This case study focuses on the implementation and analysis of critical algorithmic literacy (CAL) lessons in two grade 3/4 combination classes. The study involves one elementary school teacher and 36 students from a K-6 school in Southern California. By analyzing various data sources, I identified trends that could be helpful for future…

The Next Generation Science Standards (NGSS) have brought a stronger emphasis on engineering into K-12 STEM (science, technology, engineering and mathematics) instruction. Introducing the design process used in engineering into science classrooms simulated a dialogue among some educators about adding the arts to the mix. This led to proposals for…

NGSS Early Implementers is a four-year initiative created to help eight California school districts and two charter management organizations, supported by WestEd's K-12 Alliance, implement Next Generation Science Standards. The Initiative focuses on NGSS implementation in grades K-8 and incorporates the integrated course model (preferred by the…

This study explores the development of academic language and discourse by third grade English language learners (ELLs) in the context of inquiry-based lessons taught in Spanish with a focus on student development of questioning skills during content-based instruction (Wadham, 2013). The qualitative, narrative study is guided by the following…

This research project consists of a randomized experiment in Visalia Unified School District. The question being addressed by the research is whether "Scott Foresman Science" is as effective as or more effective than the curriculum being used at each site. Since Scott Foresman Science provides a significant reading component, the authors…

In this paper, the authors' investigated whether "Scott Foresman Science" program, a year-long curriculum intended for daily use that provides a sequence of structured and supportive inquiry activities and text materials to develop students' independent investigative skills, is more effective than current science programs in five diverse…

In this paper, the authors' investigated whether "Scott Foresman Science" program, a year-long curriculum intended for daily use that provides a sequence of structured and supportive inquiry activities and text materials to develop students' independent investigative skills, is more effective than current science programs in five diverse…

Students in elementary classrooms are not receiving science instruction that is engaging and challenging. The review of the literature indicates that the way that the information is presented has more of an impact on the students than simply whether they comprehend the information. Studies show that hands-on science instruction allows success…

This study sought to determine what elementary teachers know about student science misconceptions and how teachers address student misconceptions in instruction. The sample included 30 teachers from California with at least 1-year of experience teaching grades 3, 4, and 5. A semistructured interview was used. The interview transcripts were…

There is growing evidence that schools are not meeting the needs of emergent bilinguals who are falling behind in both academic language development and content knowledge learning. In response to this concern, this article proposes five research-based guidelines for promoting effective instruction for emergent bilinguals. In order to connect…

This project was initiated in order to evaluate two literacy and science integrated instruction units, "Shoreline Science" and "Terrarium Investigations," designed by the Lawrence Hall of Science "Seeds of Science/Roots of Reading" Project ("Seeds/Roots"). We examined how the integrated units affect student…

SCIENCE CONCEPTS IN THE ELEMENTARY SCHOOL CLASSROOMS SHOULD BE BUILT FROM STUDENT EXPERIENCES, NOT MEMORIZED FROM PRINTED MATERIALS. TEACHERS SHOULD BE ALERT AT ALL TIMES AND CONSCIOUSLY ATTEMPT TO SET UP OR CALL ATTENTION TO SITUATIONS PROVIDING OPPORTUNITIES FOR THE USE OF PROBLEM-SOLVING TECHNIQUES. THE FOLLOWING GENERAL AREAS ARE SUGGESTED AS…

Presents a complete outline of the critical thinking skills taught in grades 3, 6, 8, 10, and 12. Categories are clarifying issues and terms, judging and utilizing information, and drawing conclusions. (JDH)

This handbook outlines the grade 3 course entitled "People as Members of Communities." A statement of the California philosophy of history-social studies education precedes the handbook's three sections. The first two sections present major goals of the overall program, an overview of social studies content for grades K-6, and a chart of…