Relevant bibliographies by topics / Reading (Middle school) Reading disability. Reading teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Reading (Middle school) Reading disability. Reading teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Reading (Middle school) Reading disability. Reading teachers"

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Wexler, Jade, Elizabeth Swanson, Leigh Ann Kurz, Alexandra Shelton, and Sharon Vaughn. "Enhancing Reading Comprehension in Middle School Classrooms Using a Critical Reading Routine." Intervention in School and Clinic 55, no. 4 (June 26, 2019): 203–13. http://dx.doi.org/10.1177/1053451219855738.

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To learn challenging content, middle school students are expected to read and comprehend complex text. This poses challenges for content-area teachers whose classes typically include students with reading difficulties and disabilities who have a variety of literacy needs. Some students struggle to decode text while many students struggle with complex vocabulary and comprehending upper-level concepts. Teachers can use a variety of instructional methods to increase opportunities for students to engage with text to enhance their understanding of concepts and support reading comprehension. This article provides guidance on how teachers can implement a critical reading of text routine that includes peer-mediated instruction. Adaptations to this routine that teachers can use to address students’ differing needs within the same content-area classroom are included. Resources are provided that teachers can use to differentiate and enhance implementation of the routine.
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Gonzalez, Emir, Michelle McCraney, Sunddip Panesar-Aguilar, and Chri Cale. "Fidelity First in Middle School Reading Programs." World Journal of Education 10, no. 2 (April 20, 2020): 109. http://dx.doi.org/10.5430/wje.v10n2p109.

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Middle school reading scores throughout the state of California have been predominantly less than average in recent years. A school located within this region has struggled to raise reading scores. An unknown problem existed that stemmed from the implementation of the school’s reading program. The purpose of this investigation was to (a) determine the level of fidelity to the reading program, (b) understand the teachers’ perceptions of the reading program, and (c) understand the structure of the reading program. The theory of andragogy guided this qualitative case study. Six teachers from a local school participated in the investigation. The teachers were purposely selected to take part in semi-structured interviews. Two sets of data were gathered for this investigation: (a) results from semi-structured interviews, and (b) publicly available reading data. The data were coded, and emerging themes were outlined. Six themes emerged to understand the overall process of the reading program. The results of the study pointed to the need for a more focused and sustained reading program. Another finding from the investigation was that teachers need year-around training in implementation fidelity. Another finding was that the reading program’s structure can benefit from the 5 constructs that make up implementation fidelity. The implications of this study may affect positive social change by providing teachers with sustained training and support to be effective reading development facilitators. Well-trained teachers have a profound effect on their students and providing teachers a platform to guide these students toward a literate world can make a positive social change in their communities.
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Aydın, Gülnur, and Bilge Bağcı Ayrancı. "Reading Preferences of Middle School Students." World Journal of Education 8, no. 2 (April 17, 2018): 127. http://dx.doi.org/10.5430/wje.v8n2p127.

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Four fundamental language skills interact with each other. Developing reading skills will also develop listening,speaking, and writing skills. Reading comprehension, using what is understood on new subjects and learning newwords during reading can influence listening comprehension as well as oral and written self-expression. Generalcomplaints of teachers and parents regarding middle school students are that the students do not read enough.Increasing love for reading in middle school students can only be possible by determining the interests and needs ofthose students and guiding the students towards those needs and interests. When the literature was reviewed, therewere no functional researches regarding the reading preferences of middle school students. In this regard, this studywas necessary to contribute to the literature.The purpose of this study was to determine the reading preferences of middle school students. The pattern of thisresearch was created based on qualitative case study and under the scope of this study, 25 participants were selectedfor each class level including 5th, 6th, 7th, and 8th grade students. Data was collected with the semi-structuredinterview technique. Data was themed by two experts using content analysis. Similar answers were converted intonumerical data and presented in the form of tables. Examples from student statements were given to support thetables. The results of the research indicated that a majority of students preferred reading on printed resources,selected novels as genre, read texts with 300 or more pages, and preferred adventure as subject. Additionally,students expressed that unknown words in reading texts should be low, they voluntarily spend 1-2 hours per dayreading, and preferred silent reading.
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Tan, Zhanhai, and Lingxiang Zeng. "“Internet Plus” Application in Junior Middle School English Reading Teaching—Take Zunyi No. 11 Middle School as an Example." Theory and Practice in Language Studies 10, no. 12 (December 1, 2020): 1606. http://dx.doi.org/10.17507/tpls.1012.14.

