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Dentzau, Michael W. – Cultural Studies of Science Education, 2014
This commentary seeks to expand the dialogue on place-based science education presented in Katie Lynn Brkich's article, where the connections fifth grade students make between their formal earth science curriculum and their lived experiences are highlighted. The disconnect between the curriculum the students are offered and their immediate…
Descriptors: Place Based Education, Science Education, Elementary School Science, Grade 5
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Mavrek, Srecko, Comp.; Pieters, Leslie; Peterson-Pressler, Lana; Bentley, Tiffany; Cameron, Jay L.; Bowyer, Garry; Schmidlein, Robert; Macarle, Maria; Barney, David – Strategies: A Journal for Physical and Sport Educators, 2011
This article presents ideas and suggestions from various physical educators regarding how the National Standards for Physical Education play a role in their daily PE program. One educator shares that in her middle school's physical education program, students who demonstrate competency in many movement forms (and proficiency in a few movement…
Descriptors: Activity Units, Physical Education, Physical Activities, National Standards
Suskind, Dorothy C. – Phi Delta Kappan, 2015
The author, a 5th-grade teacher at an independent boys' school, gives a first-person account of how her constant assessments and requirement that her students be active participants in their own learning gainsays the need for high-stakes, standardized testing. She posits a "living assessment" that is intertwined, interactive and…
Descriptors: Student Evaluation, Active Learning, High Stakes Tests, Standardized Tests
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Higgins, Hillarie J. – Education 3-13, 2012
This article discusses the risks and possibilities of communicating and educating the child's emotional self in a formal classroom environment. Through designing and implementing an expressive arts curricular intervention in a Scottish primary school classroom, my research produces an example of how therapeutic notions focused upon health and…
Descriptors: Ethics, Classroom Environment, Educational Experience, Emotional Development
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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
Shaw, Robert – Phi Delta Kappan, 2004
Students in Mr. Shaw's classes used to be free to discover the joy of reading books of their own choosing. But that kind of spontaneity is vanishing under No Child Left Behind. This article describes the classroom library Mr. Shaw has built throughout the years and the joy it has brought to his students and their learning.
Descriptors: Personal Narratives, Federal Legislation, Educational Change, Reading Instruction
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Corcoran, Carol A.; Dershimer, Elizabeth L.; Tichenor, Mercedes S. – Clearing House, 2004
Classroom-based assessment is the collection and evaluation of evidence of student learning, focusing on indicators of meaningful and valuable student progress. This type of assessment includes alternative forms of testing, such as performance tasks, which allow students to communicate or display mastery in different forms. According to Herman,…
Descriptors: Alternative Assessment, Student Evaluation, Performance Based Assessment, Evaluation Methods
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Gordon, Mordechai – Teachers and Teaching: Theory and Practice, 2009
Constructivism has emerged as a very powerful model for explaining how knowledge is produced in the world as well as how students learn. Moreover, constructivist teaching practices are becoming more prevalent in teacher education programs and public schools across the nation, while demonstrating significant success in promoting student learning.…
Descriptors: Constructivism (Learning), Teacher Education Programs, Teaching Methods, Instructional Effectiveness
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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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Moita-Lopes, Luiz Paulo – Journal of Language, Identity & Education, 2006
Following queer theory and critical discourse analysis principles, my aims in this article are to analyze gay-themed discourses in literacy contexts and to suggest a way of queering literacy teaching. In the first part, I focus on ethnographically generated data from a class of fifth-graders in Brazil. The analysis shows that homoeroticism was…
Descriptors: Foreign Countries, Grade 5, Sexual Orientation, Discourse Analysis
Faircloth, Donna B – Teaching Pre K-8, 2007
In this article, the author talks about how she was struck with the inspiration for a series of math lessons for her fifth graders as she walked through the doors of a convenience store. A measuring chart on either side of the exit was an observation tool for the clerks in the event of a robbery. As she left the store, she was aware that anyone…
Descriptors: Grade 5, Mathematics Instruction, Elementary School Mathematics, Relevance (Education)
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Brown, Trent D. – ACHPER Australia Healthy Lifestyles Journal, 2008
In this paper I argue that the meaning of movement of which embodied knowing, somatic understanding and ecological subjectivity are central tenets, has not received due recognition in the current discourses of physical education. While the interest in the meaning and meaning-making of movement within the physical education discourse has existed…
Descriptors: Physical Education, Exercise Physiology, Physical Education Teachers, Phenomenology
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