Marva Cappello's research while affiliated with San Diego State University and other places

... Activating prior knowledge, modeling metacognitive strategies, and employing graphic organizers help foster students' comprehension and facilitate vocabulary expansion (Oakhill et al., 2019). For instance, teachers can encourage students to brainstorm or discuss related topics before delving into new texts, allowing them to better comprehend and retain the material (Cappello & Walker, 2021). Additionally, the "think-aloud" method involves teachers verbalizing their thought processes while reading complex texts, thereby demonstrating how to make connections, ask questions, and visualize the content (Oster, 2001). ...

... To facilitate the development of student's cultural literacy and sustain their cultural identity, education needs to develop inclusive curriculum through which cultural values and practices are embraced in learning in early years. Capello (2019) emphasizes that education curriculum developers should provide primary school students with an opportunity to critically perceive the integration, reflection, and expression of their culture. However, Gorski (2016) criticizes that culturally developed curriculum should include not only single culture but also multiculture perspectives. ...

... 18) to math. We asked the students to write a letter directly to math and create a portrait of themselves learning math to further evoke and illustrate PSTs math experiences (Cappello et al., 2019;Gracin & Kuzle, 2018). ...

... There is literature describing how VTS's implementation enhances school-museum partnerships and viewers' engagement with art (Bangeant, 2018;Cappello, 2017;Cappello & Walker, 2016;Chevalier, 2015;Franco & Unrath, 2014); there is also literature showing how English educators, both English language arts (ELA) and ESOL teachers, have integrated VTS into their instructional repertoires to bolster students' literacy development, language learning, and content learning (Dawson, 2018;Laman & Henderson, 2018;Limón-Corrales, 2020;Rojas, 2020;Walsh-Moorman, 2018). As we have written elsewhere (Clark-Gareca & Meyer, 2022), we believe that VTS has great potential for language learners as it fosters their positive interactions with art while also supporting language acquisition, critical thinking, and expressive writing whether in museums or school classrooms. ...

... Cappello & Walker [19] present a qualitative study on the perceptions of teachers from three schools, including one K-8, one K-5, and one middle school, that learned to prioritise visual texts in their classrooms and specifically used VTS as a tool in their literacy practice. Through a qualitative analysis of the field notes created during classroom observations during the coaching cycle, the field notes Through a qualitative analysis of the field notes created during classroom observations during the coaching cycle, the documents from the teaching and planning sessions, and the open-ended interviews completed at the beginning and end of the study, it was found that the visual lessons offered students support for vocabulary development and responsible discourse, while creating a safe and risk-takingready educational environment. ...

... In other words, framing and amplifying the artefact helps them in further discussions and interactions with fellow students. The photographs may also help the students express their understanding of technology in a way other than the conventional school language (e.g., Cappello & Lafferty, 2015). Further, Capello and Lafferty (2015) argued that working with a camera enhances students' learning as the images and the visual process help the students visualise their knowledge. ...