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In the context of "Internet Plus", how to teach English reading is very important. In this era of Internet development, how to use "Internet Plus" in junior middle school English reading teaching is also very important. This paper takes the students of No.11 middle school of Zunyi city as the research objects to conduct a questionnaire survey. After the survey and data analysis, it concludes that there are many problems in English reading teaching in the middle school. One is to ignore students' subjectivity; Second, the teaching mode is simple and traditional; Third, students' poor reading ability and lack of reading enthusiasm; Fourth, examination-oriented English reading teaching ignores the cultivation of students' reading ability. Finally, according to the existing problems, the application of "Internet Plus" in English reading teaching provides enlightenment and suggestions for junior middle school English reading teaching. First, access to useful reading resources through "Internet plus"; second, to conduct situational interactive learning through "Internet plus"; third, the integration of reading resources; Fourth, make use of the "Internet plus" new reading teaching mode; fifth, cultivate students' reading interest through "Internet plus"; finally, teachers carry out task-based reading teaching effectively. This paper has certain research significance, and the proposed solutions can be used to guide junior middle school English reading teaching.
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Mattison, Richard E. "Characteristics of Reading Disability Types in Middle School Students Classified ED." Behavioral Disorders 34, no. 1 (November 2008): 27–41. http://dx.doi.org/10.1177/019874290803400103.

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Types of reading disabilities (RD) have not yet been investigated in students classified with emotional disturbance (ED). The prevalence of RD and differentiating characteristics were examined in 118 middle school students attending a self-contained school for ED students by defining RDs with reading standard scores <85 on the two clusters of the Woodcock Reading Mastery Test–Revised. Half of the students had no RD, whereas 7.6% had only a deficit in phonological processing, 14.4% only a deficit in reading comprehension, and 28.0% deficits in both reading skills. Race and IQ were found to significantly differentiate the four groups and were therefore used as covariates in subsequent comparisons. In addition to significant differences in reading skills and language services, only one symptom category of psychopathology (attention-deficit hyperactivity disorder) produced a significant difference among the groups as well as only one measure of school functioning for 1 year (grade point average for major subjects). These findings indicate the need for comprehensive neuropsychological testing of students with ED and comorbid RD. The proper balance of academic and behavioral interventions is implied. The results also have implications for such students requiring differing programs of reading and related interventions, as well as differing long-term planning for educational needs.
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Barber, Ana Taboada, and Susan Lutz Klauda. "How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications." Policy Insights from the Behavioral and Brain Sciences 7, no. 1 (March 2020): 27–34. http://dx.doi.org/10.1177/2372732219893385.

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Successful reading comprehension demands complex cognitive skills, and, consequently, motivation to make meaning from text. Research on reading motivation and engagement can inform policy aimed at improving reading achievement. Multiple dimensions of reading motivation and engagement—and instructional practices for bolstering each one—draw on interventions for students of diverse language and ethnic backgrounds in elementary and middle grade classrooms. The article concludes with policy recommendations centering on (a) the need for school administrators and teachers to learn principles of reading motivation and engagement and (b) the importance of devoting time to planning, in collaboration with researchers, how to apply these principles with particular students in particular classrooms.
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Grigorenko, Elena L., Aleksandr N. Kornev, Natalia Rakhlin, and Suzanna Krivulskaya. "Reading-Related Skills, Reading Achievement, and Inattention: A Correlational Study." Journal of Cognitive Education and Psychology 10, no. 2 (2011): 140–56. http://dx.doi.org/10.1891/1945-8959.10.2.140.

