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EDLA 476 - Inquiry in K-8 Classrooms  

Need information about Education resources? Find selected databases, hand-picked high-quality websites, and other help for conducting Education research.
Last Updated: Mar 6, 2014 URL: http://ferris.libguides.com/content.php?pid=424141 Print Guide RSS UpdatesEmail Alerts

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EDLA 476 - Where to start

Designed as the capstone course for the Elementary Language Arts minors. This course explores the use of the authoring cycle to support reading, writing, and inquiry as the foundation of an integrated elementary curriculum. Techniques to assist children in formulating questions, evaluating sources, and presenting findings are included. Emphasizes collaborative learning and community support within the classroom.

FLITE has a number of choices far better than Wikipedia as you research your topics.

image of a compass

Calsidyrose. (2010). Compass Study [photo]. CC. Retrieved from
http://www.flickr.com/photos/calsidyrose/4925267732/

This reference book might be helpful:  The Blackwell Handbook of Language Development

Research Topic possibilities: The 2013 What's Hot, What's Not Literacy Survey.
(You will need to login with your user name and password.)
 Cassidy, J., & Grote-Garcia, S. (2012). Defining the Literacy Agenda: Results of the 2013 What's Hot, What's Not Literacy Survey. Reading Today, 30(1), 9-12

 

New Book: Learning the Hard Way: Masculinity, Place and the Gender Gap in Education

Cover Art
Learning the Hard Way - Edward W. Morris
ISBN: 9780813553689
Publication Date: 2012-09-15
An avalanche of recent newspapers, weekly newsmagazines, scholarly journals, and academic books has helped to spark a heated debate by publishing warnings of a “boy crisis” in which male students at all academic levels have begun falling behind their female peers. InLearning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools—one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially “smart”?             Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the “gender gap” in achievement.

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