Journal Articles
Chapter 1. Establishing the Foundations for Teaching and Learning
- Journal Articles
- In this article, we address implications of constructivism for teaching writing to students with special needs. Specifically, whole language and process approaches to writing instruction, the two most popular composition programs based on the principles of constructivism, are examined. Benefits of these two programs include frequent and meaningful writing, creation of environmental conditions that support self-regulated learning, and emphasis on the integrative nature of learning in literacy development. These benefits may be weakened, however, by an overreliance on incidental learning and by a lack of emphasis on the mechanics of writing. Recommendations for whole language and process writing as well as traditional writing instruction are offered.
- The purpose of this special issue of The Journal of Special Education is to bring together thoughtful considerations of the strengths, potential limitations, and issues represented by the constructivist approach for students with disabilities and those at risk for school failure. In this article, we present major principles of constructivism for teaching and learning. Three idealized constructivist paradigms—endogenous constructivism, exogenous constructivism, and dialectical constructivism—are described. Finally, major issues related to constructivism are explored, including the possibility of integrative stances.
- As the scholarship of teaching and learning matures as a field, the place of theory has garnered growing attention. Educational research and the learning sciences can certainly contribute, but professors who view their classrooms as sites for inquiry draw from a wide range and variety of theoretical foundations. With their diverse efforts in view, we ask: Which (and whose) theories are most relevant? What is the role of theory in different (disciplinary and other) contexts? How can scholarship of teaching and learning both build on and contribute to theory that improves classroom practice and student learning? Our argument is that theoretical pluralism can help keep the scholarship of teaching and learning movement vital and open.
- Many health care professionals don't teach because they were never taught how to organize and present teaching material. To do this effectively requires knowledge of how to assess learner needs, develop a teaching plan, conduct a class, and evaluate both learner progress and program effec tiveness. Equally as important are the interpersonal skills, attitudes, and techniques used by the teacher to capture student interest and facilitate learning. This paper describes both the art and science of teaching effectiveness to help the health care provider who was not born a good teacher to become one.
- Points to Ponder
- What is the basic theme of the article? Try to state it in just one sentence.
- Do you need additional information to evaluate the article findings/conclusions?
- Summarize the findings/conclusions. Were the findings substantively important?
- What additional questions are suggested by the article’s conclusions?
- How can you apply what you’ve learned to your future classroom?
To continue to grow in your ability to meet the needs of your students, you need to develop a habit of reading professional journal articles to keep abreast of current educational issues, trends, and effective teaching strategies. Choose one of the articles found on the student website for this chapter (www.sagepub.com/mooreteachingk8). Respond to the following prompts. Be ready to share.
Graham, S., & Harris, K. (1994). Implication of constructivism for teaching writing to students with special needs. The Journal of Special Education, 28, 275-289.
Chapter 2. Teaching Diverse Students
- Journal Articles
- The low representation of culturally, linguistically, and ethnically diverse (CLED) and high-poverty students in gifted and talented programs has long been an area of concern. This qualitative study investigated methods to increase successful participation of CLED students in gifted programs across the nation. Twenty-five programs were selected for inclusion in the study. Of those, 7 programs were selected for in-depth site visits that included interviews with administrators and teachers, as well as observations. Data suggested five categories that contributed to the successful identification and participation of CLED students in gifted programs. These categories included modified identification procedures; program support systems, such as front-loading (identifying high-potential children and providing opportunities for advanced work prior to formal identification); selecting curriculum/instructional designs that enable CLED students to succeed; building parent/home connections; and using program evaluation practices designed to highlight avenues to CLED students' success.
- Cultural differences between educators and culturally and linguistically diverse (CLD) students can have negative effects on the education of CLD learners. Much of the special education literature pertaining to the education of CLD learners has focused on biased assessment practices that lead to overrepresentation. It is important to consider that overrepresentation is also a function of inappropriate referrals from general education teachers. Understanding how cultural differences can influence the teaching/learning process is paramount if educators are to provide culturally responsive instruction. This article describes a variety of ways that culture influences teacher— student and teacher—parent interactions and provides recommendations to help educators respond to the educational needs of CLD students with and without disabilities.
