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Supporting teachers in arts integration strategies to foster foundational literacy skills of emergent bilinguals
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In: Journal of Pedagogy, Pluralism and Practice, vol 9, iss 1 (2021)
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Effect of a performing arts program on the oral language skills of young English learners
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How Arts Integration Has Helped K–2 Teachers to Boost the Language Development of English-Language Learners
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Writing Conference Purpose and How It Positions Primary-Grade Children as Authoritative Agents or Passive Observers
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In: Reading Horizons: A Journal of Literacy and Language Arts (2019)
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ABC: It’s as Easy as 1, 2, 3 – The Importance of a Multisensory Approach in Phonological Awareness Instruction
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In: Certificate of Advanced Studies (CAS) in Literacy (2018)
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The Arts, the Common Core, and English Language Development in the Primary Grades
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In: TEACHERS COLLEGE RECORD, vol 119, iss 8 (2017)
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Head Start Transition to Elementary School: Is the Early Intervention Sustained?
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Use of the Physical Classroom Environment as a Teaching and Learning Tool Including the Impact of the CCSSI in Kindergarten Through Third Grade Classrooms in Northeast Tennessee
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In: Electronic Theses and Dissertations (2015)
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Abstract:
The specific goal of this study was to determine the use of the physical classroom environment as a teaching and learning tool in an era of the implementation of the Common Core State Standards Initiative (CCSSI). This qualitative multi-case study focused on the learning principles and epistemological beliefs of primary teachers with reference to the physical classroom environment and the teaching process in regard to meeting the expectations set forth by the CCSSI. The researcher sought participation from a city school district in Northeast Tennessee which included a total of 8 participating teachers consisting of 2 each of grades kindergarten, first, second, and third. The Teacher Beliefs Survey (Woolley, Benjamin, & Woolley, 2004) was administered to determine teachers’ philosophical position regarding constructivist and traditional beliefs. Based upon responses, 8 teachers representing the most constructivist and most traditional teachers in each grade were selected for further participation. Teachers’ practices and perceptions of the role of the physical environment in the teaching and learning process including consideration of the CCSSI were further explored through interview. Each physical classroom environment was evaluated using the Primary Educators Environment Rating Scale (PEERS), a rubric designed to assess the use of the physical classroom environment on a continuum from traditional to constructivist practices (Evanshen & Faulk, under review). Observational field notes and photographs were collected in order to document environmental components of the physical classroom environment of each participant. Data was collected and triangulated through the use of the aforementioned methods. Through the data analysis process, the researcher found all participants to demonstrate support for the role of the physical environment in the teaching and learning process which was determined based on results of the interview in conjunction with findings of the PEERS and supporting photographic evidence. Each teacher’s personal experiences and philosophy of education was found to guide the physical classroom environment design and layout in various ways. While most teachers felt the CCSSI had little or no impact on their physical classroom environment, all shared in varying degrees the use of the physical environment as a tool to support students in developing 21st century skills.
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Keyword:
21st Century Skills; and Communication); Common Core State Standards Initiative (CCSSI); Constructivism; Cooperation; Creativity; Early Childhood; Education; Environmental Rating Scales/Tools; Kindergarten Teacher Education; Physical Classroom Environment; Pre-Elementary; Primary Educator’s Environment Rating Scale (PEERS); Primary Grades; Teacher Beliefs Survey (TBS); The 4 Cs (Collaboration
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URL: https://dc.etsu.edu/etd/2556 https://dc.etsu.edu/cgi/viewcontent.cgi?article=3927&context=etd
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Contributos da diversidade linguística e cultural na promoção da leitura no 1º CEB
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Stages of learning: Theater and language in San Diego schools
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In: Brouillette, Liane; & Missakian, Ilona. (2012). Stages of learning: Theater and language in San Diego schools. Boom: A Journal of California, 2(2), 70 - 75. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/25c050pt (2012)
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Supporting the Language Development of Limited English Proficient Students through Arts Integration in the Primary Grades
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In: Brouillette, Liane. (2012). Supporting the Language Development of Limited English Proficient Students through Arts Integration in the Primary Grades. Arts Education Policy Review, 113(2), 68 - 74. doi:10.1080/10632913.2012.656494. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/9r83j89g (2012)
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Using Walk Talk Words to improve first-grade students' vocabulary development
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The Associations of Student Achievement and Classroom Practices among Third Grade Teachers in Upper East Tennessee.
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In: Electronic Theses and Dissertations (2005)
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Establishing an Integrated Language Arts Program in the Primary Grades
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