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Here we investigated the psychological texture of a literacy-related disability, specific reading disability (SRD, also referred to as dyslexia), as it is manifested in Russian and defined in the Russian Federation. Specifically, we attempted to understand the emerging properties of this deficit among 96 students in grades 2 and 3 (38 girls and 58 boys, aged 7.90–10.42 years, mean = 8.87, SD = 0.56) attending a public primary school in St. Petersburg, Russia. Based on the linguistic properties of the Russian language, we designed a literacy-skills assessment battery that incorporates both internationally common (i.e., the traditional IQ-achievement discrepancy-based) and Russia-specific (i.e., typology-based) approaches to identifying reading difficulties in emergent readers. In addition, we measured children’s levels of general intelligence, inattention, and hyperactivity (i.e., the symptomatology related to attention deficit and hyperactivity disorders, ADHD). Multi-trait-multi-method methodology was employed in that data were collected both from teachers and students for multiple reading-related processes, using both self-report and maximum performance assessments. The results are interpreted in terms of the convergence (and lack of such) between the common and country/language-specific approaches to the identification of reading difficulties, and the relevance of the general level of intelligence to diagnosing specific reading difficulties in Russian and in Russia.
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Parker, Nicole, Janet Breitenstein, and Cindy Jones. "Literacy-Based Instructional Techniques for the Middle School Mathematics Teacher." Journal of Curriculum and Teaching 9, no. 2 (May 20, 2020): 91. http://dx.doi.org/10.5430/jct.v9n2p91.

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Disciplinary literacy strategies in mathematics lessons are essential and may be embedded in three necessary parts of the lesson: before reading, during reading, and after reading. In this article, we highlight disciplinary literacy strategies that middle school mathematics teachers might implement to guide students to increased mathematical understanding and performance.
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Martinie, Sherri, Cheryl Marcoux, and Janet Stramel. "Monkey Paws, English Pounds, and Leagues: Using Literature in the Middle School." Mathematics Teaching in the Middle School 11, no. 3 (October 2005): 125–31. http://dx.doi.org/10.5951/mtms.11.3.0125.

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In our district, all teachers are responsible for teaching reading and problem solving to all students. To meet this challenge, teachers were trained in reading instruction and in teaching problem-solving skills and strategies. These expectations encouraged all teachers to integrate reading and problem solving into their classroom instruction. The basis of the reading training stemmed from the book I Read It, But I Don't Get It (Tovani 2000). Tovani describes what good readers do to recognize and clear up confusion and suggests several “Fix Up” strategies. Our emphasis was on enabling students to “make a connection between the text and: Your life, your knowledge of the world, or another text” (p. 51).
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Bippert, Kelli, and Janis Harmon. "Middle School Teachers' Perceptions of Computer-Assisted Reading Intervention Programs." Reading Psychology 38, no. 2 (November 2, 2016): 203–30. http://dx.doi.org/10.1080/02702711.2016.1245691.

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Dissertations / Theses on the topic "Reading (Middle school) Reading disability. Reading teachers"

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Boyd, Frances L. "Making instructional decisions what teacher specialists decide about and do for middle school students with reading difficulty /." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2799.

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Thesis (Ed. D.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains viii, 172 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 116-138).
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Lee, Pei-Yi. "Middle school ELL and LD teachers' perceptions of the importance of reading methods." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/429.

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Ugel, Nicole Suzanne. "The effects of a multicomponent reading intervention on the reading achievement of middle school students with reading disabilities /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Scholz, Rachel. "How three expert middle school reading teachers engender interest in reading." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6782.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Williams, Brenielle. "Middle School Teachers' Perceptions About Reading Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5811.

