Talking About Literature “In Depth”: Teacher-Supported Group Discussions in a Fifth-Grade Classroom

2020 ◽  
pp. 53-68
Author(s):  
Shelley H. Allen ◽  
Peg Reed
Keyword(s):  
Fifth Grade ◽  
Group Discussions ◽  
Grade Classroom

Self-Contained versus Team Teaching: An Analysis of a Physical Education Intervention by Classroom Teachers

1992 ◽  
Vol 11 (3) ◽  
pp. 268-287 ◽  
Author(s):  
Nell Faucette ◽  
Thomas L. McKenzie ◽  
James F. Sallis
Keyword(s):  
Physical Education ◽  
Team Teaching ◽  
Stages Of Concern ◽  
Fifth Grade ◽  
Classroom Teachers ◽  
Education Curriculum ◽  
Service Program ◽  
Service Training ◽  
Team Model ◽  
Grade Classroom

A primary purpose of this study was to describe differences between self-contained and team teaching approaches when two groups of fourth- and fifth-grade classroom teachers attempted to implement a physical education curriculum during a 4-month in-service program. One school featured team teaching in pairs during physical education classes; the other used a self-contained teaching approach. The program required a minimum of three 30-min physical education classes weekly. All teachers participated in an extensive in-service training program that included weekly on-site assistance. Data collection included teachers’ lesson-completion forms, specialist’s reports, SOFIT PE class observations, teacher-completed Stages of Concern questionnaires, and teachers’ formal interviews. Results indicated that classroom teachers who used the self-contained model more consistently implemented the curriculum and more frequently expressed positive responses. Participants who used the team model for the physical education curriculum frequently strayed from the assigned pedagogical approach, ignored major portions of the program, and experienced extreme management concerns.

scholarly journals The Nature of Talk about Three Types of Text during Peer Group Discussions

1992 ◽  
Vol 24 (3) ◽  
pp. 313-338 ◽  
Author(s):  
Dorothy June Leal
Keyword(s):  
Grade Level ◽  
Peer Group ◽  
Read Aloud ◽  
Fifth Grade ◽  
Older Students ◽  
Group Discussions ◽  
Text Type ◽  
Source Of Information

This study investigated first-, third-, and fifth-grade children's talk about three types of text during peer group discussions. The researcher read aloud, and children discussed, a storybook, an information book, and an informational storybook to 54 children in groups of 6 students each (18 at each grade level). Children's utterances were then coded for five categories: the source of information used, manner of topic maintenance, acknowledgement given to the preceding utterance, thinking form used, and textual element in focus during the utterance. Results indicated significant grade level and/or text type differences for each category investigated and revealed that older students were more collaborative, drawing more often on peer information, participating in longer group discussions, and making more confirming and challenging responses. When discussing the informational storybook children stayed on topic longer, used speculation twice as often, relied on peer information more often, and were more likely to discuss related extra-textual topics.

“Airplanes Not Walls”: Broaching Unauthorized (Im)migration and Schooling in Mexico

2020 ◽  
Vol 122 (8) ◽  
pp. 1-40
Author(s):  
Sarah Gallo ◽  
Andrea Ortiz
Keyword(s):  
United States ◽  
School Teacher ◽  
Research Question ◽  
Video Recording ◽  
The United States ◽  
Ethnographic Study ◽  
Fifth Grade ◽  
Educational Practices ◽  
Academic Year ◽  
Grade Classroom

Background/Context This article builds on U.S.-based research on undocumented status and schooling to examine how an elementary school teacher in Mexico successfully integrates transnational students’ experiences related to unauthorized (im)migration into the classroom. Purpose/Objective/Research Question/Focus of Study Drawing on a politicized funds of knowledge framework, we focus on an exceptional fifth-grade teacher's curricular, pedagogical, and relational decisions to provide concrete examples of how educators on both sides of the border can carefully integrate students’ politicized experiences into their classrooms. Setting This research took place in a semirural fifth-grade classroom in Central Mexico during the 2016–2017 academic year, when Donald Trump was elected president of the United States. Population/Participants/Subjects This article focuses on the routine educational practices within a single fifth-grade classroom in a highly transnational Central Mexican town. Participants included a binational student who had recently relocated to Mexico because of U.S.-based immigration policies, her peers from transnational families with ties to the United States, and their fifth-grade teacher. Research Design This school-based ethnographic study involved weekly participant observation and video recording of routine activities in Profe Julio's fifth-grade classroom during the 2016–2017 academic year. Observations were triangulated with additional data sources such as interviews (with educators, binational students, and binational caregivers) and artifacts (such as homework assignments and student writing). Findings/Results Through a close examination of a fifth-grade classroom in Mexico, we illustrate how the teacher brought students’ (im)migration experiences into school by leveraging openings in the curriculum, developing interpersonal relationships of care, and engaging in a range of pedagogical moves. Conclusions/Recommendations We discuss how this teacher's educational practices could be carefully tailored to U.S. classrooms within the current anti-immigrant context. These practices include building relationships of care, looking for openings in the curriculum, providing academic distance, prioritizing teachers as learners, and working with school leadership for guidance on navigating politicized topics under the current U.S. administration.

Bringing the Background to the Foreground: What Do Classroom Environments That Support Authentic Discussions Look Like?

2007 ◽  
Vol 44 (2) ◽  
pp. 370-399 ◽  
Author(s):  
Xenia Hadjioannou
Keyword(s):  
Classroom Environment ◽  
Physical Environment ◽  
Classroom Community ◽  
Fifth Grade ◽  
Classroom Environments ◽  
Student Beliefs ◽  
Multiple Perspectives ◽  
Field Notes ◽  
Grade Classroom

Authentic discussions are dialogically oriented classroom interactions where participants present and consider multiple perspectives and often use others’ input in constructing their contributions. Despite their instructional effectiveness, authentic discussions are reportedly rare in classrooms. This qualitative case study examines the features of the environment of a fifth-grade classroom community where authentic discussions were frequent. The examination used recorded class sessions, interviews, and field notes to identify seven aspects of the classroom environment that appeared to be essential to the presence of authentic discussions: physical environment, curricular demands and enacted curriculum, teacher beliefs, student beliefs about discussions, relationships among members, classroom procedures, and norms of classroom participation.

The Intersection of Two Unlikely Worlds: Ratios and Drums

2001 ◽  
Vol 7 (6) ◽  
pp. 376-383
Author(s):  
Anthony C. Stevens ◽  
Janet M. Sharp ◽  
Becky Nelson
Keyword(s):  
African American ◽  
The Other ◽  
Fifth Grade ◽  
Personal Experiences ◽  
Pattern Repetition ◽  
Grade Classroom

When mathematics lessons are linked with personal experiences, typically, the result is that the student gains a stronger understanding of the content than if the lessons are isolated and unconnected. This premise was recently supported in a local fifth-grade classroom. The students learned to play three mathematically disparate rhythms on conga drums as an introduction to an exploration of ratio. Ratios connect naturally with African and Afro-Cuban drumming because the drummer's combination of many rhythms, each with a pattern repetition of different length results in a polyrhythmic song. The pattern repetitions are comprised of a given quantity of one type of beat mixed with a specified quantity of another type of beat, or a ratio of one beat to the other one. Although we completed this lesson with a group of children of whom half were African American, we believe this lesson can be powerful and meaningful for children of all ethnic backgrounds.

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