Karen Kindle

University of South Dakota | USD · Division of Curriculum and Instruction

We reflect on one school's experience facilitating online and remote learning using Seesaw with early childhood and elementary learners that, in practice, has been successful in recent weeks during the COVID-19 pandemic. We first review relevant literature in online and remote learning including its suitability in K12 settings, and then describe th...

The report is on the University of South Dakota School of Education University-based Teacher Residency Model

English Language Learners (ELLs) are no longer a population of interest for border states and urban areas alone. Providing high-quality education for all children, and particularly for underserved populations, remains a challenge in education (Hollins & Guzman, 2005). Significant differences in achievement on standardized tests and graduation rates...

Reading aloud is a common practice in primary classrooms and is viewed as an important vehicle for vocabulary development. Research indicates that interactive read-aloud styles and adult mediation of word learning are effective in enhancing word learning, but less is known about the actual practices of primary teachers. Read-alouds are complex inst...

Reaching Struggling Students

Reading aloud to children is a recommended practice in early childhood and primary-grade classrooms that is purported to enhance vocabulary growth. General guidelines can be found in the literature, but practitioners often rely on conventional wisdom and their own instincts to embed vocabulary instruc- tion into their read-alouds. This paper examin...