Relevant bibliographies by topics / English Language Arts (ELA) Instruction

Academic literature on the topic 'English Language Arts (ELA) Instruction'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "English Language Arts (ELA) Instruction"

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Kane, Britnie Delinger, K. C. Keene, and Sarah Reynolds. "Collaborative literary reasoning as a support for preservice English language arts teachers' learning about disciplinary literacy." English Teaching: Practice & Critique 21, no. 1 (January 25, 2022): 84–97. http://dx.doi.org/10.1108/etpc-06-2021-0065.

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Purpose The purpose of this study is to understand how preservice teachers (PTs) learn about disciplinary literacy in English language arts (ELA). In mathematics and writing, research has found that teachers’ participation in disciplinary work can support their understanding of domain-specific inquiry, problem-solving and argumentation. Design/methodology/approach This exploratory, qualitative case study of an English methods course extends that work into ELA, asking how PTs’ participation in collaborative literary reasoning (CLR) influences their understanding of ELA as a discipline and their instructional planning processes. Findings Findings indicate that CLR supported PTs to define ELA as a collaborative discipline in which multiple interpretations of literature are valued; to name specific disciplinary literacy practices; to identify a focus and purpose for teachers’ design and revision of lesson plans; and to inform their thinking about text selection and complexity. Originality/value This work highlights the potential of collaborative literary reasoning to support PTs’ learning about disciplinary literacy instruction.
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Master, Benjamin, Susanna Loeb, and James Wyckoff. "More Than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers’ Instruction." Educational Evaluation and Policy Analysis 39, no. 3 (February 17, 2017): 429–47. http://dx.doi.org/10.3102/0162373717691611.

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Evidence that teachers’ short-term instructional effects persist over time and predict substantial long-run impacts on students’ lives provides much of the impetus for a wide range of educational reforms focused on identifying and responding to differences in teachers’ value-added to student learning. However, relatively little research has examined how the particular types of knowledge or skills that teachers impart to students contribute to their longer-term success. In this article, we investigate the persistence of teachers’ value-added effects on student learning over multiple school years and across subject areas. We find that, in comparison with math teachers, English language arts (ELA) teachers’ impacts on same-subject standardized achievement scores are smaller in the year of instruction, but that teacher-induced gains to ELA achievement appear to reflect more broadly applicable skills that persist in supporting student learning in the long run across disciplines. Our results highlight important variation in the quality of teacher-induced learning for long-run success, distinct from the variation across teachers in more typically measured short-term learning effects.
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Lawson, Cody, and Faye LaDuke-Pelster. "CCSS Collaboration: How Librarians Can Collaborate with Teachers on Common Core." Children and Libraries 15, no. 3 (September 28, 2017): 14. http://dx.doi.org/10.5860/cal.15.3.14.

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Librarians play a crucial part in planning and implementing effective literacy instruction that serves the Common Core State Standards (CCSS) for both ELA (English Language Arts) and social studies. The CCSS are a set of high-quality academic standards in mathematics and ELA, developed by a collaborative group of teachers, school chiefs, administrators, and other education experts.
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Alston, Chandra L., and Sarah Byrne Bausell. "Why is it so hard to reconcile disciplinary literacy and antiracism? Informational texts and middle grades English language arts." English Teaching: Practice & Critique 21, no. 1 (February 1, 2022): 16–28. http://dx.doi.org/10.1108/etpc-06-2021-0062.

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Purpose This study aims to understand the supports and challenges to using disciplinary and antiracism lenses when teaching with informational texts in middle grades English Language Arts (ELA) classrooms. Design/methodology/approach This paper analyzes teacher talk in four virtual sessions with four middle grades ELA teachers in one school district. Teachers had recently completed a voluntary, school-based antiracism professional development. Researchers used thematic analysis of session transcripts and semi-structured interviews. Findings Teachers’ informational text use was nested in and directed by curriculum and contexts that limited disciplinary and antiracist teaching. The context and texts constrained instruction to basic reading skills. Equity was conceptualized as supporting students’ persistence. Discussions of race were avoided. Research limitations/implications This study has implications for ELA teacher preparation, and district and state resources to support merging disciplinarity and antiracism in informational text instruction in ELA. The study is limited by the small sample from one district and access to only teacher self-reports. Originality/value Secondary ELA disciplinary literacy has privileged literature, yet there is an increase of informational text use in middle grades ELA. Teachers need support teaching informational texts through disciplinary and antiracism lenses.
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Deane, Paul, John Sabatini, Gary Feng, Jesse Sparks, Yi Song, Mary Fowles, Tenaha O'Reilly, Katherine Jueds, Robert Krovetz, and Colleen Foley. "Key Practices in the English Language Arts (ELA): Linking Learning Theory, Assessment, and Instruction." ETS Research Report Series 2015, no. 2 (June 17, 2015): 1–29. http://dx.doi.org/10.1002/ets2.12063.