- Two exemplary teachers of gifted learners were studied in order to get a better understanding of both teacher practices and teacher thoughts about those practices. Through extensive observation and in-depth interviews, these teachers demonstrated and discussed the qualities they felt to be essential for educating gifted learners. Though each teacher leads a different kind of classroom experience, both assert that (a) teaching gifted learners requires the framing of individualized and whole-group learning simultaneously, and (b) that the path a person takes to become a teacher of gifted learners is important. Equally significant is the way each of these teachers assimilates and combines some of the canonical ideas of gifted education. This kind of study is rare in our literature, but may be invaluable for teachers—pre-service teachers or those already working—who want to hone their skills in working with gifted learners.
- Points to Ponder
- What is the basic theme of the article? Try to state it in just one sentence.
- Do you need additional information to evaluate the article findings/conclusions?
- Summarize the findings/conclusions. Were the findings substantively important?
- What additional questions are suggested by the article’s conclusions?
- How can you apply what you’ve learned to your future classroom?
To continue to grow in your ability to meet the needs of your students, you need to develop a habit of reading professional journal articles to keep abreast of current educational issues, trends, and effective teaching strategies. Choose one of the articles found on the student website for this chapter (www.sagepub.com/mooreteachingk8). Respond to the following prompts. Be ready to share.
Briggs, C., Reis, S., & Sullivan, E. (2008). A national view of promising programs and practices for culturally, linguistically, and ethnically diverse gifted and talented students. Gifted Child Quarterly, 52, 131-145.
Lock, R., & Kingsley, K. (2007). Empower diverse learners with educational technology and digital media. Intervention in School and Clinic, 43, 52-56.
Chapter 3. Managing the Classroom Environment
- Journal Articles
- Creating safe and productive environments with a diverse student population requires more than the strategies recommended in the original classroom-management literature. Drawing from the literature on culturally responsive classroom management, psychologically supportive classroom environments, and building resilience, the authors describe the practices used by three effective novice teachers in urban elementary classrooms during the first 2 hours of the first day of school. The study was based on videotape and interview data that were qualitatively analyzed using an inductive approach. The novice teachers focused on developing relationships and establishing expectations through the use of “insistence” and a culturally responsive communication style. The study provides clear pictures of the ways in which teachers teach and insist on respectful behavior and establish a caring, task-focused community. As such, it demonstrates how teachers create environments of success and resilience for students who have historically floundered in school.
- Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations. In that there have been significant advances in the knowledge of what constitutes effective classroom management, a review of past-to-present literature was conducted to determine whether it is time to alter the thinking about one or more of these basic behavioral strategies. The research conducted over the years supports the basic tenets of these strategies, but with some important caveats. Finally, there are several newer strategies that warrant attention.
- This article draws on a Norwegian project—in one primary and one lower secondary school—that had the aim of creating a shared understanding of classroom management and that resulted in a handbook on classroom management at each of these schools. Teacher reflection and teacher sharing were vital in this project initiated from the outside yet relying on bottom-up strategies. Three topics are studied: procedures of the projects, teacher experiences with procedures and teachers’ perceptions of learning opportunities in the project. Data was collected using interviews, questionnaire and log from the process. Results show that, although the main project work was carried out by the teachers the role of the principal was vital during the whole process. Furthermore, the findings of the project suggest organised work needs to continue after the project has ended
- Classroom management continues to be a serious concern for teachers and especially in urban and diverse learning environments. The authors present the culturally responsive classroom management practices of two teachers from an urban and diverse middle school to extend the construct, culturally responsive classroom management. The principles that emerged in this study included the importance and centrality of teachers’ (a) understanding equity and equality, (b) understanding power structures among students, (c) immersion into students’ life worlds, (d) understanding the Self in relation to Others, (e) granting students entry into their worlds, and (f) conceiving school as a community with family members. The authors conclude the discussion with implications for teachers and researchers.
- Points to Ponder
- What is the basic theme of the article? Try to state it in just one sentence.
- Do you need additional information to evaluate the article findings/conclusions?
- Summarize the findings/conclusions. Were the findings substantively important?
- What additional questions are suggested by the article’s conclusions?
- How can you apply what you’ve learned to your future classroom?
To continue to grow in your ability to meet the needs of your students, you need to develop a habit of reading professional journal articles to keep abreast of current educational issues, trends, and effective teaching strategies. Choose one of the articles found on the student website for this chapter (www.sagepub.com/mooreteachingk8). Respond to the following prompts. Be ready to share.
