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Overlapping Opportunities for Social-Emotional and Literacy Learning in Elementary-Grade Project-Based Instruction.

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Title: Overlapping Opportunities for Social-Emotional and Literacy Learning in Elementary-Grade Project-Based Instruction.
Authors: Fitzgerald, Miranda S.1
Source: American Journal of Education. Aug2020, Vol. 126 Issue 4, p573-601. 29p.
Subject Terms: *Project method in teaching, *Literacy, *Interdisciplinary education, *Learning, *Curriculum, *Third grade (Education), *Classroom environment, Social skills
Abstract: Project-based learning (PBL) approaches seek to challenge the grammar of schooling by providing opportunities for students to (a) explore meaningful questions using multiple disciplinary lenses; (b) read, interpret, and produce a wide range of texts as they engage in disciplinary inquiry; and (c) develop and use a range of social-emotional skills as they work together to solve real-world problems. As PBL gains momentum in K–12 classrooms, we need to better understand the ways in which teachers and students take up these opportunities. This case study explored how one third-grade teacher's enactment of a PBL curriculum provided opportunities for students to learn and use social-emotional skills and literacy in the service of disciplinary learning. Findings revealed that the curriculum and enactment diverged from the grammar of schooling by providing opportunities for students to use literacy as a tool for disciplinary inquiry while simultaneously advancing goals associated with social-emotional learning. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Overlapping Opportunities for Social-Emotional and Literacy Learning in Elementary-Grade Project-Based Instruction.
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  Data: Project-based learning (PBL) approaches seek to challenge the grammar of schooling by providing opportunities for students to (a) explore meaningful questions using multiple disciplinary lenses; (b) read, interpret, and produce a wide range of texts as they engage in disciplinary inquiry; and (c) develop and use a range of social-emotional skills as they work together to solve real-world problems. As PBL gains momentum in K–12 classrooms, we need to better understand the ways in which teachers and students take up these opportunities. This case study explored how one third-grade teacher's enactment of a PBL curriculum provided opportunities for students to learn and use social-emotional skills and literacy in the service of disciplinary learning. Findings revealed that the curriculum and enactment diverged from the grammar of schooling by providing opportunities for students to use literacy as a tool for disciplinary inquiry while simultaneously advancing goals associated with social-emotional learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1086/709545
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        Text: English
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      – SubjectFull: Literacy
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      – SubjectFull: Interdisciplinary education
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              Text: Aug2020
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