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Download full textWiseman, Angela M.; Pendleton, Melissa; Christiansen, Christine; Nesheim, Nicole – Journal of Language and Literacy Education, 2017
This article reports findings on a case study of Ellie as she participates in a language arts curriculum that incorporates multimodal literacy practices--including photography, drama, and art--to teach reading and writing. Our study was informed by the theoretical framework of multimodal social semiotics, which provides insight into how…
Descriptors: Case Studies, Grade 3, Elementary School Students, Multiple Literacies
Direct linkRaskin, Vicky – Montessori Life: A Publication of the American Montessori Society, 2016
The concept of a ready-made block of knowledge does not exist in the Montessori classroom. Instead, the teacher's knowledge and the learning abilities of the child interact. The teacher brings what she or he knows about the world, and the child brings his or her desire to learn more about the world. In this article, a Montessori teacher uses her…
Descriptors: Montessori Schools, Montessori Method, Teacher Role, Student Role
Li, Xin; Kenzy, Patty; Underwood, Lucy; Severson, Laura – Educational Action Research, 2015
This study was presented at the American Educational Research Association 2012 conference in Vancouver, Canada. The study explored how action research of arts-based teaching (ABT) impacted at-risk students in three urban public schools in southern California, USA. ABT was defined as using arts, music, drama, and dance in teaching other subjects. A…
Descriptors: Action Research, Teaching Methods, At Risk Students, Urban Schools
