scholarly journals Using Visible Thinking Routines to Teach about the Impact of Colonialism on Race Within the Language Arts Classroom

2017 ◽  
Vol 32 (2) ◽  
Author(s):  
Carol Kelly
Keyword(s):  
Language Arts ◽  
The Impact ◽  
Visible Thinking

scholarly journals Perspectives on written L1 in Swedish CLIL education

2021 ◽  
Author(s):  
Elisabeth Ohlsson
Keyword(s):  
Language Arts ◽  
Academic Writing ◽  
Subject Area ◽  
Corpus Linguistic ◽  
School Subjects ◽  
Upper Secondary ◽  
L1 Use ◽  
Linguistic Methods ◽  
The Impact ◽  
Upper Secondary Schools

This article presents a longitudinal investigation of texts written by students in upper secondary schools in Sweden. The texts are collected at three different schools implementing Content and Language Integrated Learning, CLIL, where school subjects are taught in a second or foreign language, L2, in this case English. CLIL research with an L1 focus in the Swedish context is rare. The present study explores and compares vocabulary use in texts written in L1 Swedish by students attending schools where English is used as the medium of instruction to various degrees, thereby representing diverse CLIL models. One school uses English in practically all subjects except in language arts (subject area of Swedish and optional German/French/Spanish). The other two schools use L2 English in some lessons but not all, thus representing other CLIL models. The data comprises 306 pieces of texts that were analysed using quantitative and corpus linguistic methods to examine the vocabulary use including linguistic variables connected to academic writing. The texts were written at four different occasions during a period of three years, Results indicate that the L1 vocabulary use concerning specific word variables show no substantial diversifications between the three CLIL schools despite the dissimilar exposure to L2 English and L1 use. The impact of L2 on students’ L1 is sometimes raised as an apprehension against CLIL education in Sweden. The results regarding productive written academic vocabulary of the present study indicate that there are no grounds for such concerns.

The Walking Classroom: Measuring the Impact of Physical Activity on Student Cognitive Performance and Mood

2021 ◽  
pp. 1-8
Author(s):  
Erianne A. Weight ◽  
Molly Harry ◽  
Heather Erwin
Keyword(s):  
Physical Activity ◽  
Language Arts ◽  
Knowledge Retention ◽  
Analysis Of Covariance ◽  
Fifth Grade ◽  
Instructional Time ◽  
High Poverty ◽  
School Students ◽  
Short Bout ◽  
The Impact

Background: The Walking Classroom is an education program that provides students with an opportunity to accumulate physical activity without losing instructional time. Method: This research tests Kuczala’s application of kinesthetic learning theory through measuring knowledge retention, postactivity information processing, and mood in students who engage in a short bout of physical activity while listening to Walking Classroom podcasts about language arts, science, and history, and those who remain seated during a podcast, compared with baseline levels. Students from 9 high-poverty fourth- and fifth-grade classrooms (n = 319) in a North Carolina county comprised the sample. Results: Utilizing multivariate analysis of covariance, the results demonstrate significantly higher levels of learning while walking compared with learning while sitting. Measures of mood utilizing the 10-item version of the Positive and Negative Affect Scale also demonstrated a significant effect in predicted directions. Conclusion: The results support that coupling physical activity with instruction leads to increased performance and mood for elementary school students.

Abolitionist Teaching in an Urban District: A Literacy Coup

2020 ◽  
pp. 004208592094393
Author(s):  
Julie Wasmund Hoffman ◽  
Jennifer L. Martin
Keyword(s):  
Language Arts ◽  
Literacy Practices ◽  
Small Sample ◽  
Teacher Autonomy ◽  
Literacy Coach ◽  
Literacy Curriculum ◽  
Urban District ◽  
Teachers And Students ◽  
Language Arts Classrooms ◽  
The Impact

This article presents a preliminary study of an urban school district, and its use of a scripted middle-school language arts and literacy curriculum. The majority of students served by this district are African American. By interviewing a small sample of four teachers and one literacy coach, gathering preliminary data, and observing students within language arts classrooms, we analyze the impact of the district’s move to non-skill-based Reading and Writing Workshop Models curricula. This curriculum is neither aligned with the Common Core Standards, nor does it allow for teacher autonomy based upon student need. District mandates direct teachers to “follow the script” of a curriculum that was not intended to have a script—in effect, the students have less guidance than the teachers within this scenario. In this article, we highlight specific literacy practices, policies that disempower teachers and students, and strategies for abolitionist resistance within urban schools.

