|
Showing 1 - 14 of
14 matches in All Departments
This book provides real-world examples of incorporating gamified
learning into elementary school classrooms. Scaffolded by relevant
research on gamification, literacy, and pedagogy support, this book
focuses on how to seamlessly integrate and gamify literacy
instruction in a fun, engaging, and unique way. Each chapter is
tied to a specific genre, supported by national standards, and
represented through developed lesson plans. The gamified activities
and tasks provide a framework for meeting standards-based learning
objectives. Chapters consist of: ·  Â
 genre specific adventure quests to guide students through
lessons; ·      project-based
activities focused on art, listening, speaking, and writing;
·    anchor texts and text sets
centered on the chapter’s theme;
·      material lists,
resource materials, and graphic images to support understanding;
·      teaching tips and
differentiation strategies to support novice and career teachers
alike. This book is aimed at preservice teachers, university
faculty, practicing teachers, instructional coaches, and
administrative instructional leaders.
This textbook provides real world examples of how disciplinary
literacy can incorporate gamified learning opportunities in
elementary classrooms (grades K-5 or ages 5-11). It also presents
concrete examples of how to seamlessly integrate literacy within
other subjects in engaging and unique ways. Furthermore, this text
offers practical information related to pedagogy, content, and
differentiation for each lesson. Preservice teachers, practicing
teachers, instructional coaches, and administrators can benefit
from this user-friendly text and its companion digital components,
allowing for replication of lessons based on national standards,
backed by best-practices, and supported by differentiated pedagogy.
This unique volume begins with engineering marvels that span across
centuries and locations. The eight chapters focus on the following
marvels in chronological order: Great Pyramid of Giza, Stonehenge,
Leaning Tower of Pisa, Great Wall of China, Machu Picchu, Panama
Canal, Golden Gate Bridge, and International Space Station. By
focusing on these specific examples of human ingenuity,
opportunities are created to delve into the historical and social
aspects of each chapter's focus. There are also occasions to
explore the artistic merit and the art created about and around
each focus. Additional teaching opportunities lie in understanding
the science, engineering, technology, and math embedded in all
featured marvels. Each chapter features an adventure roadmap in the
form of a narrative quest set against the chapter's marvel that
guides teachers and student players through embedded activities.
Activities are designed for lower elementary school (grades K-2 or
ages 5-8) and upper elementary school (grades 3-5 or ages 8-11).
Instructional support for both novice and career teachers is
provided through differentiation strategies, resource materials,
and teaching tips.
The roles of school leaders are ever-expanding. Along with the
increase comes heightened expectations to create and sustain school
environments that embrace the cultures of all students and
families. To accomplish this optimally inclusive learning culture
and climate, school leaders must possess the acumen to view all
aspects of their responsibilities through a culturally responsive
lens, hence, culturally responsive leadership. Culturally
Responsive Leadership for Academic and Social Equity and Justice in
Schools offers a multi-faceted approach to culturally responsive
leadership as it connects the concept to the various
responsibilities of school leaders. The book also challenges school
leaders to see the connective and comprehensive nature of
culturally responsive leadership in their daily duties and
responsibilities, introduces the concept of culturally responsive
leadership and its benefits for all students, and prompts and
initiates an educational leadership mindset that seeks to explore
the impact of culturally responsive leadership further. Covering
key topics such as equity, school culture, and professional
development, this premier reference source is ideal for
administrators, policymakers, researchers, scholars, academicians,
practitioners, instructors, students, preservice teachers, and
teacher educators.
This textbook prepares teachers to incorporate gamified learning
experiences into middle school classrooms. Its focus provides
concrete examples of how to seamlessly integrate literacy across
disciplines in a fun, engaging, and unique way for all learners.
Furthermore, this book offers practical information related to
pedagogy, content, and differentiation for each lesson. Preservice
teachers, practicing teachers, instructional coaches, and
administrators can benefit from this user-friendly text and its
companion digital components, allowing for replication of lessons
based on national standards, backed by best-practices, and
supported by differentiated pedagogy. This unique book begins with
engineering marvels that span across centuries and locations. The
ten chapters, in chronological order, are titled: Acropolis, Petra,
Colosseum, Chichen Itza, Moai, Red Square, Taj Mahal,
Neuschwanstein, Eiffel Tower, and Sydney Opera House. By focusing
on specific examples of human ingenuity, opportunities are created
to delve into the historical and social aspects of each chapter's
focus. There are also chances to explore the artistic merit and the
art created about and around each marvel. Additional teaching
moments lie in understanding the science, engineering, technology,
and math embedded in all featured marvels. Each chapter offers
material lists, resource materials, and visual/graphic images to
support understanding. Teaching tips and differentiation strategies
are also provided to support novice and career teachers alike.
