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Creating Language-Rich Science Classrooms for English Language Learners
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Zhang, Jie; Wong, Sissy; Relyea, Jackie; Wui, Ma Glenda; Emenahar, Uchenna – English in Texas, 2017
In the DISCUSS (Dialogic Inquiry for Socioscientific and Conceptual Understanding in School Science) research project, a Socioscientific Issues (SSI)-based curriculum is developed and implemented in sixth-grade science classrooms with predominantly English language learners (ELLs) in Houston, Texas. A four-week space unit is designed in…
Descriptors: Science Education, English Language Learners, Persuasive Discourse, Classroom Communication
Toward Disciplinary Literacy: Dilemmas and Challenges in Designing History Curriculum to Support Middle School Students
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Duhaylongsod, Leslie; Snow, Catherine E.; Selman, Robert L.; Donovan, M. Suzanne – Harvard Educational Review, 2015
In this article, Leslie Duhaylongsod, Catherine E. Snow, Robert L. Selman, and M. Suzanne Donovan describe the principles behind the design of curricular units that offer disciplinary literacy support in the subject of history for middle school students who represent a wide range of reading levels, and for their teachers, whose own subject matter…
Descriptors: Middle School Students, Curriculum Design, History Instruction, Units of Study
Toward Disciplinary Literacy: Dilemmas and Challenges in Designing History Curriculum to Support Middle School Students
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Duhaylongsod, Leslie; Snow, Catherine E.; Selman, Robert L.; Donovan, M. Suzanne – Grantee Submission, 2015
In this article, Leslie Duhaylongsod, Catherine E. Snow, Robert L. Selman, and M. Suzanne Donovan describe the principles behind the design of curricular units that offer disciplinary literacy support in the subject of history for middle school students who represent a wide range of reading levels, and for their teachers, whose own subject matter…
Descriptors: Middle School Students, Curriculum Design, History Instruction, Units of Study
Creating Conversations: An Experiment in Interdisciplinary Team Teaching.
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Cowan, Michael A.; And Others – College Teaching, 1995
Three courses in the adult education division of Loyola University (Louisiana) combined religious studies and literature appreciation using an interdisciplinary, team-taught approach. Instruction was guided by the metaphor of conversation, first through collegial discussion of the ideas underlying the courses and later, in the classroom, in the…
Descriptors: Adult Education, Assignments, Classroom Communication, Classroom Techniques