Overlapping Opportunities for Social-Emotional and Literacy Learning in Elementary-Grade Project-Based Instruction

2020 ◽  
Vol 126 (4) ◽  
pp. 573-601
Author(s):  
Miranda S. Fitzgerald
Keyword(s):  
Literacy Learning ◽  
Social Emotional ◽  
Elementary Grade ◽  
Based Instruction

scholarly journals BEYOND TRADITIONAL LITERACIES: A MULTIMODAL-BASED INSTRUCTION TO FOSTERING STUDENT DIGITAL LITERACY LEARNING

2020 ◽  
Vol 20 (1) ◽  
pp. 37-47
Author(s):  
Siti Kustini ◽  
Didi Suherdi ◽  
Bachrudin Musthafa
Keyword(s):  
Digital Literacy ◽  
Industrial Revolution ◽  
Literacy Learning ◽  
Literacy Skills ◽  
Video Production ◽  
Digital Information ◽  
Study Approach ◽  
Multimodal Pedagogy ◽  
English Literacy ◽  
Based Instruction

The fourth Industrial Revolution (IR 4.0) marked by artificial intelligence and cyber-physical systems has transformed the landscape of education including English literacy instruction. Some literacy educators claim that the success of students’ today as millennial kids (Gen-Zs) and future employees has been linked to digital literacy. This term is defined as the skills associated with using digital technology to enable users to locate, organize, understand, evaluate and create information and using those skills to solve problems in technology-rich environments. This study attempts to investigate the extent to which multimodal pedagogy helps improve students’ digital literacy skills in an English for Specific Purposes (ESP) setting in a vocational higher education. A theoretical multimodal semiotic approach along with multiliteracies pedagogy is served as the overarching guideline in the overall instructional procedures grounded specifically from the principles of learner-centeredness, constructivist learning, and social interaction. A qualitative case study approach was adopted to provide an in-depth explication and analysis of students’ literacy development. Data collection included classroom observations and students’ digital artefacts. In the course of the study, the students were engaged in the creation of two digital projects of different genres: digital information report in the form of text-image creation and digital persuasive talk in the form digital video production. The key findings of this study suggest that multimodal pedagogy is an effective instructional method for digital literacy learning in that several aspects of digital literacy had proven to be significantly improved.

Asking Students about the Nature of Their Reading Difficulties

1991 ◽  
Vol 23 (4) ◽  
pp. 465-485 ◽  
Author(s):  
Samuel D. Miller ◽  
Nina Yochum
Keyword(s):  
Word Recognition ◽  
Reading Difficulties ◽  
Comprehension Strategies ◽  
Good Reader ◽  
Alternative Assessments ◽  
Elementary Grade ◽  
Group A ◽  
Inability To Work ◽  
Based Instruction ◽  
Develop Strategy

This study examined students' perceptions of themselves as readers and the strategies they used to solve reading problems. Data was collected over a two-year period at two reading clinics from elementary grade level students ( N = 72). Subjects were interviewed about the types of reading difficulties they experienced and described how they attempted to remediate these difficulties. Additionally, subjects described the type of reader they wanted to become, how they might improve, and why a particular classmate was a good reader. All subjects except one was able to describe a reading difficulty. The most frequently stated perception was the ability to read words (77%), followed by the ability to comprehend text (14%). Most perceptions were confirmed by assessment data (75%). Whenever perceptions were not confirmed, problems either were found in another domain (word recognition vs. comprehension or vice versa) or were school-related (e.g., the inability to work successfully as a member of a reading group). A comparison of the word recognition and comprehension strategies students generated revealed differences in levels of knowledge they possessed. Students with word recognition difficulties knew that they had difficulty reading words and had developed strategies to deal with their problems; however, they lacked sufficient knowledge about why their strategies were ineffective and when they should use another one. Students with comprehension problems generally were unaware of their reading difficulties and frequently lacked any strategy to remediate them. Regardless of their reading difficulties and the strategies they used to remediate them, most students viewed word recognition as central to the reading process. Discussion focuses on how these findings can be used by clinicians to develop alternative assessments and by classroom teachers to develop strategy-based instruction.

scholarly journals REVITALISASI PENDIDIKAN KARAKTER UNTUK MENCETAK GENERASI UNGGUL

