Using Connected Teaching and Learning to Deepen Children's Interdisciplinary Learning
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| Title: | Using Connected Teaching and Learning to Deepen Children's Interdisciplinary Learning |
|---|---|
| Language: | English |
| Authors: | O'Brien, Lisa M. (ORCID |
| Source: | Journal of Early Childhood Research. Jun 2023 21(2):181-197. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | 92815 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education |
| Descriptors: | Teaching Methods, Learning Processes, Culturally Relevant Education, Interdisciplinary Approach, Vocabulary Development, Student Role, Multimedia Materials, Thinking Skills, Early Childhood Education, Grade 1, Elementary School Students, Urban Schools, Social Influences, Cultural Influences, Units of Study, Evidence Based Practice, Discussion (Teaching Technique), Teacher Student Relationship, Academic Language |
| DOI: | 10.1177/1476718X221145503 |
| ISSN: | 1476-718X 1741-2927 |
| Abstract: | This qualitative study examined the interplay between teacher facilitation, children's uptake of vocabulary and reasoning strategies, and the roles children assumed as learners as they experienced instruction grounded in Connected Teaching and Learning ([CTL] an interdisciplinary instructional framework that leverages key practices from culturally responsive pedagogies and meaningful use of multimodal text sets. Analyses suggest (1) students assumed more active roles in their learning as they "enacted" the work of scientists and (2) varied teacher facilitation practices and children's vocabulary and reasoning uptake were key factors in children's shift to more active roles. Although findings suggest CTL is a promising instructional framework, findings also underscore the significance of how teachers act on the instructional framework. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1380783 |
| Database: | ERIC |
| Abstract: | This qualitative study examined the interplay between teacher facilitation, children's uptake of vocabulary and reasoning strategies, and the roles children assumed as learners as they experienced instruction grounded in Connected Teaching and Learning ([CTL] an interdisciplinary instructional framework that leverages key practices from culturally responsive pedagogies and meaningful use of multimodal text sets. Analyses suggest (1) students assumed more active roles in their learning as they "enacted" the work of scientists and (2) varied teacher facilitation practices and children's vocabulary and reasoning uptake were key factors in children's shift to more active roles. Although findings suggest CTL is a promising instructional framework, findings also underscore the significance of how teachers act on the instructional framework. |
|---|---|
| ISSN: | 1476-718X 1741-2927 |
| DOI: | 10.1177/1476718X221145503 |
