Overlapping Opportunities for Social-Emotional and Literacy Learning in Elementary-Grade Project-Based Instruction
Bibliographic Data
| ID | 11366558 |
|---|---|
| Authors | Miranda S Fitzgerald (0000-0001-8604-399X, University of North Carolina at Charlotte, corresponding author) |
| Year | 2020 |
| Volume | 126 |
| Issue | 4 |
| Pages | 573-601 |
| Publication date | 2020-08-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/709545 |
| OpenAlex | W3037915627 |
| Language | EN |
| Citations received | 6 |
| References cited | 27 |
Project-based learning (PBL) approaches seek to challenge the grammar of schooling by providing opportunities for students to (a) explore meaningful questions using multiple disciplinary lenses; (b) read, interpret, and produce a wide range of texts as they engage in disciplinary inquiry; and (c) develop and use a range of social-emotional skills as they work together to solve real-world problems. As PBL gains momentum in K–12 classrooms, we need to better understand the ways in which teachers and students take up these opportunities. This case study explored how one third-grade teacher’s enactment of a PBL curriculum provided opportunities for students to learn and use social-emotional skills and literacy in the service of disciplinary learning. Findings revealed that the curriculum and enactment diverged from the grammar of schooling by providing opportunities for students to use literacy as a tool for disciplinary inquiry while simultaneously advancing goals associated with social-emotional learning
Curriculum · Developmental psychology · Discipline · Grammar · Literacy · Mathematics education · Pedagogy · Social emotional learning · Social science · Social studies · Sociology · Early Childhood Education and Development · Education and Critical Thinking Development · Psychology · Teacher Education and Leadership Studies
Designing and Situating Text to Promote Textual Dexterity in the Context of Project-Based Science Instruction
Ubuingenio
Screech owls, Super Soakers, and school gardens
Integrating Digital Tools to Enhance Access to Learning Opportunities in Project-based Science Instruction
How Early Educators Make Emergent Curricula Work
Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools
Literacy and Science
Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction.
Design Experiments
Advancing the Science and Practice of Social and Emotional Learning
Social and Emotional Learning in Schools
The art of case study research
How Teachers Taught
Teachers’ judgments of problems in the transition to kindergarten
Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy
Early Social-Emotional Functioning and Public Health
Learning to read and write genre‐specific text
The “Grammar” of Schooling
The Impact of Enhancing Students' Social and Emotional Learning
| Citations per year | 2 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |