Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language Arts

7Citations
Citations of this article
39Readers
Mendeley users who have this article in their library.

Abstract

This paper explores the 5E model of lesson design (engage, explore, explain, extend, evaluate) in English Language Arts (ELA) classrooms in consideration of an authentic teaching and learning framework. This quasi-experimental pre and post-intervention study centers on student motivation and academic emotions regarding direct instruction in comparison to an authentic, 5E lesson. When comparing pre and post conditions across two types of instructional methods (direct instruction and authentic, 5E lessons), findings suggest students are less interested and more bored when participating in direct instruction experiences. Moreover, academic pressure increased in the authentic group while classroom mastery decreased.

Cite

CITATION STYLE

APA

Jeter, G., Baber, J., Heddy, B., Wilson, S., Williams, L., Atkinson, L., … Gam, G. (2019). Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language Arts. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00091

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free