Bondy, E., Ross, D., Gallingane, C., & Hambacher, E. (2007). Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education, 42, 326-348.
Chapter 4. Planning and Organizing Instruction
- Journal Articles
- This study examines 11 interdisciplinary teams involving 30 teachers and 542 students in New York and California. The teams represented an array of approaches to interdisciplinary curricula, ranging from simple correlation to major reconstrual of the contributing disciplines. Teams that engaged in the most reconstrual of traditional content also tended to use instructional approaches that emphasized cognitively engaging instruction, including an emphasis on envisionment-building activities and extended discussion of significant ideas, but individual members of teaching teams still varied considerably in teaching style. The study concludes that interdisciplinary coursework is neither a problem nor a solution in efforts to increase student achievement; rather, it involves a number of tradeoffs that need to be considered at the school site.
- A key factor in successful teacher education is designing activities that promote attainment of instructional objectives. However, in online teacher education there is little evidence regarding the types of activities that can be used to achieve specific objectives and variation from class to class while providing effective instruction. This study examined 6 online activities focused on the types of objectives instructors often set in teacher education coursework. The activities were evaluated in an online graduate methods course. Data were gathered from the teachers' (a) performance on each activity, (b) rating of questionnaire items, and (c) responses to open-ended survey questions. Findings suggested that the success of the 6 activities varied. Many teachers gave positive ratings to the activities related to facilitating learning of course concepts and promoting interaction among classmates. Several implications for designing online instructional activities are presented.
- This article explores the application and use of curriculum mapping as a tool to assist teachers in communicating the content, skills, and assessments used in their classrooms. The process of curriculum mapping is explained, and the adaptation of the process for special education teachers is detailed. Finally, examples are given of how curriculum mapping can assist both special and general education teachers in meeting the needs of students in the classroom. Although this article will apply the use of curriculum mapping data at the middle school level, the process of mapping is equally effective at the elementary and high school levels.
- The literature base on technology professional development for teachers reveals that there is a long way to go in understanding methods of effective practice with respect to the various impacts of these activities on teaching and learning. In the No Child Left Behind era, with programs like Preparing Tomorrow’s Teachers to Use Technology, the Fund for the Improvement of Post Secondary Education, and E-rate (the schools and library portion of the Universal Service Fund) that have been targeted as No Demonstrated Results, we need to move to a more systematic study of how technology integration occurs within our schools, what increases its adoption by teachers, and the long-term impacts that these investments have on both teachers and students. In addition to the findings of a comprehensive literature review, this article also articulates a systematic evaluation plan that, if implemented, will likely yield the information needed to better understand these important educational issues.
- Studies of teachers’ use of mathematics curriculum materials are particularly timely given the current availability of reform-inspired curriculum materials and the increasingly widespread practice of mandating the use of a single curriculum to regulate mathematics teaching. A review of the research on mathematics curriculum use over the last 25 years reveals significant variation in findings and in theoretical foundations. The aim of this review is to examine the ways that central constructs of this body of research—such as curriculum use, teaching, and curriculum materials—are conceptualized and to consider the impact of various conceptualizations on knowledge in the field. Drawing on the literature, the author offers a framework for characterizing and studying teachers’ interactions with curriculum materials
- Points to Ponder
- What is the basic theme of the article? Try to state it in just one sentence.
- Do you need additional information to evaluate the article findings/conclusions?
- Summarize the findings/conclusions. Were the findings substantively important?
- What additional questions are suggested by the article’s conclusions?
- How can you apply what you’ve learned to your future classroom?
To continue to grow in your ability to meet the needs of your students, you need to develop a habit of reading professional journal articles to keep abreast of current educational issues, trends, and effective teaching strategies. Choose one of the articles found on the student website for this chapter (www.sagepub.com/mooreteachingk8). Respond to the following prompts. Be ready to share.
Applebee, A., Adler, M., & Flihan, S. (2007). Interdisciplinary curricula in middle and high school classrooms: Case studies of approaches to curriculum and instruction. American Educational Research Journal, 44(4), 1002-1039.
Chapter 5. Developing Unit and Daily Lesson Plans
- Journal Articles
- Kodály's approach to lesson planning combines flexibility with structure. Ruth Boshkoff shows how even experienced teachers can benefit from a master's advice.
- The purpose of this case study was to explore how a middle school teacher makes decisions about individualization and to determine the conditions under which more individualization can take place in daily lessons for students with learning disabilities. In the first year of the study, initial findings revealed content-centered planning and instruction as a prominent theme. In the second year, the planning and instruction of this teacher changed to focus more on the academic diversity of students in her classes. Implications are drawn regarding bow researcher attention to teacher practices may impact the amount of teacher attention given to students with special learning needs.
- Three types of team planning processes differing in terms of timing and adaptation capacity are investigated. Deliberate planning and contingency planning occur during team transition phases; deliberate planning specifies a primary course of action whereas contingency planning specifies backup plans. Reactive adjustment is planning that occurs during the action phase when teams adapt plans to account for evolving task conditions. The current study uses data from a scavenger hunt game involving a total of 38 teams randomly assigned to preplanning or control conditions. While instructing teams to plan increased deliberate planning, it does not increase the adaptation-enabling processes of contingency planning and reactive adjustment. Team effectiveness is determined most strongly by reactive adjustment, then by contingency planning, and least so by deliberate planning.
- The authors present three studies (two randomized controlled experiments and one embedded quasi-experiment) designed to evaluate the impact of replacement units targeting student learning of advanced middle school mathematics. The studies evaluated the SimCalc approach, which integrates an interactive representational technology, paper curriculum, and teacher professional development. Each study addressed both replicability of findings and robustness across Texas settings, with varied teacher characteristics (backgrounds, knowledge, attitudes) and student characteristics (demographics, levels of prior mathematics knowledge). Analyses revealed statistically significant main effects, with student-level effect sizes of .63, .50, and .56. These consistent gains support the conclusion that SimCalc is effective in enabling a wide variety of teachers in a diversity of settings to extend student learning to more advanced mathematics.
- Points to Ponder
- What is the basic theme of the article? Try to state it in just one sentence.
- Do you need additional information to evaluate the article findings/conclusions?
- Summarize the findings/conclusions. Were the findings substantively important?
- What additional questions are suggested by the article’s conclusions?
- How can you apply what you’ve learned to your future classroom?
To continue to grow in your ability to meet the needs of your students, you need to develop a habit of reading professional journal articles to keep abreast of current educational issues, trends, and effective teaching strategies. Choose one of the articles found on the student website for this chapter (www.sagepub.com/mooreteachingk8). Respond to the following prompts. Be ready to share.
Boshkoff, R. (1991). Lesson planning the Kodaly way. Music Educators Journal, 78 (2), 30-34.
Chapter 6. Evaluating and Measuring Student Learning
- Journal Articles
- The authors (a) discuss the importance of alignment for facilitating proper assessment and instruction, (b) describe the three most common methods for evaluating the alignment between state content standards and assessments, (c) discuss the relative strengths and limitations of these methods, and (d) discuss examples of applications of each method. They conclude that choice of alignment method depends on the specific goals of a state or district and that alignment research is critical for ensuring the standards-assessment-instruction cycle facilitates student learning. Additional potential benefits of alignment research include valuable professional development for teachers and better understanding of the results from standardized assessments.
- Inclusion of students with disabilities in district-wide and state assessments is mandated by federal regulations, and teachers sometimes play an important role in rating these students’ work. In this study, trained teachers rated student proficiency in performance assessments in language arts and mathematics in third, fifth, and ninth grades. The scores assigned by teacher raters to students with and without disabilities in an initial blind rating were compared with the ratings assigned in a second occasion when raters were aware of each student’s disability status. A series of generalizability studies was used to determine if there are differences in the patterns of variability across groups and whether rater bias may play a role in these differences. Although knowledge of a student’s disability status did not increase or decrease the scores assigned by raters on average, the findings point to differences in the sources of variability across groups and specifically to greater inconsistency when rating papers from students with disabilities. The findings suggest that individual teachers may behave differently when scoring students with disabilities. A survey was also used to investigate rater perceptions of one’s own and other teacher’s bias when grading papers of students with disabilities. Implications for decision making in rating assessments are discussed
- As the context of special education has changed in the last quarter century, the role and work of the IEP team also has evolved. Today, the general education curriculum is central to the educational programs of all students. The expectation that is clearly communicated in federal policies and regulations, such as the No Child Left Behind Act and the Individuals with Disabilities Education Act of 1997, is that all students will make meaningful, substantial progress in the general education curriculum. The IEP is no longer a substitute for the general education curriculum, but a tool for implementing it. As a result, IEP teams must understand the nature of the general education curriculum and employ effective decision-making strategies in selecting appropriate accommodations and modifications that will enable students with disabilities to make progress in it. Assessment for IEP planning must be aimed at providing information about the curricular and instructional supports that are needed for access to the curriculum. Classroom assessment strategies can help IEP teams collect this information and determine whether students are making adequate progress.
