Friday, May 07, 2004

AlphaBites

AlphaBites Activities to teach the alphabet, including ideas for cooking, literature, math, science, social studies, and games.

From the site:

I have gathered together many activities that I have used for teaching the alphabet. I hope you enjoy them. Please email me or use this form if you have any ideas for these pages!! I would love to have feedback from others on this project. I will post your name and ideas as you send them to me. To get to the particular letter you are interested in, just click on it below!!

Also listed below are some books that can be read to the children during these activities.

Wednesday, May 05, 2004

Child-Initiated Learning Activities for Young Children Living in Poverty

Child-Initiated Learning Activities for Young Children Living in Poverty. This is an essay with some good ideas for helping elementary school students from poor families learn better in school.

From the site:

Should Head Start and other preschool programs for young children living in poverty center on teacher-directed, large-group academic lessons or on teacher-supported, child-initiated learning activities? The concerns reflected in this long-standing debate are that an exclusively teacher-directed approach fails to encourage children's social and emotional development and creativity, while an approach based exclusively on child-initiated activities may not sufficiently stimulate poor children's academic development. These concerns are echoed today in the struggle of early childhood educators to cope with academic-learning mandates that conflict with their own child-centered dispositions, particularly in school districts that have been less successful in helping children achieve academic success. This Digest discusses the findings of empirical studies on teacher-directed and child-initiated preschool programs.

LONG-TERM PRESCHOOL CURRICULUM COMPARISON STUDIES

Three long-term preschool curriculum comparison studies began in the 1970s--the High/Scope Preschool Curriculum Comparison Study (Schweinhart & Weikart, 1997), the Louisville Head Start Study (Miller & Bizzell, 1983), and the University of Illinois Study (Karnes, Schwedel, & Williams, 1983). All three included the Direct Instruction model--which offered scripted, teacher-directed academic instruction--and a Nursery School model, in which children initiated their own learning activities with minimal teacher support. The High/Scope study included the High/Scope model, in which children initiated learning activities with substantial teacher support. The Louisville and Illinois studies included several additional teacher-directed models and the Montessori model, which encouraged child-initiated activities with didactic materials.

These three studies found that children in Direct Instruction programs intellectually outperformed children in child-initiated-activities programs during and up to a year after the preschool program, but not thereafter. In the Louisville study, the Nursery School children showed higher verbal-social participation and increased more in ambition and aggressiveness than did the Direct Instruction children, but both groups scored lower than their peers on inventiveness. In the Illinois study, 78% of the Nursery School group, but only 48% of the Direct Instruction group and 47% of the no-program group graduated from high school.

Monday, May 03, 2004

Elementary and Secondary Education

Elementary and Secondary Education Want to write an article on elementary school for a journal? Do you have a good paper you wrote from when you got your M.Ed.? This may be the place.

From the site:

Focus:
Significant challenges face educators as we enter the first decade of the 21st century. High-stakes testing and the standards movement present challenges to teachers, administrators, students, and parents as each group seeks ways to successfully navigate through the consequences of policy decisions in education. Curriculum issues capture our attention as we struggle with questions of authenticity, standards, interdisciplinary and integrated approaches to teaching and learning, and content specific curriculum. Policy decisions including the connection to teaching and learning to assessment and high-stakes testing and professional development present opportunities for active exploration for teachers and researchers. Literacy issues focusing on reading and writing across the curriculum and reading and writing workshop environments provide important K-12 opportunities to contribute to a vital professional conversation. To be most helpful, empirical studies should be clear in both methodology and style providing opportunities for study replication. Qualitative studies must be grounded in theoretical and methodological studies. All papers should be clearly presented.

Who May Submit:
Submissions are welcome from researchers, teacher action researchers, administrators and graduate students as well as others engaged directly in teaching at the elementary, middle, or secondary levels.

Please identify your submission with keyword: ELEMENTARY or SECONDARY.

Full details at http://rapidintellect.com/AEQweb/ontsec.htm.