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Disciplinary literacy practices can be found in math, science, English-language arts, and social studies courses at the middle school, secondary, and post-secondary education levels. Each content area develops its own set of techniques for teaching content within the classroom, which can then be used in conjunction with other content areas.
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
Content-based instruction (CBI) is a significant approach in language education (Brinton, Snow, & Wesche, 1989), designed to provide second-language learners instruction in content and language (hence it is also called content-based language teaching; CBLT).
Learning standards can also take the form of learning objectives and content-specific standards and controlled vocabulary, [4] as well as metadata about content. [5] There are technical standards for encoding these standards that deal with K-12 learning environments, [6] which are separate from those in higher education [7] and private business ...
In the early 2000s, scholars noted a lack of theory and conceptual frameworks to inform and guide research and teacher preparation in technology integration. [6] The classic definition of PCK proposed by Shulman included one dynamic and complex relationship between two different knowledge bodies: content knowledge and pedagogical knowledge.
The Journal of Curriculum and Instruction (ISSN 1937-3929) is a biannual peer-reviewed open-access academic journal. It publishes articles about research, practice, and issues relevant to teaching and learning in the pre-kindergarten to grade 12 environment. The journal is published by the College of Education, East Carolina University. The ...
Inquiry methods in SOTL include reflection and analysis, interviews and focus groups, questionnaires and surveys, content analysis of text, secondary analysis of existing data, quasi-experiments (comparison of two sections of the same course), observational research, and case studies, among others. As with all scholarly study, evidence depends ...
A review of evidence-based practice studies emphasizes that instruction in writing should include: substantial and varied kinds of writing with supportive feedback, explicit teaching of skills and strategies, contemporary composing technologies, and opportunities to use writing as a means to develop knowledge of content. [5]