Social-Normative Expectations Mediates School Climate’s Association With Academic Achievement in Latino Middle School Students

2017 ◽  
Vol 51 (3) ◽  
pp. 374-394 ◽  
Author(s):  
Perry J. Bell ◽  
Gwyne W. White ◽  
Danielle R. Hatchimonji ◽  
Cesalie T. Stepney ◽  
Arielle V. Linsky ◽  
...  
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
School Climate ◽  
Language Arts ◽  
Low Income ◽  
Latino Students ◽  
Full Potential ◽  
Indirect Pathway ◽  
Normative Expectations ◽  
The Impact

Many Latino students miss opportunities to develop their full potential in U.S. schools. Increasing attention is being paid to the malleable, nonacademic, factors that can affect student learning. The current study sought to evaluate the impact of school climate on Language Arts grade for Latino students in a large, low-income, urban middle school. In addition, the novel construct of Social-Normative Expectations, student perceptions of school-wide norms about achievement expectations for their peers, was explored in relation to school climate and academic achievement. The study sample reflected 513 Latino students, Grades 7 and 8. A mediation model found that approximately 30% of the variance in final Language Arts grades was accounted for by the predictors, including control variables ( R2 = .299). A distinctive mediation effect was also found, whereby the impact of school climate was associated with an approximately .6 points lower final grade mediated through the indirect pathway of Social-Normative Expectations ( b = −0.064, SE = 0.019, 95% confidence interval [CI] = [−0.104, −0.028]). Implications of these findings are discussed.

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.

Race to the Tablet? The Impact of a Personalized Tablet Educational Program

2021 ◽  
pp. 1-35
Author(s):  
Elizabeth Setren
Keyword(s):  
Language Arts ◽  
Educational Program ◽  
English Language ◽  
Controlled Trial ◽  
Learning Technology ◽  
Randomized Controlled ◽  
The Impact ◽  
Tutoring Programs ◽  
Investments In Education ◽  
Enhance Student Learning

Abstract The presence of tablets and laptops in schools has burgeoned in recent years, with 4.9 billion dollars spent on over 10.8 million devices in 2015. Despite the large and increasingly prevalent monetary and time investments in education technology, little causal evidence of its effectiveness exists. I estimate the effect of a Math and English Language Arts tablet educational program that supplements core instruction using a randomized controlled trial in Boston charter middle school. I find that the personalized learning technology can substantially increase end of year test scores by 0.202 standard deviations in Math, but find no effects for the summative English exam. For the quarterly formative exams, I find positive, but insignificant effects for Math and marginally significant effects for English. This paper demonstrates the potential of technology to enhance student learning in Math and could serve as a cheaper alternative to high intensity tutoring for school districts without funding or labor supply for extensive tutoring programs.

An Analysis of the Impact of Anchored Instruction on Teaching and Learning Activities in Two Ninth-Grade Language Arts Classes

2003 ◽  
Vol 24 (3) ◽  
pp. 173-184 ◽  
Author(s):  
Herbert J. Rieth ◽  
Diane P. Bryant ◽  
Charles K. Kinzer ◽  
Linda K. Colburn ◽  
Suhng-June Hur ◽  
...  
Keyword(s):  
Language Arts ◽  
Teaching And Learning ◽  
Ninth Grade ◽  
Learning Activities ◽  
Anchored Instruction ◽  
Arts Classes ◽  
The Impact
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