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Language Arts (language + art)
Selected AbstractsTeaching Language Arts, Math, & Science to Students With Significant Cognitive DisabilitiesJOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES, Issue 1 2008Rhonda Faragher PhD [source] The Quality of Content Analyses of State Student Achievement Tests and Content StandardsEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 4 2008Andrew C. Porter This article examines the reliability of content analyses of state student achievement tests and state content standards. We use data from two states in three grades in mathematics and English language arts and reading to explore differences by state, content area, grade level, and document type. Using a generalizability framework, we find that reliabilities for four coders are generally greater than .80. For the two problematic reliabilities, they are partly explained by an odd rater out. We conclude that the content analysis procedures, when used with at least five raters, provide reliable information to researchers, policymakers, and practitioners about the content of assessments and standards. [source] Connecting school and community with science learning: Real world problems and school,community partnerships as contextual scaffolds,JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2001Lisa M. Bouillion A challenge facing many schools, especially those in urban settings that serve culturally and linguistically diverse populations, is a disconnection between schools and students' home communities, which can have both cognitive and affective implications for students. In this article we explore a form of "connected science," in which real-world problems and school-community partnerships are used as contextual scaffolds for bridging students' community-based knowledge and school-based knowledge, as a way to provide all students opportunities for meaningful and intellectually challenging science learning. The potential of these scaffolds for connected science is examined through a case study in which a team of fifth-grade teachers used the student-identified problem of pollution along a nearby river as an interdisciplinary anchor for teaching science, math, language arts, and civics. Our analysis makes visible how diverse forms of knowledge were able to support project activities, examines the consequences for student learning, and identifies the features of real-world problems and school,community partnerships that created these bridging opportunities. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 878,898, 2001 [source] The unrealized potential of everyday technology as a context for learningJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2001Gary Benenson This four-part article argues that technology education should play a far more substantial role in the schools. In the first section the article broadly defines the term technology to include the artifacts of everyday life as well as environments and systems. Second is a description of the City Technology Curriculum Guides project, of which most of the thinking in this article is a product. The third section presents a comprehensive set of goals for elementary technology education, using classroom examples from City Technology. Many of these goals coincide with the goals of other school subjects, including math, science, English language arts and social studies. The concluding section suggests a broad role for technology education in providing a context for learning in these areas. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 730,745, 2001 [source] Academic Achievement Through FLES: A Case for Promoting Greater Access to Foreign Language Study Among Young LearnersMODERN LANGUAGE JOURNAL, Issue 1 2010CAROLYN TAYLOR The No Child Left Behind Act of 2001 established foreign languages as a core curricular content area; however, instructional emphasis continues to be placed on curricular areas that factor into state educational accountability programs. The present study explored whether foreign language study of first-year Grade 3 foreign language students who continued their foreign language study through Grade 5 in Louisiana public schools contributed to their academic achievement in curricular areas tested on the Iowa Tests of Basic Skills (ITBS) and the Louisiana Educational Assessment Program for the 21st Century (LEAP 21) test. Notable findings emerged. First, foreign language (FL) students significantly outperformed their non-FL peers on every test (English language arts, mathematics, science, and social studies) of the Grade 4 LEAP 21. Second, the present research suggested that regardless of the test, whether the Grade 4 criterion-referenced LEAP 21 or the Grade 5 norm-referenced ITBS, at each grade level FL students significantly outperformed their non-FL counterparts on language achievement tests. [source] Standardizing Knowledge in a Multicultural SocietyCURRICULUM INQUIRY, Issue 1 2005CHRISTINE SLEETER ABSTRACT Across the United States, in an attempt to raise standards for student learning, states have developed curriculum standards that specify what students are to learn. Raising standards has become synonymous with standardizing curriculum. This study critically examines the reading/language arts and history-social science standards documents in California to explore how the standards movement has reconfigured codes of power, and in whose interests. To address this question, we used Bernstein's (1975) theory of codes of power in curriculum. Bernstein suggested that codes of power can be uncovered by examining how curriculum is classified and framed. Our analysis suggests that the state's curriculum standards fit within a political movement to reconfigure power relations among racial, ethnic, language, and social class groupings. This is not simply about trying to improve student learning, but more important, about reasserting who has a right to define what schools are for, whose knowledge has most legitimacy, and how the next generation should think about the social order and their place within it. [source] | ||||||||||