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Loretto, Adam. "The language of teacher agency in an eighth grade ELA classroom." English Teaching: Practice & Critique 18, no. 4 (November 11, 2019): 450–63. http://dx.doi.org/10.1108/etpc-12-2018-0122.

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Purpose This paper aims to apply ecological models of agency to understand factors influencing how an eighth grade English language arts (ELA) teacher enacted agency in four moments in the classroom. It focuses on how his language in relation to his instructional choices reflected messaging to his students regarding the learning he intended from his ELA instruction. Design/methodology/approach The paper applies an existing framework (Biesta et al., 2015, 2017), adding Bakhtin (1981) understandings of language, to classroom discourse supplemented by teacher interviews and other data sources. In looking across these data sources, the paper traces the influence of past factors (i.e. the teacher’s personal and professional history) and future orientations (i.e. goals established in standards and the teacher’s goals for his students) on present instructional decisions. The teacher’s language in the classroom becomes a primary focus for this study, as it reveals the ways in which he drew on specific resources in the messages in his instruction. Findings In each moment, the teacher’s language could be shown to have motivation in a variety of factors. While influenced by external factors such as the common core standards and standardized assessments, the teacher often enacted agency out of his personal beliefs about making learning personally meaningful for students as grounded in his personal and professional history. Exceptions to this pattern, especially regarding preparing students for writing tests on state assessments, less frequently relied on the language of finding meaning in the learning. Originality/value This paper builds on studies of ELA teacher agency through the development of methodology related to an ecological model of agency and Bakhtinian concepts of language focused on the discourse of the classroom. It contributes to understanding the factors at study in an ELA teacher’s instructional agency, which can help teachers and researchers further develop frameworks for describing and assessing the practice of agency in the profession.
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Edgerton, Adam K., and Laura M. Desimone. "Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources." AERA Open 4, no. 4 (October 2018): 233285841880686. http://dx.doi.org/10.1177/2332858418806863.

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Using state-representative teacher surveys in three states—Texas, Ohio, and Kentucky—we examine teachers’ implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states, we found greater buy-in (authority) predicted increased emphasized content coverage among ELA teachers but not among math teachers.
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Kwok, Michelle. "Tensions between disciplinarity and generality within a professional development on writing instruction." English Teaching: Practice & Critique 21, no. 1 (January 27, 2022): 71–83. http://dx.doi.org/10.1108/etpc-06-2021-0059.

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Purpose Although English Language Arts (ELA) teachers have historically been expected to take the lead in literacy training, the domain of ELA has yet come to terms with what holds it together as a discipline. Within this conundrum, the author studied one group of ELA teacher leaders who led a professional development (PD) aimed at training teachers in disciplinary writing instruction. This study aims to explore the differences in perspectives between what constitutes disciplinarity for ELA teachers and teachers in other content areas. Design/methodology/approach Over the course of two years, the author observed the PD, taking extensive field notes, collecting artifacts and conducting interviews. The author engaged in constant comparative analysis of the data throughout this time, open coding within each data source and then triangulating the data to support the author’s finding. Findings Whereas the ELA teacher leaders seemed to focus on general aspects of writing, teachers from the other content areas shared discipline-specific understandings about writing. The teachers and teacher leaders, however, did not explicitly discuss these differences in how they conceptualized writing instruction; rather, this tension was revealed through the author’s analysis of the data. Originality/value The findings of this study illustrate how a vague definition of writing in English and of disciplinary literacy has come to bear on one PD of writing. This study recommends future research to continue to develop clear epistemologies, purposes and literate practices of the disciplines related to ELA.
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Morgan, Joseph John, and Tracy Spies. "Integrating Blended Learning in Middle School ELA Classrooms to Support Diverse Learners." Journal of School Administration Research and Development 5, no. 1 (March 20, 2020): 44–51. http://dx.doi.org/10.32674/jsard.v5i1.2112.

