Learning to Teach Language Arts, Mathematics, Science, and Social Studies Through Research and Practice

Divisive Subjects in the Classroom

Jordan Begeman — 2024-08-09

This paper focuses on how current social studies teachers can improve discourse in the classroom regarding controversial topics. Social studies is a subject that involves many different topics for educators to cover. This includes current events such as the presidential elections, the legalization of substances, bans on abortions, and border control. Teachers need to be prepared to have these conversations and teach these lessons in their classrooms. Things like professional development, modeling respectful dialogue, and making sure the discourse between students is respectful are all ways teachers can keep their classroom a safe and beneficial place for students to be.

The Importance of Scientific Literacy in Modern Classrooms

Samuel Graham — 2024-08-09

To thrive in modern classrooms, students must be equipped with scientific literacy skills that enable them to understand, evaluate, and communicate scientific information effectively. The internet and digital resources present a unique challenge, as not all online information is scientifically accurate or unbiased. This article aims to demonstrate how the internet and digital resources contribute to misinformation and disinformation in the classroom. It will also highlight the benefits of increased scientific literacy for students and explore various strategies educators can use to enhance these skills. The primary goal of this research is to identify effective methods to boost students' scientific literacy and overall success.

Using Methods to Facilitate an English Classroom Environment that Motivates All Students to Learn

Joshua Snider — 2024-08-09

In this paper, I delve into strategies that English teachers can use to build a classroom environment that inspires all students to learn, regardless of their backgrounds. I draw on motivation and belongingness theories to emphasize the significance of positive peer interactions and strong student-teacher relationships in cultivating a supportive learning space. Furthermore, I explore how community engagement initiatives can help tackle broader social issues that affect student motivation and engagement. By focusing on these elements, English teachers can establish a classroom atmosphere that motivates every student to excel.

Writing Improves Reading Comprehension

Lisa Stokes — 2024-08-09

Reading and writing are both critical skills students need to be successful both in and out of the classroom. Researchers have devoted much attention to understanding predictors of reading success and effective instruction. The purpose of this article is to provide teachers with information and research that supports using writing to improve reading comprehension. This article first examines the research as to why writing is such an important skill and how reading and writing correlate. It will examine different types of reading and writing instruction, and offer suggested approaches based on research findings. The article will conclude with a look into whether or not teachers are prepared to teach reading and writing the way research suggests it should be done.

Teaching Reasoning within Mathematics to Students with Severe to Profound Needs

Pon Tsou — 2024-08-09

Teaching reasoning within mathematics to students, specifically students with severe to profound special needs; requires student adaptive pedagogy, the use of discourse, and a focus on increasing motivation. This manuscript will explore some methods to promote and encourage discourse within mathematics, with a focus on how to do so in a practical and meaningful way for students with severe to profound special needs. All of this must be done by considering the individual needs of each student to increase intrinsic motivation which will help promote both generalization and maintenance of the skills learned.

Integrating Reform Math Instruction in the Special Education Classroom

Amy Rahal-Shelton — 2024-08-09

Over the past twenty years, the goals of mathematics education have evolved. While procedural knowledge remains important, there is now a greater emphasis on reasoning, problem-solving, and discourse. The direct instruction approach, commonly used for students with learning disabilities, has not kept pace with these new expectations and does not adequately develop the conceptual knowledge and reasoning skills emphasized by the Common Core State Standards for Mathematics. By combining the reform-math approach, which is preferred in general education, with direct instruction, students with learning disabilities can achieve deeper understanding and improved generalization of their math skills, leading to holistic development. This paper will provide information on improved learning outcomes for students with learning disabilities when these two approaches are integrated.