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Abuddin Nata
Keyword(s):  
Civil Society ◽  
Mass Media ◽  
Character Education ◽  
Key Words ◽  
Future Generation ◽  
Holistic Education ◽  
Social Emotional ◽  
Moral Value ◽  
Based Instruction

The article explores the need to revitalize character education for Indonesian future generation. It proposes that revitalizing character education is done through four points. The first is implementing holistic character-based instruction. Social, emotional, cognitive, physical, moral, and spiritual theories apply in this instruction. Second, included in the character education are moral, value, and religion education as well as civil society. Third, character education in this instance should revitalize the roles of family, schools, and society. It means that character education is the responsibility of the three parties. Fourth, revitalization of mass media is also of paramount importance since, even though mass media function as entertainment, information, and education, the first two are more dominant. It is for this reason that mass media should also contribute to this revitalization. Key words: Revitalization, Character education, Holistic education, Family, School, Society, Mass media

Evidence-based instruction integration: a syllabus analysis project

2014 ◽  
Vol 42 (2) ◽  
pp. 263-276 ◽  
Author(s):  
Katherine Boss ◽  
Emily Drabinski
Keyword(s):  
Information Literacy ◽  
Information Access ◽  
Literacy Learning ◽  
Content Type ◽  
Literacy Outcomes ◽  
Course Syllabi ◽  
Institutional Contexts ◽  
Two Measures ◽  
Based Instruction ◽  
Syllabus Analysis

Purpose – The purpose of this research paper was to establish a replicable method of gathering and analyzing data using course syllabi to enable instruction librarians to strategically embed information literacy instruction within a disciplinary curriculum. Design/methodology/approach – A set of syllabi from the School of Business was evaluated for information literacy learning outcomes and library use requirements using a set of rubric-based content analysis questions. The questions were normed prior to coding to ensure reliability, and interrater reliability was established using two measures: the per cent agreement method and Krippendorff’s alpha. Findings – The results revealed strategic opportunities for scalable, curriculum-integrated instruction in the School of Business: a group of 28 courses that could be targeted for in-depth instruction, and eight courses whose outcomes could be met through more tailored instruction focused on information access skills. Originality/value – The reported research study provides a method for evaluating holistic information literacy outcomes in course syllabi, an improvement on prior syllabus analysis projects. Additionally, the reliability of the data means that the study design may be replicated in a variety of institutional contexts.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

The parent-offspring microbiome and neurobehavioral development

2019 ◽  
Vol 42 ◽  
Author(s):  
Jeffrey R. Alberts ◽  
Christopher Harshaw ◽  
Gregory E. Demas ◽  
Cara L. Wellman ◽  
Ardythe L. Morrow
Keyword(s):  
Mammalian Species ◽  
Social Emotional ◽  
Behavioral Measures ◽  
Neurobehavioral Development ◽  
Emotional Function ◽  
Neurobehavioral Outcomes ◽  
Methodological Approaches ◽  
And Behavior

Abstract We identify the significance and typical requirements of developmental analyses of the microbiome-gut-brain (MGB) in parents, offspring, and parent-offspring relations, which have particular importance for neurobehavioral outcomes in mammalian species, including humans. We call for a focus on behavioral measures of social-emotional function. Methodological approaches to interpreting relations between the microbiota and behavior are discussed.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Language and Behavior Disorders in School-Age Children: Comorbidity and Communication in the Classroom

2012 ◽  
Vol 13 (4) ◽  
pp. 111-119 ◽  
Author(s):  
Alexandra Hollo
Keyword(s):  
Language Impairment ◽  
Mental Health Problems ◽  
Language Disorder ◽  
School Age Children ◽  
School Age ◽  
Social Emotional ◽  
Behavioral Support ◽  
School Professionals ◽  
Development Characteristic ◽  
And Behavior

Language development is the foundation for competence in social, emotional, behavioral, and academic performance. Although language impairment (LI) is known to co-occur with behavioral and mental health problems, LI is likely to be overlooked in school-age children with emotional and behavioral disorders (EBD; Hollo, Wehby, & Oliver, in press). Because language deficits may contribute to the problem behavior and poor social development characteristic of children with EBD, the consequences of an undiagnosed language disorder can be devastating. Implications include the need to train school professionals to recognize communication deficits. Further, it is critically important that specialists collaborate to provide linguistic and behavioral support for students with EBD and LI.

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