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The current focus of education is on preparing diverse student populations for college and career readiness. One critical aspect of this preparation is the development of 21st-century learning skills that integrate technology to support students in becoming active members of a globalized society. According to theNational Assessment of Educational Progress, however, English learners (ELs) and students with disabilities(SWDs) are underprepared to use technology to enhance their learning. Therefore, it is important for schools to find ways to integrate critical technology skills with academic instruction in the education of cognitively and linguistically diverse learners. School leaders are essential to the establishment of this instruction. This paper provides lessons learned from a professional development project focused on training middle school English language arts teachers in the integration of blended learning activities to support these diverse learners. These lessons, with supporting data, are discussed along with implications and recommendations for school leaders focused on providing access to critical 21st-century learning skills.
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Polikoff, Morgan S., and Kathryn S. Struthers. "Changes in the Cognitive Complexity of English Instruction: The Moderating Effects of School and Classroom Characteristics." Teachers College Record: The Voice of Scholarship in Education 115, no. 8 (August 2013): 1–26. http://dx.doi.org/10.1177/016146811311500802.

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Background/Context A central aim of standards-based reform is to close achievement gaps by raising academic standards for all students. Rigorous standards coupled with aligned assessments will purportedly improve student opportunity to learn through high-quality, aligned instruction. After 10 years of No Child Left Behind (NCLB), the impact of standards-based reform on student achievement in English Language Arts (ELA) remains questionable. Improving ELA achievement has been a central focus of NCLB, so this study examines changes in the cognitive demand coverage of teachers’ ELA instruction over time during the NCLB era. Research Question Three research questions guide the analyses: (a) How have the cognitive demand levels of ELA instruction changed over time? (b) To what extent have changes in the cognitive demand level of ELA instruction differed across settings based on school and classroom characteristics? (c) How have cognitive demand levels changed as school composition has changed? Subjects The sample consists of 2,064 ELA teachers in grades K-12. The teachers come from 344 schools in 15 states; the majority are K-3 educators. Research Design This study relies on secondary data analysis of teachers’ responses to the Surveys of Enacted Curriculum (SEC). First, we used a within-teacher fixed-effects regression model to determine how cognitive demand coverage changed over time. Second, we examined how these changes varied by school and classroom characteristics (e.g., Title 1 status). Finally, we investigated how changes in cognitive demand coverage varied based on within-school changes in school and classroom characteristics. Findings Findings demonstrate that cognitive demand coverage has changed considerably over the study period, moving from higher and lower levels toward the middle. There were, however, notable variations between schools serving different populations of students. Schools in urban areas serving predominantly students from historically marginalized groups (e.g., racial/ethnic minorities) saw more of a shift toward lower levels of cognitive demand than was seen at schools serving whiter and wealthier students. Conclusions/Recommendations There have been different instructional responses to standards and assessments in different settings, with decreased cognitive demand in urban/ high-needs schools relative to suburban/lower-needs schools. These shifts seem to run contrary to the idea that all students should be held to the same high standards. We recommend that future research consider longitudinal data regarding teachers’ instruction. It is also important that policymakers, particularly those working on the Common Core State Standards, consider these differential responses to standards-based reform.
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Dissertations / Theses on the topic "English Language Arts (ELA) Instruction"

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Keith, Karin. "Promoting Community in the English Language Arts Classroom." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1010.

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Nelson, Elaine Michelle. "Teachers' Perceptions on English Language Arts Proficiency of English Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.