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Reading skills assessments have demonstrated that middle-grade Mississippi school children are on average two full grade levels or more below grade reading levels. This qualitative case study in one urban county Mississippi school district with decreasing literacy scores examined teachers' perceptions of evidence-based literacy instruction methods, which may improve literacy problem in this district. The constructive learning theory provided the conceptual framework for this study. The research questions addressed teacher perceptions regarding recommended instructional strategies, limiting factors in student literacy, and suggestions about improving literacy teaching. Ten middle-grade teachers from 3 district schools participated in semi-structured interviews on research-based instructional strategies, methods, and curriculum materials. Data from interviews and observations of teacher meetings were coded and analyzed thematically. Key findings included a lack of teacher knowledge about some evidence-based literacy instruction methods and uncertainty about the evidence supporting instructional methods. Administrative issues also emerged that impeded literacy instruction. The outcome of this study was a presentation to district administrators and a 3-day professional development (PD) program for teachers, with content tailored to address the needs of teachers in the 3 schools. This study fills a gap in the literature regarding the classroom use of evidence-based practices in schools with struggling students. The study provides a blueprint to help teachers improve their literacy instruction competency and ultimately improve the literacy skills of the students in this district.
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Reuter, Heitho Bokides. "Phonological awareness instruction for middle school students with disabilities : a scripted multisensory intervention /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1288653321&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 111-117). Also available for download via the World Wide Web; free to University of Oregon users.
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Kahn, Courtney J. "Implementation of reading tutoring strategies in the middle school classroom : preservice teachers' growth as content area reading teachers /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Alshehri, Mohammed A. Alshehri. "Saudi Middle School Teachers Pedagogical Beliefs about Using Metacognitive Reading Strategies for Improving Students Reading Comprehension." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525817717836209.

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Duncan, Kirk F. "Middle school teachers' self-perceptions of response to intervention." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10137564.

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No Child Left Behind (NCLB) along with the reauthorization of the Individuals with Disability Education Act (IDEA) have provided students with the opportunity to receive remedial services without having to be referred for diagnostic testing through a process referred to as Response to Intervention (RtI). While this process can prove to be beneficial for the student, the extra work that is being placed on teachers can cause teachers to form a negative perception of this process. In addition to the extra work, there is little research to support RtI in the secondary schools. Secondary school administrators are trying to implement RtI programs that were designed for self-contained elementary schools into a secondary setting and the results have not been favorable. This study aims to measure middle school teachers’ self-perceptions of RTI and how these perceptions affect their implementation of RtI with fidelity.

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Figueroa, Louis David. "Teachers' Perceptions of African American Middle School Males' Reading Performance." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6999.

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School administrators at a middle school in the northeastern United States lacked understanding regarding reading services and teaching strategies to improve African American middle school (AA MS) males' performance on standardized state reading assessments. English language arts (ELA) teachers' perspectives on and experiences of teaching reading to AA MS males at the target site were explored using Kolb's model of experiential learning. A qualitative intrinsic case study with an anonymous survey was used to collect data at the target site. Fifteen individuals who met inclusion criteria of being 6th- or 7th-grade ELA teachers at the target site were recruited using purposeful sampling. First-cycle data analysis with initial coding was followed by second-cycle analysis using axial coding. Through the process of iterative categorization, key themes emerged. Findings based on themes indicate that when teaching AA males, teachers need to develop a positive relationship, demonstrate an understanding of cultural responsiveness, show understanding and patience when issues or problems arise, develop agreement on clear expectations, and use relevant topics and a variety of resources. A project study was developed that led to recommendations to support ELA teachers instructing AA MS male students and to use targeted professional development to improve teachers' knowledge and skills. Adoption of the recommendations could improve teachers' knowledge, skills, and understanding, resulting in more effective reading instruction for AA males and better supports for their academic success.
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Books on the topic "Reading (Middle school) Reading disability. Reading teachers"

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Beers, G. Kylene. When kids can't read: What teachers can do : a guide for teachers, 6-12. Portsmouth, NH: Heinemann, 2003.

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RTI strategies for secondary teachers. Thousand Oaks: Corwin Press, 2011.

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Association, International Reading, ed. Comprehension strategies for middle grade learners: A handbook for content area teachers. 2nd ed. Newark, DE: International Reading Association, 2011.

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Beers, G. Kylene. When kids can't read, what teachers can do: A guide for teachers, 6-12. Portsmouth, NH: Heinemann, 2003.

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When kids can't read, what teachers can do: A guide for teachers, 6-12. Portsmouth, NH: Heinemann, 2003.

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Beers, G. Kylene. When kids can't read, what teachers can do: A guide for teachers, 6-12. Portsmouth, NH: Heinemann, 2003.

