Using Connected Teaching and Learning to Deepen Children's Interdisciplinary Learning

Autor/inn/en	O'Brien, Lisa M.; Paratore, Jeanne R.; Salinas, Alejandra; Blodgett, Sarah
Titel	Using Connected Teaching and Learning to Deepen Children's Interdisciplinary Learning
Quelle	In: Journal of Early Childhood Research, 21 (2023) 2, S.181-197 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Brien, Lisa M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X221145503
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Wortschatzarbeit; Denkfähigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 01; 1. Schuljahr; Schuljahr 01; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sozialer Einfluss; Cultural influence; Kultureinfluss; Lerneinheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01