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Advances in Early Childhood and K-12 Education最新文献

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Transformative Pedagogical Perspectives on Home Language Use in Classrooms 课堂上母语使用的变革教学法视角
Advances in Early Childhood and K-12 Education Pub Date : 2021-01-01 DOI: 10.4018/978-1-7998-4075-6
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引用次数: 1
Digital Storytelling With English Language Learning Families 数字讲故事与英语学习家庭
Advances in Early Childhood and K-12 Education Pub Date : 2021-01-01 DOI: 10.4018/978-1-7998-4712-0.ch002
S. Wessels, Guy Trainin
{"title":"Digital Storytelling With English Language Learning Families","authors":"S. Wessels, Guy Trainin","doi":"10.4018/978-1-7998-4712-0.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-4712-0.ch002","url":null,"abstract":"In this chapter, the authors examine the design process and outcomes of a digital storytelling with elementary-aged English language learning families. The program was iterated through a multi-step design process to integrate the use of digital storytelling on mobile devices with family literacy. In this chapter, they explain why adults and children needed worktime separately before they collaborate and that a focus on funds of language, culture, and relevance foster willingness to engage with digital literacy. In working with English language learning families, they found the following themes: when it comes to schooling, everything is in English; confidence in learning about technology, literacy, and storytelling; and coexistence (spending time together). This chapter examines that the power and availability of mobile technologies, coupled with the traditions of storytelling, can transform language and literacy outcomes.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81468292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Physical Education Initiatives for Early Childhood Learners 幼儿体育教育倡议
Advances in Early Childhood and K-12 Education Pub Date : 2021-01-01 DOI: 10.4018/978-1-7998-7585-7
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引用次数: 1
Curated Conversations 策划的对话
Advances in Early Childhood and K-12 Education Pub Date : 2021-01-01 DOI: 10.4018/978-1-7998-7375-4.ch013
Jessica A. Manzone, Rebecca J. Peeples
{"title":"Curated Conversations","authors":"Jessica A. Manzone, Rebecca J. Peeples","doi":"10.4018/978-1-7998-7375-4.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch013","url":null,"abstract":"The transfer of knowledge and skills to the K-12 classroom is a central objective for any teacher preparation program. This chapter highlights how the skill of developing critical conversations around diverse literature can be woven into the coursework of any teacher preparation program. Theories such as Rings of Culture, Authentic Text, and Implicit Learning anchor this chapter. This chapter provides a practical strategy for building the capacity in teacher candidates necessary to transfer the authentic application of diverse literature to promote social justice and action to the K-12 classroom. The authors articulate how the high-leverage practice of developing Curated Conversations can be used to create environments that foster student voice, student choice, and student interest in any classroom. When modeled for teacher candidates, this strategy can become internalized into their practice and promote the development of professional educators committed to social justice and action.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87848562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education 在K-12教育中连接学科素养和数字故事
Advances in Early Childhood and K-12 Education Pub Date : 2021-01-01 DOI: 10.4018/978-1-7998-5770-9
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引用次数: 2
Disciplinary Literacy Connections to Popular Culture in K-12 Settings 学科素养与K-12背景下流行文化的联系
Advances in Early Childhood and K-12 Education Pub Date : 2021-01-01 DOI: 10.4018/978-1-7998-4721-2
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引用次数: 1
The Perceived Appropriateness of Digital Games From ELL Teachers 英语教师认为数字游戏的适当性
Advances in Early Childhood and K-12 Education Pub Date : 2021-01-01 DOI: 10.4018/978-1-7998-4739-7.ch011
Khalifa Alshaya, Pamela Beck
{"title":"The Perceived Appropriateness of Digital Games From ELL Teachers","authors":"Khalifa Alshaya, Pamela Beck","doi":"10.4018/978-1-7998-4739-7.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-4739-7.ch011","url":null,"abstract":"The integration of digital games into learning aligns with society's needs in the 21st century. Although research shows that digital games have numerous benefits for students, such as psychological and language improvements, some teachers are skeptical of using digital games for classroom activities, due to their perceived negative impact. In this study, six ELL teachers in the upper Midwest of the United States were interviewed to examine their perceived appropriateness of digital games in teaching and learning. Findings indicate that the majority of the ELL teachers interviewed perceived serious games in a positive light, while they unanimously agreed that violent digital games could have a negative impact on a child's psychological, emotional, and social life. The teachers highlighted the rate at which children play those games, their violent nature, appropriateness, cyber bulling implication, and the need for an oversight from parents and teachers as reasons why.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79607732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Embedding Diverse Children's Literature Throughout a Teacher Preparation Program 在教师预备课程中嵌入多样化的儿童文学
Advances in Early Childhood and K-12 Education Pub Date : 2021-01-01 DOI: 10.4018/978-1-7998-7375-4.ch025
Amy Tondreau, Zachary T. Barnes
{"title":"Embedding Diverse Children's Literature Throughout a Teacher Preparation Program","authors":"Amy Tondreau, Zachary T. Barnes","doi":"10.4018/978-1-7998-7375-4.ch025","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch025","url":null,"abstract":"This chapter explores the incorporation of diverse children's literature into a teacher preparation program, both in and beyond a required Literature for Children course. With the aim of cultivating positive reading identities for pre-service teachers, the authors focus on the process for implementing changes to build a culture of reading, so that pre-service teachers identify as life-long readers, and specifically readers who understand the importance of diverse texts. Changes to curriculum in writing, social studies, and special education methods courses are described, as is the creation of a college-wide book club. The goal of embedding children's literature in and across teacher preparation programs is for pre-service teachers to feel prepared to bring these texts into their own classrooms and to facilitate discussions on the topics that these texts raise with their students, administrative team, and parents. In order to do this, teacher educators need to provide ample opportunities for students to practice selecting, analyzing, and discussing diverse children's literature.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82197085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Deploying Black Joy 部署黑喜悦
Advances in Early Childhood and K-12 Education Pub Date : 2021-01-01 DOI: 10.4018/978-1-7998-7375-4.ch018
Lisa Buchanan, Cara F. Ward, Amy Senta
{"title":"Deploying Black Joy","authors":"Lisa Buchanan, Cara F. Ward, Amy Senta","doi":"10.4018/978-1-7998-7375-4.ch018","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch018","url":null,"abstract":"This chapter describes a theory into practice approach for using children's literature to explore and affirm Black joy, Blackness, and Black identity in the elementary classroom. The work of Dr. Bettina Love on abolitionist teaching provides the theoretical grounding for this chapter. The authors describe a synthesis of representation in children's literature and framework for abolitionist teaching, a description of three lessons focused on teaching Black joy, and a call for expanding this work in teacher education.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87853102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Pedagogical Experiment in the Italian School 意大利学派的教学实验
Advances in Early Childhood and K-12 Education Pub Date : 2021-01-01 DOI: 10.4018/978-1-7998-5718-1.ch010
{"title":"A Pedagogical Experiment in the Italian School","authors":"","doi":"10.4018/978-1-7998-5718-1.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-5718-1.ch010","url":null,"abstract":"This chapter will summarize the extensive and multi-year experimentation carried out in many Italian secondary and primary schools, of the pedagogical-didactic proposal developed in the previous chapters. The teaching/learning of computer-based mathematics, as a programming tool, with software appropriate to the context, named MatCos, is given. In particular, the organization of the experimentation will be described, and the various phases will be illustrated. The results with the relative evaluation method will also be considered. Finally, works prepared independently by some participating students will be presented and commented. The opinion of some experimental teachers and school managers will close the chapter.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86867573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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