The investigation examined a collaborative teaching and learning house structure at a New Zealand intermediate (or middle) school. Using observations, questionnaires, and interviews, we explored the perceptions of staff, children, and parents about the educational value of such a model and whether it meets the principles of good education for the young adolescent age group.
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Students in multimodal learning clubs use a variety of texts to learn important content.
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Teachers can employ a variety of classroom-tested strategies to teach reading to English language learners.
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At Park Ridge High School one of the texts in our eighth grade language arts curriculum that fulfills a Common Core State Standard is Mark Twain’s The Prince and the Pauper. This novel, which students read toward the end of the year, serves as a foundation to demonstrate that our students “read and comprehend literature, including
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“Treat a man as he is, and he will remain as he is. Treat a man as he can and should be, and he will become as he can and should be.” When he wrote those words, could Goethe have foreseen a modern-day teacher’s reality: student defiance, lack of academic effort, scattered attention, inappropriate language,
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