scholarly journals More than one story: A bioecological model of elementary educators’ perceptions and representations of diversity

2021 ◽  
Author(s):  
Angela Curfman
Keyword(s):  
Elementary Educators ◽  
Bioecological Model

How Pop Culture Increases Student Engagement and Reading Comprehension

2021 ◽  
pp. 341-361
Author(s):  
Kathryn C. Starke
Keyword(s):  
Instructional Practices ◽  
Subject Matter ◽  
Planning Process ◽  
Pop Culture ◽  
Background Knowledge ◽  
Learning Objectives ◽  
Elementary Educators ◽  
Full Understanding ◽  
Prior Experiences ◽  
Specific Learning

In this chapter, teachers will learn the importance of tapping into a child's prior experiences or background knowledge to help students gain the full understanding of a topic or subject matter. These practices help teachers recognize the background knowledge a student has on a subject matter; this information can assist them in their planning of a unit or specific learning objectives. This chapter provides elementary educators with practical ideas and a solid template or structure to help teachers brainstorm the countless ideas to weave pop culture into their instructional practices. Teachers should use these pages as a springboard to initiate the creative planning process to meet the needs of the students in their own classrooms. It is divided into sections of pop culture that are present in our 21st century society. As pop culture continues to change, teachers can use its appeal to get students excited about learning.

The Bioecological Model Reinvented

2019 ◽  
pp. 91-106
Author(s):  
Ellen A. Skinner ◽  
Thomas A. Kindermann ◽  
Andrew J. Mashburn
Keyword(s):  
Bioecological Model

scholarly journals Loss of brick-and-mortar schooling: how elementary educators respond

2020 ◽  
Vol 121 (5/6) ◽  
pp. 411-418
Author(s):  
Emma Anderson ◽  
Avneet Hira
Keyword(s):  
Elementary School ◽  
Elementary Educators ◽  
School Students ◽  
Content Type ◽  
Teaching Online ◽  
Face To Face ◽  
Web Technologies ◽  
Distant Learning ◽  
Hands On ◽  
Brick And Mortar

Purpose This paper aims to understand how elementary school educators who teach subjects that traditionally require hands-on work in schools are rising to the challenge of losing brick-and-mortar facilities in the wake of the Coronavirus disease 2019 (COVID-19) crisis. Design/methodology/approach The authors interviewed six elementary school educators and developed iterative grounded codes from the interviews to understand how the teachers are rising to the challenge of teaching online, what supports they need, and how they are viewing their roles and student learning in the present landscape. Findings In response to losing brick-and-mortar schools, teachers are rising to the challenge by creating creative assignments and communicating with students and parents via multiple platforms. They are learning to use technology to create meaningful, socially distant learning experiences and, in the process, blurring their own boundaries between work and life. They exercise compassion for their students while providing the best education they can in these circumstances. Practical implications This work provides administrators, educators, policymakers and technology developers insight into the challenges teachers are facing. Originality/value In addition to the timeliness of this study in light of the COVID 19 crisis, the focus on elementary school students, who often need support from parents or guardians to use Web technologies, and subjects traditionally requiring face-to-face interactions and hands-on work contribute to the originality of the study.

Gene × Environment interactions in speech sound disorder predict language and preliteracy outcomes

2007 ◽  
Vol 19 (4) ◽  
pp. 1047-1072 ◽  
Author(s):  
Lauren M. McGrath ◽  
Bruce F. Pennington ◽  
Erik G. Willcutt ◽  
Richard Boada ◽  
Lawrence D. Shriberg ◽  
...  
Keyword(s):  
Speech Sound ◽  
Home Language ◽  
Stress Model ◽  
Speech Sound Disorder ◽  
Literacy Environment ◽  
Bioecological Model ◽  
Gene Environment ◽  
Ear Infections ◽  
Environmental Measures ◽  
Diathesis Stress Model

AbstractFew studies have investigated the role of gene × environment interactions (G × E) in speech, language, and literacy disorders. Currently, there are two theoretical models, the diathesis–stress model and the bioecological model, that make opposite predictions about the expected direction of G × E, because environmental risk factors may either strengthen or weaken the effect of genes on phenotypes. The purpose of the current study was to test for G × E at two speech sound disorder and reading disability linkage peaks using a sib-pair linkage design and continuous measures of socioeconomic status, home language/literacy environment, and number of ear infections. The interactions were tested using composite speech, language, and preliteracy phenotypes and previously identified linkage peaks on 6p22 and 15q21. Results showed five G × E at both the 6p22 and 15q21 locations across several phenotypes and environmental measures. Four of the five interactions were consistent with the bioecological model of G × E. Each of these four interactions involved environmental measures of the home language/literacy environment. The only interaction that was consistent with the diathesis–stress model was one involving the number of ear infections as the environmental risk variable. The direction of these interactions and possible interpretations are explored in the discussion.

Teaching for Change: Identities and the Work of Educators of Elementary Children

2019 ◽  
pp. 016059761987919
Author(s):  
Dana Prewitt
Keyword(s):  
Student Achievement ◽  
Elementary Children ◽  
Elementary Educators ◽  
Student Identities ◽  
Professional Contexts ◽  
The Impact ◽  
Depth Interviews

While extant work demonstrates the impact of teacher and student identities on student achievement, less attention has been directed to how educators situate themselves with their identities and their work. Drawing from in-depth interviews with 21 elementary educators, I argue that educators’ approaches to their students may be partially a reflection of their identities, students’ identities, and their organizational and professional contexts. When drawing upon identities, their actions sought to combat inequalities, issues, and stereotypes confronting their students. The results offer insight on educators’ rationale in interactions with children and suggest that it is worthwhile to further examine educators’ self-reflections about their identities.

Oral Health Instructional Needs of Ohio Elementary Educators

1990 ◽  
Vol 60 (10) ◽  
pp. 511-513 ◽  
Author(s):  
Jo M. Bouchard ◽  
Carrie L. Farquhar ◽  
Barbara W. Carnahan ◽  
Shannon L. Daily
Keyword(s):  
Oral Health ◽  
Elementary Educators ◽  
Instructional Needs
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