The Multidisciplinary Approach in the Modern Classroom Research Paper by scribbler

The Multidisciplinary Approach in the Modern Classroom
A review of the research on the benefits of enhancing core curriculum stimuli with literature components.
# 152464 | 4,200 words | 63 sources | APA | 2013 | US
Published on Feb 17, 2013 in Education (Teaching Methods) , Education (Theory)


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Description:

The paper discusses the benefits of a multidisciplinary approach in the modern classroom and reviews articles on the use of literature to engage and enhance classroom learning. The paper then delves into the critical aspect of the relevancy of this method within the modern classroom and addresses several theories of education and the way to conceptualize integrated classrooms. In conclusion, the paper discusses how teachers believe that core subjects provide a natural context for students to develop their reading abilities, learning strategies, and a natural context and real purpose for lifelong learning skills.

Outline:
Introduction to the Issue
Article Review and Evaluation
Relevance in the Classroom and Enhanced Literature Review
Conclusions

From the Paper:

"There are a number of factors that contribute to poor test scores, especially at the elementary level: poverty, English as a second language, poor attendance, lack o interest, etc. An evolving body of data shows that literacy forms the basis of proficiency in core courses, and that proficiency base is not translating out to relevant student experience. In fact, intense, direct, and explicit instruction in reading is critical to closing the achievement gap in other core content areas. In one study, for example, two direct instruction intervention reading programs for urban students were compared. One group was 2-4 years behind in reading/literacy skills; the second group was either spot on in level or slightly ahead. After a short six-week intervention, in which increased focus on using literature and literacy tools (writing, speaking, synthesizing, questioning) both groups showed improvement, with more improvement in the higher reading levels. Further, when the experiment was repeated, but this time comparing 4 groups, 2 as above, and 2 without the literature/literacy contingent, the groups that utilized an emphasis on literature within the core areas showed a basal improvement of over 7.2 percent. While the authors are cautious about interpreteing too much into this study, it does indicate a relationship between focused intruction using other multidisciplinary tools (Shippen, et.al., 2005)."

Sample of Sources Used:

  • Allington, R. &. (2002). Reading to Learn. New York: Guilford Press.
  • Anderson, J., et.al. (1983). Integrated Skills Reinforcement: Reading, Writing, Speaking, and Listening Across the Curriculum. New York: Longman.
  • An Overview of the Montessori Reading Program. (2008). Retrieved from MontessoriWorld.Com: http://montessoriworld.org/
  • Balfanz, R., Herzog, L., MacIver, & D.J. (2007). "Preventing student disengagement andkeeping students on the graduation track in high poverty middle-grades: Earlyidentification and effective interventions." Educational Psychologist. 42 (4):223-35.
  • Barnett, R. and J. Blumner, eds. (1999). Writing Centers and Writing Across the Curriculum Programs: Building Interdisciplinary Partnerships. Westport, CT: Greenwood Press.

Cite this Research Paper:

APA Format

The Multidisciplinary Approach in the Modern Classroom (2013, February 17) Retrieved August 06, 2020, from https://www.academon.com/research-paper/the-multidisciplinary-approach-in-the-modern-classroom-152464/

MLA Format

"The Multidisciplinary Approach in the Modern Classroom" 17 February 2013. Web. 06 August. 2020. <https://www.academon.com/research-paper/the-multidisciplinary-approach-in-the-modern-classroom-152464/>

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