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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 0000-0002-3339-0581), Paratore, Jeanne R., Salinas, Alejandra, Blodgett, Sarah
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
FullText Text:
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PubType: Academic Journal
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  Data: Using Connected Teaching and Learning to Deepen Children's Interdisciplinary Learning
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22O'Brien%2C+Lisa+M%2E%22">O'Brien, Lisa M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3339-0581">0000-0002-3339-0581</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paratore%2C+Jeanne+R%2E%22">Paratore, Jeanne R.</searchLink><br /><searchLink fieldCode="AR" term="%22Salinas%2C+Alejandra%22">Salinas, Alejandra</searchLink><br /><searchLink fieldCode="AR" term="%22Blodgett%2C+Sarah%22">Blodgett, Sarah</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Research%22"><i>Journal of Early Childhood Research</i></searchLink>. Jun 2023 21(2):181-197.
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  Data: 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
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  Data: Y
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  Data: 17
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  Label: Publication Date
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  Data: 2023
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  Data: Department of Education (ED)
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Units+of+Study%22">Units of Study</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink>
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  Data: 10.1177/1476718X221145503
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  Data: 1476-718X<br />1741-2927
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2023
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  Data: EJ1380783
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        Value: 10.1177/1476718X221145503
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      – Text: English
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        PageCount: 17
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    Subjects:
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Learning Processes
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Interdisciplinary Approach
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Grade 1
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      – SubjectFull: Elementary School Students
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      – TitleFull: Using Connected Teaching and Learning to Deepen Children's Interdisciplinary Learning
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