Andrea Honigsfeld

Illuminating the New Standards with Learning Style: Striking a Perfect Match

Dedicated educators have long been guiding their students toward the highest levels of excellence and attainment. The new standards movement has emerged in response to a commonly perceived need to raise even further the expectations, quality of teaching, and levels considered as satisfactory achievement for all students in the United States. The standards movement today largely stems from the National Commission on Excellence in Educations

The Learning Styles of High-Achieving and Creative Adolescents in Hungary

Abstract The learning-style preferences, levels of academic achievement, and extracurricular creative activities among students from one junior high school and four high schools in Hungary were investigated and compared. The Learning Style Inventory (Dunn, Dunn, & Price, 1996) and the Tel Aviv Activities Inventory (Milgram, 1987) were used to identify leaming-style preferences and areas of creative performance prevalent among these students. High, average, and low academic achievers and students creative in various domains demonstrated significantly distinct leaming-style characteristics.

Preparing Social Studies and ESOL Teachers for Integrated Language and Content Instruction in Support of ELLs

This chapter presents a compelling case for preparing preservice and in-service social studies as well as ESOL teachers to integrate language and content instruction to offer ELs an entry point into developing conceptual understanding of core content. The chapter is built on a theoretical framework the authors generated for Conceptual Understanding (CU-C3LACI), by fusing the inquiry arc of the college, career, and civic life (C3) and language-based approaches to content instruction (LACI) (de Oliveira, Int Multiling Res J 10:217–231, 2016). Based on an ongoing study of high school social studies co-teaching teams consisting of one ESOL teacher and one social studies teacher, two case studies are included to provide readers with a rich selection of practices the co-teaching teams incorporated in their classes for concept development and attainment. Each case study is built upon lesson observations, interviews with the teachers, and additional artifacts and explores the extent to which the core principles of LACI informed instruction. The chapter concludes with implications for both preservice and in-service teachers to incorporate language-based strategies to increase students’ conceptual understanding of the content. The applications section offers strategies on how the chapter may be used with preservice and in-service teachers.

Preparing Science Teachers for Project-Based, Integrated, Collaborative Instruction

Students in K-12 classrooms must be actively engaged in all three dimensions of the science framework (Scientific and Engineering Practices, Cross-Cutting Concepts, and Disciplinary Core Ideas) to promote both language and science learning. (See Table 4.1 for select elements of this framework). Under the Next Generation Science Standards (NGSS) (NGSS Lead States 2013), science education is expected to reflect how science functions in the real world.