Six Spanish-English bilingual students, split into two groups of three, participated in twelve, 30-minute, small-group reading sessions. Students in Group 1 read approximately one year below grade level, and students in Group 2 read approximately a year and a half below grade level. In six of the twelve sessions, students read and discussed texts matched to their reading levels, and in the other six they read and discussed texts one year ahead of their reading levels. I assigned matched and difficult texts across the twelve days by blocked randomization.
I analyzed video transcripts of each session to understand students’ engagement (focus of engagement, strategies, and interaction) and discussion (inferential vs. literal responses, instances of verbal participation). At the end of each session, students reread and retold the book the group had read and discussed that day to produce a fluency (words correct per minute) and comprehension (ideas correctly retold) score.
Findings were complex and revealed that different levels of texts have both advantages and drawbacks. Key findings included: For fluency, half of the students benefited from matched texts. The other half read difficult texts with similar fluency to matched texts. For comprehension, text difficulty did not matter for anyone except one student, and for him it only had an effect on 3 of 12 days. Group 2 engaged much more with texts and ideas in difficult books and with pictures in matched books. Group 1 had more inferential/interpretive responses with matched texts, and Group 2 had more inferential and interpretive responses with difficult texts. Most students participated evenly regardless of the difficulty of the text under discussion. However, two students talked more when discussing matched texts.
It is critical for students to be provided with opportunities to learn in settings that foster their academic growth. It is equally important that schools endeavor to be a place where students’ social and emotional needs are met as well. However, due to lack of funding, over-testing, inappropriate evaluation measures, and other persistent policy pressures, our public schools have often resorted to a focus on raising standardized test scores through direct instruction with an increasingly narrowed curriculum. As a result, schools have often become places in which students, rather than being seen as valued future members of a productive society, are part of the bleak statistics that shine a spotlight on how our schools have failed to motivate and connect with the students of today. Consequently, many educators have come to believe they are not influential enough to make a significant difference, and have resigned themselves to accepting their current situation. The problem with this thinking is that it minimizes the purpose of the job we promised to do – to educate.
The innovation I implemented and describe in my dissertation can be characterized with one word – dialogue. Dialogue that occurs for the purpose of understanding and learning more about that which we do not know. In this innovation, I endeavored to demonstrate how social learning by way of dialogic discussion could not only support students’ academic growth, but their social and emotional growth as well. Results from the data collected and analyzed in this study suggest social learning had a highly positive impact both on how students learned and how they viewed themselves as learners.
Education is one of the cornerstones of our country. Educational opportunities that help meet the academic and social-emotional needs of students should not be seen as a privilege but rather as a fundamental right for all students. Equally, the right to express one’s thoughts, opinions and ideas is a foundational element in our democratic society. Failing to connect with our students and teach them how to exercise these rights in our classrooms is to fail ourselves as educators.
This project also discusses possible solutions for how to maintain CN2GO long into the future. As old students graduate, and new ones join the team, this project will need to be sustained. The presentation portion of this Creative Project describes a number of potential improvements that could possibly be made to CN2GO, in order to better the entire process. These improvements are suggestions compiled from the personal experiences of student journalists tasked with creating CN2GO’s weekly. The presentation also includes a section devoted to how Cronkite News’ Flash Briefings can be continued over breaks in the school year. Spring breaks, Winter breaks, holidays, for example. These suggestions were made drawing from experimentation that was done with the CN2GO format in collaboration with this project.
The central purpose for this project was to take an existing idea and see how it can be prolonged and sustained far into the future. It can be used as an evolving learning tool for many iterations of Cronkite News reporters and producers to come.
Jack Grant and Sam Truman, two seniors at Arizona State University, discuss the latest in major sports, current events, and various other topics. Within their informal discussions, Jack and Sam "just say" whatever comes to mind and never shy away from a hot take. Most episodes include only Jack and Sam, but some entertain numerous guests and differing formats. The podcast is supported by a multimedia website, including written articles and interactive features. All components were further marketed through social media outreach and engagement. The Just Saying Podcast thesis paper analyzes podcast history and what has made them such a popular media outlet. Further, the paper discusses what makes The Just Saying Podcast a unique product. Our deliverable, The Just Saying Podcast, can be found at: https://podcasts.apple.com/us/podcast/the-just-saying-podcast/id1585891858 All components can be accessed through: https://www.justsayingpod.com/ https://twitter.com/JustSayingP