The roles of school leaders are ever-expanding. Along with the
increase comes heightened expectations to create and sustain school
environments that embrace the cultures of all students and
families. To accomplish this optimally inclusive learning culture
and climate, school leaders must possess the acumen to view all
aspects of their responsibilities through a culturally responsive
lens, hence, culturally responsive leadership. Culturally
Responsive Leadership for Academic and Social Equity and Justice in
Schools offers a multi-faceted approach to culturally responsive
leadership as it connects the concept to the various
responsibilities of school leaders. The book also challenges school
leaders to see the connective and comprehensive nature of
culturally responsive leadership in their daily duties and
responsibilities, introduces the concept of culturally responsive
leadership and its benefits for all students, and prompts and
initiates an educational leadership mindset that seeks to explore
the impact of culturally responsive leadership further. Covering
key topics such as equity, school culture, and professional
development, this premier reference source is ideal for
administrators, policymakers, researchers, scholars, academicians,
practitioners, instructors, students, preservice teachers, and
teacher educators.
Income disparity for students in both K-12 and higher education
settings has become increasingly apparent since the onset of the
COVID-19 pandemic. In the wake of these changes, impoverished
students face a variety of challenges both internal and external.
Educators must deepen their awareness of the obstacles students
face beyond the classroom to support learning. Traditional literacy
education must evolve to become culturally, linguistically, and
socially relevant to bridge the gap between poverty and academic
literacy opportunities. Poverty Impacts on Literacy Education
develops a conceptual framework and pedagogical support for
literacy education practices related to students in poverty. The
research provides protocols supporting student success through
explored connections between income disparity and literacy
instruction. Covering topics such as food insecurity, integrated
instruction, and the poverty narrative, this is an essential
resource for administration in both K-12 and higher education
settings, professors and teachers in literacy, curriculum
directors, researchers, instructional facilitators, pre-service
teachers, school counselors, teacher preparation programs, and
students.
All students deserve inclusive and engaging learning experiences.
Opportunities for student growth and environments that honor
culture and language are essential in a modern society that
promotes inclusivity. Thoughtful disciplinary literacy practices
offer embedded opportunities across grade levels and content areas
to support inclusive classroom cultures. Therefore, the value of
culturally and linguistically responsive pedagogy, supported
through literacy experiences, should not be underestimated and
should become a priority within K-12 education. Disciplinary
Literacy as a Support for Culturally and Linguistically Responsive
Teaching and Learning develops a conceptual framework and
pedagogical support for disciplinary literacy practices related to
culturally and linguistically responsive teaching and learning. It
presents a variety of research and practice protocols supporting
student success through explored connections between disciplinary
literacy and inclusive pedagogical practices. Covering topics such
as cultural awareness, racialized text, and gender identity
development, this premier reference source is an indispensable
resource for pre-service teachers, educators of K-12 and higher
education, educational administration, government officials,
curriculum directors, literacy professionals, professional
development coordinators, teacher preparation programs, libraries,
researchers, and academicians.
Literacy and popular culture are intrinsically linked as forms of
communication, entertainment, and education. Students are motivated
to engage with popular culture through a myriad of mediums for a
variety of purposes. Utilizing popular culture to bridge literacy
concepts across content areas in K-12 settings offers a level
playing field across student groups and grade levels. As concepts
around traditional literacy education evolve and become more
culturally responsive, the connections between popular culture and
disciplinary literacy must be explored. Disciplinary Literacy
Connections to Popular Culture in K-12 Settings is an essential
publication that explores a conceptual framework around pedagogical
connections to popular culture. While highlighting a broad range of
topics including academic creativity, interdisciplinary
storytelling, and skill development, this book is ideally designed
for educators, curriculum developers, instructional designers,
administrative officials, policymakers, researchers, academicians,
and students.
Income disparity for students in both K-12 and higher education
settings has become increasingly apparent since the onset of the
COVID-19 pandemic. In the wake of these changes, impoverished
students face a variety of challenges both internal and external.
Educators must deepen their awareness of the obstacles students
face beyond the classroom to support learning. Traditional literacy
education must evolve to become culturally, linguistically, and
socially relevant to bridge the gap between poverty and academic
literacy opportunities. Poverty Impacts on Literacy Education
develops a conceptual framework and pedagogical support for
literacy education practices related to students in poverty. The
research provides protocols supporting student success through
explored connections between income disparity and literacy
instruction. Covering topics such as food insecurity, integrated
instruction, and the poverty narrative, this is an essential
resource for administration in both K-12 and higher education
settings, professors and teachers in literacy, curriculum
directors, researchers, instructional facilitators, pre-service
teachers, school counselors, teacher preparation programs, and
students.
