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.

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.

Science and RTI

2019 ◽  
pp. 169-181
Author(s):  
Louise Brooks
Keyword(s):  
Language Arts ◽  
Progress Monitoring ◽  
Content Area ◽  
Science Content ◽  
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 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 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 content areas.

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.

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.

Leveraging Literacies Through Collaborative, Source-Based Planning and Teaching in Social Studies and Language Arts

2017 ◽  
Vol 61 (5) ◽  
pp. 523-532
Author(s):  
Nancy Patterson ◽  
Joanna Weaver ◽  
Jamie Fletcher ◽  
Bryce Connor ◽  
Angela Thomas ◽  
...  
Keyword(s):  
Social Studies ◽  
Language Arts

scholarly journals PRWR: Evidence of Its Effectiveness in Teaching Academic Content-Area Reading Across English Proficiency

DINAMIKA ILMU ◽  
2018 ◽  
Vol 18 (1) ◽  
pp. 75-90
Author(s):  
Azhar Aziz Lubis ◽  
Gunadi Harry Sulistyo
Keyword(s):  
Reading Comprehension ◽  
English Proficiency ◽  
Reading Aloud ◽  
Content Area Reading ◽  
Reading Test ◽  
Content Area ◽  
State University ◽  
Quasi Experimental ◽  
Equivalent Test ◽  
Academic Content

This factorial quasi-experimental 22 study aimed to corroborate the effect of PRWR strategy compared to Translation and Reading Aloud on students’ academic content-area reading comprehension as observed from their English proficiency. The interaction between the strategy and English proficiency was also examined. Data were obtained from a reading comprehension test, a TOEFL PBT Equivalent test, and a questionnaire on students’ perception towards the PRWR strategy. Both the reading test and the questionnaire were expert validated and tried out, whereas the TOEFL PBT Equivalent test was conducted under the auspices of an English institute. 58 sophomore students at a state university in Malang, Indonesia, served as the subjects of the study. This turned out that first; students taught by the PRWR strategy have better reading comprehension than that of by Translation and Reading Aloud. Second, students with high English proficiency taught by the PRWR strategy have better reading comprehension than that of taught by Translation and Reading Aloud. Third, there was no interaction between reading strategy and English proficiency. All in all, the employment of the PRWR strategy was highly recommended in academic content-area reading comprehension.

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