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L, Nierstheimer Susan, ed. Becoming a teacher of reading: A developmental approach. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2004.

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How to teach reading to elementary and middle school students: Practical ideas from highly effective teachers. Boston: Pearson, 2008.

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Peter, Afflerbach, ed. Adolescent literacy: Inventory, grades 6-12. Boston: Pearson, 2011.

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Reaching reluctant young adult readers: A handbook for librarians and teachers. Lanham, Md: Scarecrow Press, 2002.

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Book chapters on the topic "Reading (Middle school) Reading disability. Reading teachers"

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Epler, Pam L. "Strategies for Teaching Math to Middle and High School Students With Special Needs." In Handmade Teaching Materials for Students With Disabilities, 232–52. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6240-5.ch010.

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This chapter is designed to inform and educate 6th- through 12th-grade teachers on how to provide math activities for students with an identified learning disability as defined by the Individuals with Disabilities Education Act. The chapter provides an introduction to the topic, background information on teaching math at the secondary level, research-based instructional strategies that can be used for teaching math to students with identified special needs, and specific manipulatives that can be created and utilized to teach the Common Core State Standards in Mathematics to this population. Additional resources and readings are included as well.
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Epler, Pam L. "Strategies for Teaching Math to Middle and High School Students With Special Needs." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, 488–509. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch025.

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This chapter is designed to inform and educate 6th- through 12th-grade teachers on how to provide math activities for students with an identified learning disability as defined by the Individuals with Disabilities Education Act. The chapter provides an introduction to the topic, background information on teaching math at the secondary level, research-based instructional strategies that can be used for teaching math to students with identified special needs, and specific manipulatives that can be created and utilized to teach the Common Core State Standards in Mathematics to this population. Additional resources and readings are included as well.
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Muñoz-Arteaga, Jaime. "Educational Applications as a Support for Reading Disability at Elementary School." In UXD and UCD Approaches for Accessible Education, 127–52. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2325-4.ch008.

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Reading is an important competency to be developed for children in the first years of elementary school. Reading becomes a mechanism that allows the children to interact with the world and identify their characteristics. Dyslexia is one learning disability frequently manifested in elementary school, and to identify it, teachers require extra educative resources, in particular educational applications. This work proposes a process model to design and develop educational applications considering the learning needs of children with dyslexia. It involves a user-centered approach because different perceptions of several actors are considered. The performance of the proposed model is explored in a case study and an evaluation, taking into account usability and accessibility factors.
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Muñoz-Arteaga, Jaime. "Educational Applications as a Support for Reading Disability at Elementary School." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, 1058–81. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch057.

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Reading is an important competency to be developed for children in the first years of elementary school. Reading becomes a mechanism that allows the children to interact with the world and identify their characteristics. Dyslexia is one learning disability frequently manifested in elementary school, and to identify it, teachers require extra educative resources, in particular educational applications. This work proposes a process model to design and develop educational applications considering the learning needs of children with dyslexia. It involves a user-centered approach because different perceptions of several actors are considered. The performance of the proposed model is explored in a case study and an evaluation, taking into account usability and accessibility factors.
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Perry, S. Marshall. "A Delayed Treatment Control Group Design Study of an After-School Online Tutoring Program in Reading." In Online Tutor 2.0, 264–79. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5832-5.ch013.

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This chapter concerns a year-long, United States federally-funded evaluation of Educate Online, an online, at home, 1:1 tutoring program aimed at improving reading performance for middle school students who are below grade level. Participating students receive after-school instruction from teachers in real-time over Voice over Internet Protocol (VoIP) connections. The researcher discusses study findings, the methodological challenges of conducting research on online tutoring, the multiple perspectives for understanding the effectiveness of a tutoring program, and areas for additional research. The chapter examines a key aspect of the evaluation, a delayed treatment control group design study to determine the effect that involvement in the tutoring program has upon student academic achievement in reading.
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Beschorner, Beth, and Lindsay Woodward. "Engaging Teachers in a Digital Learner-Centered Approach to Support Understanding Foundational Literacy." In Effective Practices in Online Teacher Preparation for Literacy Educators, 284–306. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0206-8.ch014.