The social and emotional welfare of students in both K-12 and
higher education settings has become increasingly important during
the third decade of the 21st century, as students face a variety of
social-emotional learning (SEL) challenges related to a multitude
of internal and external factors. As concepts around traditional
literacy education evolve and become more culturally and
linguistically relevant, the connections between SEL and academic
literacy opportunities warrant considerable exploration. The
Handbook of Research on Supporting Social and Emotional Development
Through Literacy Education develops a conceptual framework around
pedagogical connections to social and emotional teaching and
learning within K-12 literacy practices. This text provides a
variety of research and practice protocols supporting student
success through the integration of SEL and literacy across grade
levels. Covering topics such as culturally relevant literacy,
digital literacy, and content-area literacy, this handbook is
essential for curriculum directors, education faculty,
instructional facilitators, literacy professionals, practicing
teachers, pre-service teachers, professional development
coordinators, school counselors, teacher preparation programs,
academicians, researchers, and students.
The idea of storytelling goes beyond the borders of language,
culture, or traditional education, and has historically been a tie
that bonds families, communities, and nations. Digital storytelling
offers opportunities for authentic academic and non-academic
literacy learning across a multitude of genres. It is easily
accessible to most members of society and has the potential to
transform the boundaries of traditional education. As concepts
around traditional literacy education evolve and become more
culturally and linguistically relevant and responsive, the
connections between digital storytelling and disciplinary literacy
warrant considered exploration. Connecting Disciplinary Literacy
and Digital Storytelling in K-12 Education develops a conceptual
framework around pedagogical connections to digital storytelling
within K-12 disciplinary literacy practices. This essential
reference book supports student success through the integration of
digital storytelling across content areas and grade levels.
Covering topics that include immersive storytelling,
multiliteracies, social justice, and pedagogical storytelling, it
is intended for stakeholders interested in innovative K-12
disciplinary literacy skill development, research, and practices
including but not limited to curriculum directors, education
faculty, educational researchers, instructional facilitators,
literacy professionals, teachers, pre-service teachers,
professional development coordinators, teacher preparation
programs, and students.
Literacy and popular culture are intrinsically linked as forms of
communication, entertainment, and education. Students are motivated
to engage with popular culture through a myriad of mediums for a
variety of purposes. Utilizing popular culture to bridge literacy
concepts across content areas in K-12 settings offers a level
playing field across student groups and grade levels. As concepts
around traditional literacy education evolve and become more
culturally responsive, the connections between popular culture and
disciplinary literacy must be explored. Disciplinary Literacy
Connections to Popular Culture in K-12 Settings is an essential
publication that explores a conceptual framework around pedagogical
connections to popular culture. While highlighting a broad range of
topics including academic creativity, interdisciplinary
storytelling, and skill development, this book is ideally designed
for educators, curriculum developers, instructional designers,
administrative officials, policymakers, researchers, academicians,
and students.
Students deserve inclusive and engaging learning experiences.
Opportunities for student growth, in environments that honor
culture and language, are essential in a modern society. Thoughtful
disciplinary literacy practices offer embedded opportunities across
grade levels and content areas to support inclusive classroom
cultures. Therefore, the value of culturally and linguistically
responsive pedagogy supported through literacy experiences should
not be underestimated and should become a priority for K-12
stakeholders. This book develops a conceptual framework and
pedagogical support for disciplinary literacy practices related to
culturally and linguistically responsive teaching and learning. It
is ideal for curriculum directors, education faculty, educational
researchers, instructional facilitators, literacy professionals,
practicing teachers, pre-service teachers, professional development
coordinators, school counselors, and teacher preparation programs.
The idea of storytelling goes beyond the borders of language,
culture, or traditional education, and has historically been a tie
that bonds families, communities, and nations. Digital storytelling
offers opportunities for authentic academic and non-academic
literacy learning across a multitude of genres. It is easily
accessible to most members of society and has the potential to
transform the boundaries of traditional education. As concepts
around traditional literacy education evolve and become more
culturally and linguistically relevant and responsive, the
connections between digital storytelling and disciplinary literacy
warrant considered exploration. Connecting Disciplinary Literacy
and Digital Storytelling in K-12 Education develops a conceptual
framework around pedagogical connections to digital storytelling
within K-12 disciplinary literacy practices. This essential
reference book supports student success through the integration of
digital storytelling across content areas and grade levels.
Covering topics that include immersive storytelling,
multiliteracies, social justice, and pedagogical storytelling, it
is intended for stakeholders interested in innovative K-12
disciplinary literacy skill development, research, and practices
including but not limited to curriculum directors, education
faculty, educational researchers, instructional facilitators,
literacy professionals, teachers, pre-service teachers,
professional development coordinators, teacher preparation
programs, and students.
|
|