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Gokce, Diana Kodner; O'Brien, Dana; Wilson, Lizanne – Schools: Studies in Education, 2012
In the fall of 2010 the faculty of Baker Demonstration School began a yearlong exploration of the question "How do we know what children know?" At that time, three teacher colleagues already had entered upon a collaborative project integrating music and drama with a unit of study in the second and third grades. They decided to carefully…
Descriptors: Thinking Skills, Cooperation, Music, Drama
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Kirch, Susan A.; Ma, Jasmine Y. – Cultural Studies of Science Education, 2016
The interaction analysis presented by Kim and Roth examines nine students, their teachers, the learning task and materials in a mixed second and third grade science classroom during the school day. In the research narrative readers are introduced to two resourceful and creative groups of students as they work on a task assigned by their…
Descriptors: Individual Power, Interpersonal Relationship, Interaction, Grade 2
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Erduran, Sibel – Cultural Studies of Science Education, 2018
Kim and Roth (this issue) purport to draw on the social-psychological theory of L. S. Vygotsky in order to investigate social relations in children's argumentation in science topics. The authors argue that the argumentation framework offered by Stephen Toulmin is limited in addressing social relations. The authors thus criticize Toulmin's Argument…
Descriptors: Science Education, Persuasive Discourse, Guidelines, Interpersonal Relationship
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Gersten, Russell – Journal of Research on Educational Effectiveness, 2016
In this commentary, the author reflects on four studies that have greatly expanded the knowledge base on effective interventions in mathematics, and he provides four rigorous experimental studies of approaches for students likely to experience difficulties learning mathematics over a large grade-level span (pre-K to 4th grade). All of the…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Preschool Education, Intervention
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Pianta, Robert C.; Hamre, Bridget K. – Educational Researcher, 2009
The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial improvements in instruction and related social processes and a science of the production of teaching and teachers. Teachers' behavioral interactions with…
Descriptors: Observation, Educational Change, Psychometrics, Accountability
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Schmidt, William H.; Burroughs, Nathan A. – Educational Leadership, 2013
The adoption of the Common Core State Standards by 46 states and the District of Columbia represents a dramatic departure in U.S. education. In the past, national efforts to improve education have been directed by the federal government and have emphasized resources or organizational structure. In contrast, the Common Core State Standards in math…
Descriptors: State Standards, Public Schools, Educational Change, Mathematics Education
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Cervetti, Gina; Pearson, P. – Journal of Adolescent & Adult Literacy, 2012
In this commentary, the authors bring insights from their work on science-literacy integration at the elementary level to bear on the ongoing conversation about disciplinary literacy at the middle and secondary levels. In particular, the authors discuss what they have learned about inquiry, disciplinary reading strategies, and the role of text in…
Descriptors: Elementary School Science, Literacy, Integrated Curriculum, Reading Strategies
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McCorquodale, Gwenyth – Childhood Education, 2005
The world-renowned infant-toddler and preprimary programs in the northern Italian city of Reggio Emilia offer teachers in the United States ways to use the resources in their own landscape to break through the boundaries of textbook-driven instruction in the social studies, to go beyond mandated curricula, and to explore learning possibilities…
Descriptors: Reggio Emilia Approach, Grade 3, Social Studies
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Mokhtari, Kouider; Hutchison, Amy C.; Edwards, Patricia A. – Reading Teacher, 2010
In this article, the authors suggest that many of the problems struggling readers encounter while reading stem from distinct yet fundamental sources of difficulty related to the types of text read (print or online), the task or activity readers engage in, and the sociocultural context of reading. The authors further argue that although these…
Descriptors: Tutors, Reading Instruction, Teaching Methods, Reading Difficulties
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Khaniya, Tirth; Williams, James H. – International Journal of Educational Development, 2004
Educational quality reforms are undertaken in hopes that students in a higher quality education system will acquire more of the curriculum. However, the authors argue, there is no necessary connection between investments in educational quality and improved learning outcomes. A national assessment of grade 3 students in Nepal found few differences…
Descriptors: Foreign Countries, Primary Education, Educational Practices, Educational Change
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Baker, Dori Grinenko – Religious Education, 2008
The author discusses reading "The Bridge to Terebithia" to a third-grade class prior to release of the film version. Reading of the final chapter followed by two days the April 16, 2007 shootings at Virginia Tech University, just seventy miles from the classroom. Although none of the college students from the author's town died, everyone…
Descriptors: Tragedy, Teacher Attitudes, Grade 3, Childrens Literature
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Petress, Ken – Journal of Instructional Psychology, 2004
Deception is defined and explained as a value, not just as a behavior. This essay advocates truthfulness as a unit of instruction in the elementary and middle school grades, in secondary schools, as well as in college. Deception is shown to be ubiquitous in our culture and is defined as a corrosive cultural element in need of correcting. Deception…
Descriptors: Deception, Definitions, Values Education, Grade 3
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Enyedy, Noel – Cognition and Instruction, 2005
In this article I detail the conceptual trajectory of a classroom of 2nd- and 3rd-grade students as they reinvent topographical lines to represent height in a map within the constraints of an overhead perspective. In my analysis I pay special attention to the role of social interaction--and in particular the role of the teacher--in the process of…
Descriptors: Grade 2, Grade 3, Teaching Methods, Cartography
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Mitsakos, Charles L.; Ackerman, Ann T. – Social Education, 2009
Schools in the late sixties and early seventies had many options and were engaged in implementing a variety of programs rooted in the social science disciplines with effective pedagogy drawn from social studies educators. With the implementation of the "No Child Left Behind" Act, one can observe the drastic changes made in the way social…
Descriptors: Federal Legislation, Social Studies, Innovation, Scores
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Weaver, Paula E. – Childhood Education, 2004
As the effects of the No Child Left Behind (NCLB) Act and its ensuing mandates for compliance are felt in classrooms across the United States, the issues of high-stakes testing and rigorous benchmark paradigms are becoming a daily challenge for teachers. NCLB mandates rigorous testing for every child in grades 3-8 in reading and math. Children…
Descriptors: Federal Legislation, Teaching Methods, Academic Standards, Standardized Tests
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