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English learners (ELs) at a middle school in California were not meeting federal accountability requirements in English language arts (ELA). ELs lacking proficiency in ELA often drop out of high school and live in poverty as adults. The purpose of the study was to examine teachers' perceptions of their self-efficacy to implement effective pedagogical strategies to help ELs develop ELA proficiency. A case study design was used to investigate the problem through the lens of second language acquisition theory. The purposeful sample included 11 middle school language arts teachers. Participants completed an online anonymous survey, and responses were analyzed using open coding and analytical coding. The following 3 themes emerged from the data: teachers varied in their perceptions of their efficacy to support ELs, teachers perceived their teacher preparation and professional development experiences to be inadequate in preparing them to support ELs, and teachers blamed students and parents for the lack of proficiency in ELA. A professional development project was designed to address the findings and to help build teachers' pedagogical skills and self-efficacy in instructing ELs. Positive social change may be promoted by increasing teachers' ability to effectively instruct ELs, which will increase their efficacy with this population. ELs will benefit by possessing the reading, writing, and communication skills necessary for high school and postsecondary success and to be competitive in the workforce.
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Keith, Karin. "No Time for Science: Integrating STEM Hands-On Activities with English Language Arts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1023.

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Mims, Pamela J., and Carol Stanger. "Using Technology and Systematic Instruction to Teach English/Language Arts Skills and Content." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/178.

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Chippa, Onaiza. "Using Picturebooks to Enhance Third Grade Science Instruction and Meet the English Language Arts Core State Standards." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1549.

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Teachers are constantly being asked to use innovative ways to teach core subjects, especially science. Teachers need to get students engaged and actively learning, at all times and that is not an easy task. The purpose of this project was to explore the use of quality children’s literature in enhancing science instruction in the third grade curriculum while implementing and helping students meet the English Language Arts Common Core State Standards (ELA CCSS). I researched how using children’s literature in the science curriculum may be beneficial for students. I have created a handbook that third grade teachers can use as a resource to enhance their science curricula. This handbook breaks down the four bodies of knowledge (Life Science, Earth and Space Science, Physical Science, and Nature of Science) and eleven big ideas for the third grade NGSSS. It includes titles and short descriptions of picturebooks that relate to those benchmarks. It also relates the third grade science benchmarks to the ELA CCSS through activities teachers can use to teach any given benchmark.
B.S.
Bachelors
Education and Human Performance
Teaching, Learning and Leadership
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Mims, Pamela J. "English/Language Arts Instruction for Middle/High School Learners with Moderate-to-Severe Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/322.

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This course is part of the Nancy McKinley Lecture Series, Aligning Literacy Instruction to Standards for Students with Moderate-to-Severe Disabilities (Including Autism), and is presented in partnership with University of Wisconsin-Eau Claire. This course will provide attendees with best practices to teach grade aligned middle and high school English/Language Arts (ELA) content. The best practices highlighted have been derived from rigorous studies conducted with a wide range of students with moderate to severe intellectual disabilities and autism.
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Mims, Pamela J., and Lynn Ahlgrim-Delzell. "Using Technology and Systematic Instruction to Promote Grade Aligned English/Language Arts Instruction for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/163.

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We share the results from a year-long randomized control trial study targeting a comprehensive approach to teach grade aligned ELA via an App for middle school students with significant disabilities. Participants will learn about the embedded evidence-based practices that led to significant outcomes.
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Mims, Pamela J., and Linda Schreiber. "English-Language Arts Instruction Aligned to Standards for Middle School Students With Moderate-to-Severe Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/187.

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Keith, Karin. "No Time for Science: Integrating No Time for Science: Integrating STEM Learning with English Language Arts and Math." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1026.

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Mims, Pamela J., and Linda Schreiber. "Aligning English Language Arts Instruction to CCSS for Middle School Students with Moderate to Severe Disabilities." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/202.

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This session presents a researched curriculum for middle school students with significant disabilities (including early symbol users and/or those nonverbal) that aligns English/language arts instruction and content to Common Core Standards; it will include demonstrations of evidence-based teaching procedures (including use of AAC) and age-appropriate content.
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Books on the topic "English Language Arts (ELA) Instruction"

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Brinton, Donna. Content-based second language instruction. Boston, Mass: Heinle & Heinle Publishers, 1989.

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Brinton, Donna. Content-based second language instruction. Ann Arbor: University of Michigan Press, 2004.