- Points to Ponder
- What is the basic theme of the article? Try to state it in just one sentence.
- Do you need additional information to evaluate the article findings/conclusions?
- Summarize the findings/conclusions. Were the findings substantively important?
- What additional questions are suggested by the article’s conclusions?
- How can you apply what you’ve learned to your future classroom?
To continue to grow in your ability to meet the needs of your students, you need to develop a habit of reading professional journal articles to keep abreast of current educational issues, trends, and effective teaching strategies. Choose one of the articles found on the student website for this chapter (www.sagepub.com/mooreteachingk8). Respond to the following prompts. Be ready to share.
Journal Articles
Cizek, G. (2008). Assessing educational measurement: Ovations, omissions, opportunities. Educational Researcher, 37, 96-100.
Leonhardt, A.(2005). Using rubrics as an assessment tool in your classroom. General Music Today, 19, 10-16.
Martone, A., & Sireci, S. (2009). Evaluating alignment between curriculum, assessment, and instruction. Review of Educational Research, 79, 1332-1361.
Chapter 7. Using Direct Teaching Methods
- Journal Articles
- Most classrooms have students with behavioral problems, but such students tend to be more prevalent in low-income urban neighborhoods, and teachers in these schools often do not have adequate training or resources to address the children’s social-emotional needs. During the Schools Project—a partnership between the Erikson Institute and nine public schools in low-income Chicago neighborhoods—some of the partner schools addressed this dilemma by implementing the Responsive Classroom approach, created by the Northeast Foundation for Children to support students’ social-emotional development. No other intervention during the project ended up looking so different from school to school. At one extreme, an entire school community was transformed. At the other extreme, a school came to see the approach as an ivory-tower program unsuited for inner-city children. This article briefly describes the Responsive Classroom approach and conveys the range of implementation experiences in the Schools Project through four case histories
- Points to Ponder
- What is the basic theme of the article? Try to state it in just one sentence.
- Do you need additional information to evaluate the article findings/conclusions?
- Summarize the findings/conclusions. Were the findings substantively important?
- What additional questions are suggested by the article’s conclusions?
- How can you apply what you’ve learned to your future classroom?
To continue to grow in your ability to meet the needs of your students, you need to develop a habit of reading professional journal articles to keep abreast of current educational issues, trends, and effective teaching strategies. Choose one of the articles found on the student website for this chapter (www.sagepub.com/mooreteachingk8). Respond to the following prompts. Be ready to share.
Drummond, T. (2009). Ovation-worth orations: Enlightened lecturing techniques. Health Promotion Practice, 10(3), 319-324. Horsch, P., Chen, J., & Wagner, S. (2002). The responsive classroom approach: A caring, respectful school environment as a context for development. Education and Urban Society, 34 (3), 365-383.
Chapter 8. Using Authentic Teaching Methods
- Journal Articles
- This study examines the relationships between student literacy performance and discussion-based approaches to the development of understanding in 64 middle and high school English classrooms. A series of hierarchical linear models indicated that discussion-based approaches were significantly related to spring performance, controlling for fall performance and other background variables. These approaches were effective across a range of situations and for low-achieving as well as high-achieving students, although interpretations are complicated because instruction is unequally distributed across tracks. Overall, the results suggest that students whose classroom literacy experiences emphasize discussion-based approaches in the context of high academic demands internalize the knowledge and skills necessary to engage in challenging literacy tasks on their own.