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This chapter describes a graduate level course that is required for the state's reading endorsement and is offered entirely online. The course emphasizes recent research, issues, teaching methods, and new materials in reading at the K-12 level and was intentionally designed as a learner-centered environment using the Technology Integration Planning Cycle. Students in the course (n = 38) were practicing teachers at the elementary, middle, or high school level in a wide range of urban, suburban, or rural settings. The instructor's use of the Technology Integration Planning Cycle to create a learner-centered environment and the teachers' work samples throughout the course are described. Finally, implications for teacher education are discussed.
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Schrodt, Katie, Erin R. FitzPatrick, Kim Reddig, Emily Paine Smith, and Jennifer Grow. "#TextMeetsTech." In Participatory Literacy Practices for P-12 Classrooms in the Digital Age, 233–51. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0000-2.ch013.

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This chapter addresses the need to make time and space for transliteracy practices in the classroom. University pre-service teachers are used as the primary example as the chapter documents how these students made meaning across a range of platforms, while reading the acclaimed young adult novel The Hate U Give. The university course, titled Language and Literacy, focuses on methods of literacy instruction in the classroom. A lesson plan framework is included in the chapter that is especially user friendly for educator preparation classrooms as well as high school and middle school teachers. The chapter explores the experiences of the college students while reading The Hate U Give, while detailing how the students created meaning through a variety of traditional and modern teaching practices.
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Ramirez, Diana. "A High School Librarian’s Participation in Supporting Information Literacy on Her Campus." In Cases on Educational Technology Integration in Urban Schools, 87–92. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-492-5.ch021.

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The ability to navigate the web and to use technology effectively and efficiently is no longer an option but a requirement in schools and in the workplace. Information literacy is widely accepted as embracing rapid advances in technologies and recognizing the multiple literacies required of students living and learning in this century. Information literacy has grown to include traditional literacy, computer literacy, media literacy, and network literacy. School library media specialists in the twenty-first century face both challenges and opportunities in the recent high expectations of information literacy. Among the challenges is keeping up with changing technologies and taking the necessary steps to ensure students and teachers have appropriate access to resources and instruction. Opportunities include the chance to transform today’s library into a resource center of the future where information literacy can be easily obtained. Welcome to the world of Ms. West, a middle school teacher turned high school librarian, and see how she ponders upon her new role as being the instructor/specialist of information literacy skills on the campus, a reading advocate and provider of reading materials, as the manager of the resources both information and library resources, and lastly being a collaborator with teachers concerning information literacy issues.
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Liu, Laura B. "Cultivating Civic Generosity in Elementary Youth Across Glocal Cultures, Ecologies, and Generations." In Advances in Early Childhood and K-12 Education, 396–410. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3955-1.ch020.

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This research explores cultivation of civic generosity in elementary youth as a cultural, ecological, generational practice developing global-local connections and enhanced by arts-based pedagogies, including reading, creating, and sharing children's books. In this study, 2nd grade students across two public school contexts (rural middle-income and rural low-income) reflect on learning generosity from a grandparent/parent to create a children's book presented in a public library. This study draws upon perspectives of participating elementary school teachers, administrators, and librarians to understand how the curricula and their partnerships enhanced student understanding, appreciation, and expression of generosity as a glocal civic practice.
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Liu, Laura B. "Cultivating Civic Generosity in Elementary Youth Across Glocal Cultures, Ecologies, and Generations." In Civic Engagement and Politics, 809–23. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7669-3.ch040.

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This research explores cultivation of civic generosity in elementary youth as a cultural, ecological, generational practice developing global-local connections and enhanced by arts-based pedagogies, including reading, creating, and sharing children's books. In this study, 2nd grade students across two public school contexts (rural middle-income and rural low-income) reflect on learning generosity from a grandparent/parent to create a children's book presented in a public library. This study draws upon perspectives of participating elementary school teachers, administrators, and librarians to understand how the curricula and their partnerships enhanced student understanding, appreciation, and expression of generosity as a glocal civic practice.
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