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Brinton, Donna. Content-based second language instruction. New York: Newbury House Publishers, 1989.

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Hipsky, Shellie. Differentiated literacy and language arts strategies for the elementary classroom. Boston: Pearson, 2010.

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Education, Alberta Alberta. English language arts 7. Edmonton: Alberta Learning, Alberta Education, 2005.

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Education, Alberta Alberta. English language arts 8. Edmonton: Alberta Learning, 2005.

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Branch, Alberta Alberta Learning Learning Technologies. English language arts 20-2. [Edmonton]: Alberta Learning, 2003.

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Alberta. Alberta Learning. Learning Technologies Branch. English language arts 30-2. [Edmonton]: Alberta Learning, 2003.

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Alberta. Alberta Learning. Learning Technologies Branch. English language arts 10-1. [Edmonton]: Alberta Learning, 2002.

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Alberta. Alberta Learning. Learning Technologies Branch. English language arts 10-2. [Edmonton]: Alberta Learning, 2002.

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Book chapters on the topic "English Language Arts (ELA) Instruction"

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Hughes, Claire E., Todd Kettler, Elizabeth Shaunessy-Dedrick, and Joyce VanTassel-Baska. "Alignment of the CCSS-ELA With the Gifted Education Programming Standards in Assessment, Curriculum Planning, and Instruction." In A Teacher's Guide to Using the Common Core State Standards With Gifted and Advanced Learners in the English Language Arts, 7–9. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232629-4.

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Peng, Long. "Teaching English through English Language Arts." In Teaching English Through ELA, Mathematics, Science, and Social Studies, 101–32. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003081005-4.

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Beach, Richard, Ashley S. Boyd, Amanda Haertling Thein, and Allen Webb. "Planning English Language Arts Instruction." In Teaching to Exceed in the English Language Arts, 21–39. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003177364-3.

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Haught, John, and Deborah Crusan. "Filling the Gaps: L2 Grammar and Assessment Preparation for ELA Teachers." In Teaching English Language Arts to English Language Learners, 171–92. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59858-5_9.

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Costigan, Arthur T. "The ELA Classroom in the Context of Contemporary Schooling." In An Authentic English Language Arts Curriculum, 124–55. New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351167161-5.

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Hansen, Angela, and Theoni Soublis Smyth. "Teaching English Language Arts Students About Social Justice." In Social Justice Instruction, 295–305. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12349-3_26.

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Beach, Richard, and David O’Brien. "Significant Literacy Research Informing English Language Arts Instruction." In Handbook of Research on Teaching the English Language Arts, xii—29. Fourth edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315650555-1.

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DelliCarpini, Margo, and Amanda Nicole Gulla. "Working with English Language Learners in the Mainstream English Language Arts Classroom Through Collaboration and Two-Way Content-Based Instruction." In Teaching English Language Arts to English Language Learners, 79–105. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59858-5_5.

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Watts-Taffe, Susan, Peter Fisher, and Camille Blachowicz. "Vocabulary Instruction: Research and Practice." In Handbook of Research on Teaching the English Language Arts, 130–61. Fourth edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315650555-6.

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Stambaugh, Tamra, and Emily Mofield. "Models for Differentiating Instruction in English Language Arts - Literature." In A Teacher's Guide to Curriculum Design for Gifted and Advanced Learners, 20–33. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003238515-3.

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Conference papers on the topic "English Language Arts (ELA) Instruction"

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Kim, Wan Hee. "Comprehensibility Matters: Effective English Language Arts Instruction in Indiana's Dual-Language Bilingual Education Programs." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573729.

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Fortune, Angela. "Exploring Collaborative Professional Learning Experiences for Supporting English Language Arts Teachers in Disciplinary Literacies Instruction." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1588038.

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Durand, Francesca. "Diagnostic Classroom Assessments of English Language Arts Grades 3–8 Skill Deficits to Inform Instruction." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680057.

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Shi, Yunlin. "Literature review of Strategy Based Instruction (SBI) development in Teaching English as Second Language(TESOL)." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.52.

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Jeter, Gage. "Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language Arts." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574815.

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Reports on the topic "English Language Arts (ELA) Instruction"

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.
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