- Authentic discussions are dialogically oriented classroom interactions where participants present and consider multiple perspectives and often use others’ input in constructing their contributions. Despite their instructional effectiveness, authentic discussions are reportedly rare in classrooms. This qualitative case study examines the features of the environment of a fifth-grade classroom community where authentic discussions were frequent. The examination used recorded class sessions, interviews, and field notes to identify seven aspects of the classroom environment that appeared to be essential to the presence of authentic discussions: physical environment, curricular demands and enacted curriculum, teacher beliefs, student beliefs about discussions, relationships among members, classroom procedures, and norms of classroom participation.
- This study investigated the differential effects of two problem-solving instructional approaches— schema-based instruction (SBI) and general strategy instruction (GSI)—on the mathematical word problem—solving performance of 22 middle school students who had learning disabilities or were at risk for mathematics failure. Results indicated that the SBI group significantly outperformed the GSI group on immediate and delayed posttests as well as the transfer test. Implications of the study are discussed within the context of the new IDEA amendment and access to the general education curriculum.
- Points to Ponder
- What is the basic theme of the article? Try to state it in just one sentence.
- Do you need additional information to evaluate the article findings/conclusions?
- Summarize the findings/conclusions. Were the findings substantively important?
- What additional questions are suggested by the article’s conclusions?
- How can you apply what you’ve learned to your future classroom?
To continue to grow in your ability to meet the needs of your students, you need to develop a habit of reading professional journal articles to keep abreast of current educational issues, trends, and effective teaching strategies. Choose one of the articles found on the student website for this chapter (www.sagepub.com/mooreteachingk8). Respond to the following prompts. Be ready to share.
Applebee, A., Langer, J., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40(3), 685-730.
Chapter 9. Using Integrated Teaching Methods
- Journal Articles
- This study tested a model of teacher interventions (TIs) conducted during cooperative learning to examine how they affected students’ subsequent time on-task (TOT) and problem solving. TIs involved groups of ninth-grade students working on an algebra problem; videotaped lessons were transcribed and analyzed. Results showed that teachers initiated most TIs and typically did so when students were off-task or showed little progress. After TIs, students’ TOT and problem solving often improved. Teacher evaluations of student actions had the largest positive effects, serving as gatekeepers for other teacher actions. Higher levels of teacher help content tended to reduce post-TI TOT, while teacher commands reduced post-TI TOT only when a group grasped the problem situation. In summary, TIs can increase TOT and problem solving, especially if teachers evaluate students’ work.
- Plato's depiction of Socrates' interrogations in his early dialogues provides an enduring example of the importance of asking questions as an educative method. This article considers the central educational elements of Socratic dialogue and the ways in which these were developed in the 20th century, particularly in ‘The Socratic Method' practised by Leonard Nelson and Gustav Heckmann.The article contends that Socratic principles should be embedded within standard undergraduate modules and programmes in the Humanities. It views the questions a tutor asks in the seminar room as the principal means for establishing this Socratic agenda. The article discusses appropriate strategies for formulating questions within seminars, and concludes by proposing that the aim of such questioning should be more than just the development of students' knowledge of a given subject area and a facility with subject-specific and transferable skills.
- This article reviews the literature that compares the instructional effectiveness of games to conventional classroom instruction. Studies dealing with empirical research rather than teachers' judgments are reviewed. Published reviews of research in English dating from 1963 to 1984 were examined and the literature was searched for studies from 1984 to 1991. Of the 67 studies considered over a period of 28 years, 38 show no difference between games and conventional instruction; 22 favor games; 5 favor games, but their controls are questionable; and 3 favor conventional instruction. Results for social sciences, math, language arts, logic physics, biology, retention over time, and interest are examined. Math is the subject area with the greatest percentage of results favoring games, but only eight studies have adequate controls. Thirty-three out of 46 social science games/simulations show no difference between games/simulations and classroom instruction. The authors conclude that subject matter areas where very specific content can be targeted are more likely to show beneficial effects for gaming.
- Too frequently, current approaches to discipline de-emphasize the importance of social, emotional, and behavioral instruction and overemphasize the use of punishment. When reactive, punitive consequences are the primary form of discipline, a negative school climate emerges. To prevent an unconstructive learning environment, educators need to teach students the knowledge, skills, and abilities that lead to the development of emotional competency. This article describes creative ways to use graphic organizers to effectively manage educational environments, build behavioral literacy in students, and create a learning community that celebrates diversity and empowerment.
- Points to Ponder
- What is the basic theme of the article? Try to state it in just one sentence.
