Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.

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The first purpose of this study is to determine whether significant differences exist among the perceptions of principals, librarians, and teachers with respect to the following categorical practices or conditions relative to the learning-center concept in open-space elementary schools: (1) teacher preparation for use of the learning center; (2) student preparation for use of the learning center; (3) learning center personnel and their role; (4) operation of the learning center; (5) facilities, materials, and equipment in the learning center; (6) use of the learning center for individualizing learning; and (7) use of the learning center for developing independent learning skills. The second purpose of this study is to determine whether a significant correlation exists among specific categories. The third purpose of this study is to establish the degree of emphasis placed upon various practices or conditions relative to the learning-center concept in open-space elementary schools of Texas.

This qualitative phenomenological study explored the perceptions and experiences of the middle school students who participated in learning center support as elementary students in independent schools. There were 16 participants from three sites included in the study: six students, seven parents, and three learning specialists. The research questions guiding this study included: (1) What are the perspectives of students on the impact of the learning center experience in regard to reading development? (2) How does the child's discernment of how he or she is perceived academically by his or her reading teacher contribute to/hinder the process of learning to read? (3) How does a child's sensitivity to being identified as needing extra support in learning to read affect/support the experience? (4) What do students, parents, and teachers think about learning centers? (5) How do children perceive reading teacher effectiveness and successful reading instruction? (6) How does a child's perception of a model of reading intervention inform the planning of teachers, interventionists, and reading specialists? (7) What do students think about the activities they participate during learning center time? Literature reviewed for the study included the existence of the reading problem in the United States, models of reading intervention, strategies shown to accelerate reading growth, teacher knowledge, and student perspectives. Data was collected in the form of interviews and observations, and was reviewed in consideration of narrative inquiry, typological analysis, and polyvocal analysis. All participant responses were considered across cases with specific attention given to the guiding research questions. The six students interviewed believed that their participation in the learning center helped them in some way. Some of them were able to verbalize what was helpful, while others provided few details. Nonetheless, the student participants offered specific recommendations on how to improve the learning center structure. Parent interviews shored up varying perspectives and recommendations for ways that the structure of the learning center should remain the same and also how it should change. Finally, learning specialists shared their views and experiences and added a richer understanding to the study in general. Three major themes emerged from the data. First, that students and parents attach a stigma to resource support. Second, that students and parents feel like they had to give something up because of their participation in the learning center. And third, methodological issues on the structure of the interviews were raised. Findings and current research were connected, and considerations for future research were made.

Based on the latest research about how children learn, this book helps elementary school teachers make their classrooms into creative spaces that facilitate teaching and learning. It also delves into specific areas of classroom design such as use of color and plants, room arrangement, learning centers, and the impact of clutter. With before and after photos of real classrooms, teachers can examine each area and determine their own classroom's need for improvement. / https://dc.etsu.edu/etsu_books/1006/thumbnail.jpg

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 240-251).

Thesis (Ph. D.)--Florida State University, 2007. / Advisors: Judith L. Irvin, Sande Milton, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Includes bibliographical references.

The purpose of this project is to examine the reading program of a cooperative learning centers classroom and the theories that support the benefits of cooperative learning centers within the context of a literacy program in a first grade classroom.