English/language arts, social studies/history, and the arts as contexts and tools for solving the grand STEM challenges of our society. Selective STEM schools have been demonstrated as having positive student outcomes, but enroll students based upon academic criteria rather than interest and effectively exclude underrepresented groups in STEM. In this study, we examine the impact of an integrated STEM high school on student academic outcomes. Findings indicate students significantly outperformed the 13 comparison schools in district on American College Testing (ACT) and school exams.

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