- Do you need additional information to evaluate the article findings/conclusions?
- Summarize the findings/conclusions. Were the findings substantively important?
- What additional questions are suggested by the article’s conclusions?
- How can you apply what you’ve learned to your future classroom?
To continue to grow in your ability to meet the needs of your students, you need to develop a habit of reading professional journal articles to keep abreast of current educational issues, trends, and effective teaching strategies. Choose one of the articles found on the student website for this chapter (www.sagepub.com/mooreteachingk8). Respond to the following prompts. Be ready to share.
Chiu, M. (2004). Adapting teacher interventions to student needs during cooperative learning: How to improve student problem solving and time on-task. American Educational Research Journal, 41(2), 365-399.
Mitchell, S. (2006). Socratic dialogue, the humanities and the art of the question. Arts and Humanities in Higher Education, 5, 181-197.
Randel, J., Morris, B., Wetzel, C., & Whitehill, B. (1992). The effectiveness of games for educational purposes: A review of recent research. Simulation & Gaming, 23(3), 261-276.
Rock, M. (2004). Graphic organizers: Tools to build behavioral literacy and foster emotional competency. Intervention in School and Clinic, 40(1), 10-37.
Chapter 10. Teaching Effective Thinking Strategies
- Journal Articles
- This paper offers a critical examination of the relationship between metacognition and giftedness. First, the role of metacognition in giftedness is explored in the context of current conceptions of giftedness proposed by different theorists. Second, in an attempt to search for empirical evidence linking metacognitiori to giftedness, various studies of giftedness are reviewed. It is concluded that theoretical and research support is offered for the important role of metacognition in understanding and explaining giftedness. Finally, rather than arguing that the relationship between metacognition and giftedness is clear-cut and conclusive, unresolved issues are discussed and sug gestions for future investigations are made.
- This article presents an overview of two studies that examined the relationship between metacognition and mathematical problem solving in 165 children with average intelligence in Grade 3 in order to help teachers and therapists gain a better understanding of contributors to successful mathematical performance. Principal components analysis on metacognition revealed that three metacognitive components (global metacognition, off-line metacognition, and attribution to effort) explained 66% to 67% of the common variance. The findings from these studies support the use of the assessment of off-line metacognition (essentially prediction and evaluation) to differentiate between average and above-average mathematical problem solvers and between students with a severe or moderate specific mathematics learning disability.
- A key component of critical thinking is the ability to evaluate the statements of other people. Because information that is obtained from others is not always accurate, it is important that children learn to reason about it critically. By as early as age 3, children understand that people sometimes communicate inaccurate information and that some individuals are more reliable sources than others. However, in many contexts, even older children fail to evaluate sources critically. Recent research points to the role of social experience in explaining why children often fail to engage in critical reasoning.
- Barriers to teaching and learning creative thinking and meta-thinking seem to be related to teaching and learning any new concept. Paradoxically, the very thinking processes inhibited by these barriers offer promising pathways to dissolving the barriers themselves. This article outlines both the specific barriers and some directions for solutions.
- The purpose of this study was to provide state-of-the-art descriptive information regarding preparation needs, concerns, and perceived barriers to the use of assistive technology for young children with disabilities. Surveys were completed by 62 early childhood special education professionals in 2 southeastern states. The findings indicated that respondents had frequent and significant concerns about their knowledge and utilization of assistive technology. Furthermore, training areas were identified that address the concerns and barriers regarding assistive technology. Implications for preservice and inservice preparation, service delivery systems, and research are discussed.
- Points to Ponder
- What is the basic theme of the article? Try to state it in just one sentence.
- Do you need additional information to evaluate the article findings/conclusions?
- Summarize the findings/conclusions. Were the findings substantively important?
- What additional questions are suggested by the article’s conclusions?
- How can you apply what you’ve learned to your future classroom?
To continue to grow in your ability to meet the needs of your students, you need to develop a habit of reading professional journal articles to keep abreast of current educational issues, trends, and effective teaching strategies. Choose one of the articles found on the student website for this chapter (www.sagepub.com/mooreteachingk8). Respond to the following prompts. Be ready to share.
Cheng, P. (1993). Metacognition and giftedness: The state of the relationship. Gifted Child Quarterly, 37 (3), 105-112.