Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language Arts
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 academi...
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doaj-11c8bde2546845869dfcaa02f03881d22020-11-24T21:51:51ZengFrontiers Media S.A.Frontiers in Education2504-284X2019-09-01410.3389/feduc.2019.00091464439Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language ArtsGage Jeter0Jane Baber1Benjamin Heddy2Scott Wilson3Leslie Williams4Linda Atkinson5Sharon Dean6Gregg Gam7School of Teaching and Learning, University of Florida, Gainesville, FL, United StatesK20 Center for Educational and Community Renewal and the Department of Educational Psychology, University of Oklahoma, Norman, OK, United StatesK20 Center for Educational and Community Renewal and the Department of Educational Psychology, University of Oklahoma, Norman, OK, United StatesK20 Center for Educational and Community Renewal and the Department of Educational Psychology, University of Oklahoma, Norman, OK, United StatesK20 Center for Educational and Community Renewal and the Department of Educational Psychology, University of Oklahoma, Norman, OK, United StatesK20 Center for Educational and Community Renewal and the Department of Educational Psychology, University of Oklahoma, Norman, OK, United StatesK20 Center for Educational and Community Renewal and the Department of Educational Psychology, University of Oklahoma, Norman, OK, United StatesK20 Center for Educational and Community Renewal and the Department of Educational Psychology, University of Oklahoma, Norman, OK, United StatesThis 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.https://www.frontiersin.org/article/10.3389/feduc.2019.00091/fullauthenticitymotivationengagementlesson designEnglish language arts |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Gage Jeter Jane Baber Benjamin Heddy Scott Wilson Leslie Williams Linda Atkinson Sharon Dean Gregg Gam |
spellingShingle |
Gage Jeter Jane Baber Benjamin Heddy Scott Wilson Leslie Williams Linda Atkinson Sharon Dean Gregg Gam Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language Arts Frontiers in Education authenticity motivation engagement lesson design English language arts |
author_facet |
Gage Jeter Jane Baber Benjamin Heddy Scott Wilson Leslie Williams Linda Atkinson Sharon Dean Gregg Gam |
author_sort |
Gage Jeter |
title |
Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language Arts |
title_short |
Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language Arts |
title_full |
Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language Arts |
title_fullStr |
Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language Arts |
title_full_unstemmed |
Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language Arts |
title_sort |
students at the center: insights and implications of authentic, 5e instruction in high school english language arts |
publisher |
Frontiers Media S.A. |
series |
Frontiers in Education |
issn |
2504-284X |
publishDate |
2019-09-01 |
description |
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. |
topic |
authenticity motivation engagement lesson design English language arts |
url |
https://www.frontiersin.org/article/10.3389/feduc.2019.00091/full |
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