eric.ed.gov har udgivet: In this article, the author shares his experiences on a journey with 10-12-year-old students from Chicago’s Cabrini Green neighborhood. The quintessential point he wants to make is that curriculum is not all about what state boards of education decide is important for teachers to do with children, or what a teacher decides to construct alone. It also is certainly not fixed or finite. Rather, it is a journey of co-creation and looking to the students for what is worthwhile–what is worth knowing, doing, being, becoming, thinking about, pondering, and wondering. The author became fascinated by the idea of an integrated curriculum–not one that merely connected math and science and threw in a little bit of music, but one that takes into consideration the subjects and ideas that… Continue Reading →
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eric.ed.gov har udgivet: National professional organizations have increasingly emphasized the need for active involvement of elementary school children in thinking, decision making, and problem solving situations. Educators are calling for role playing, writing, reading, drawing, and use of manipulatives, to name but a few activities, to become part of an integrated curriculum. In an effort to determine the needs of teachers in making the change from a more traditional methodology, this paper identifies best practices as characterized by professional organizations, and describes the characteristics of math, science, and social studies programs in eight states in the South and Southeast. A 17-item survey instrument was sent to 1000 teachers in grades 1-6, with 402 teachers responding. In line with the study objective–to identify characteristics of math, science, and social studies programs… Continue Reading →
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eric.ed.gov har udgivet: “Teacher Prep Review 2014” is the second edition of the National Council on Teacher Quality’s (NCTQ’s) annual assessment of the nation’s 2,400 teacher prep programs. The “Review” uncovers early evidence that teacher prep programs are beginning to make changes. It arrives at a time of heightened, unprecedented activity across the nation to improve teacher preparation. Ever so slowly, the United States is taking a harder look at how its teacher preparation schools are improving the quality of the teachers they produce. The signs are everywhere–from proposed federal action to state legislatures and school boards passing new oversight laws and regulations, to a newly marshaled push for stronger accreditation by the institutions themselves. The country is finally waking up to the critical importance of improving teacher preparation quality… Continue Reading →
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eric.ed.gov har udgivet: Among the reported proven positive results of early world Language (WL) study are improved cognitive abilities and “higher achievement test scores in reading and math” (Stewart: 11), which are expected student performance outcomes for the Common Core Standards. The future viability of Foreign Language in Elementary Schools (FLES) programs, however, is fragile at best, in today’s educational arena. FLES programs that have essentially concentrated their student performance expectations on basic communication skills and cultural content in the target language may therefore need to include a content-enriched STEM focus in order to seek and establish a viable presence in the elementary school curriculum. The authors of this paper suggest that proponents of FLES integration into the nation’s schools need to identify disciplinary literacy as the common denominator connecting… Continue Reading →
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