The purpose of this chapter was to present current literature focused on integrating science and literacy and describe the teaching of a science unit of study that incorporated fanfiction literature in a fourthgrade classroom. Ms. Bardon’s instructional techniques were focused on integrating science learning with reading and writing based within a fictional text read together as a classroom community throughout the unit of science study. The unit of study was presented alongside background literature to illustrate how such teaching is indicative of a larger movement in the educational field toward science, technology, engineering, and mathematics (STEM)-based pedagogy and curriculum. The account of teaching was presented according to the close reading of the fictional text, the hands-on science activities, and the culminating student writing of a fanfiction narrative that constituted the assessment of science learning.

The purpose of this chapter was to present current literature focused on integrating science and literacy and describe the teaching of a science unit of study that incorporated fanfiction literature in a fourthgrade classroom. Ms. Bardon’s instructional techniques were focused on integrating science learning with reading and writing based within a fictional text read together as a classroom community throughout the unit of science study. The unit of study was presented alongside background literature to illustrate how such teaching is indicative of a larger movement in the educational field toward science, technology, engineering, and mathematics (STEM)-based pedagogy and curriculum. The account of teaching was presented according to the close reading of the fictional text, the hands-on science activities, and the culminating student writing of a fanfiction narrative that constituted the assessment of science learning.

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A text set is a set of books with a common theme. The books that the classroom teacher chooses for a specific text set should range in difficulty level from approximately two years below the designated grade level [...]

With the implementation of the edTPA as a licensing requirement for many states, Educator Preparation Programs (EPPs) are continually looking for ways to improve their students’ performance on this assessment. By leveraging data from past edTPA ubmissions, EPPs can identify areas for improvement using simple Excel calculations and data analytics tools without a large investment of time and resources. Sharing these insights with content and clinical faculty allows instructors and supervisors to tailor instruction to the needs of their students as exemplified in the data and outcomes analyzed in this paper.

The purpose of this study was to investigate teachers' use of whole language practices in language arts classrooms to determine if teachers' attitudes and philosophies about whole language influence their teaching. Previous research studies in the area of whole language practices indicate that teachers' preexisting philosophical outlooks concerning language influence the effectiveness of their whole language practices. The research questions dealt with teachers' perceptions of the effectiveness of a whole language instructional approach. The study also focused on factors that influenced teachers to utilize whole language practices. Four self-professed whole language teachers participated in this qualitative research study. Data were from classroom observations, interviews with the teachers, teachers' lesson plans, examinations of student's work, and review of curriculum guides. Data collected revealed that teachers' perceptions and philosophical views are reflected in teachers' instructional practices. The interpretation of data led to the conclusion that whole language practices are influenced by teachers' attitudes and philosophies about whole language. Recommendations are that teachers be allowed to practice the whole language instructional approach and that training and staff development be provided for teachers desirous of utilizing this practice. It is also recommended that school administrators provide support services and periodic inservice training for teachers desirous of continuous implementation of whole language practices.

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