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A six-week study was conducted with two kindergarten teachers and 37 kindergarten students aged five and six to determine their perceptions of teaching and learning in a traditional indoor classroom compared to a newly constructed outdoor classroom. This mix-methods study took place in a charter school located in the southeast region of the United States. Observational data was collected in both the outdoor and indoor learning environments during the literacy block called "LMNOP time" as well as during recess or "free time." The teachers and children were also surveyed and interviewed. Of the 37 children who participated in the study, five of the children had special needs. Quantitative observations and qualitative interview records were analyzed to compare the impact of the learning environments on children with and without disabilities. The data revealed that both the teachers and the students reported an increased perception of wellbeing, pleasure, and interest when teaching and learning in the outdoor classroom. In addition, research assistants noted that the children with disabilities were less distracted and more on-task when working in the outdoor classroom.

The purpose of the present study was to develop an instrument to measure reading during in-school independent reading (ISIR). Procedures to establish validity and reliability of the instrument included videotaping and observing students during ISIR, gathering feedback from literacy experts, establishing interrater reliability, crosschecking instruments, and minimizing observer bias. A factor analysis revealed items loaded onto four factors: attention to text, outward indicators, physical interactions with text, and spontaneous sharing of content. Further analysis indicated that involvement during ISIR was highly correlated with items associated with attention to text and the readers' responses. This article provides an overview of the development and initial field-testing of the instrument with recommendations for future use and development.

Research in the field of literacy has identified choice as a key component affecting students' reading habits and their resulting literacy growth. This article discusses an in-school independent reading project in which students are provided the freedom to choose books, use ambient music, and engage in book talks. The children showed increased involvement in reading. For many students, school is the only place with access to high-quality, appropriate, and interesting books to read without interruption. The project exemplifies how maximizing opportunities for students to make decisions about the kind of books they read in an environment they prefer gives students ownership about what they learn and how--thereby empowering them as learners.

The present study investigated perceived effects of an afterschool program located in 6 Title 1 schools on students' achievement, self-esteem, and attitudes. Data sources comprised surveys (n = 257), 5 focus groups (n= 23), and an individual interview with the program director (n = 1). Survey data indicated overall satisfaction with the program. Perceptions of the program related strongly to student perceptions of personal and social variables. Parent perceptions did not vary across student participation levels, and differences in staff philosophies of education were unrelated to perceptions of program quality. Focus group data indicated that participants viewed the program as a safe haven and a means to improve academic and social skills. Student and parent focus groups indicated fondness for the staff, whereas staff and parent groups mentioned character development as a significant outcome. Findings supported the notion that afterschool programs are valuable to many children, especially those from economically disadvantaged backgrounds. Additionally, afterschool programs can provide children with more than academic services, such as character development, social skills, and safety. (Contains 3 tables.)

Five 1st-grade teachers read aloud two Caldecott Award-winning picture books to their classrooms of diverse, urban students. In this two-phase study, researchers analyzed teachers' transcripts for common elements, interviewed 1st-graders and focused on one teacher's read-aloud events while comparing them with her students' responses. Findings included a list of common descriptors for the five teachers' read-aloud events. The students enjoyed the read-aloud events and were able to retell the stories, although the focus teacher used a number of strategies that raise questions regarding assumptions about accepted practices for read-alouds. The findings support that children from socioeconomically disadvantaged backgrounds who are considered at risk for reading difficulties can enjoy and comprehend sophisticated picture books in whole-class settings. More research is needed to determine how teachers reading aloud to their classes can best foster enjoyment and comprehension. (Contains 1 table and 1 figure.)

This study describes a pilot project that included senior volunteer readers reading aloud to third graders in diverse schools across a district in northeast Florida. The researchers interviewed students about their perceptions of the aging process before and after the read aloud as well as their view of the read aloud events. The children enjoyed being read to by the senior volunteers, who were able to support the children's understanding of a fairly complex book. Further, the senior volunteers, who had expressed some hesitancy about reading to older children, greatly enjoyed the interaction. The study supports the idea that children's ideas about aging may be impacted both by book selection and the reader, and it posits that reading aloud to older children by senior volunteers may be beneficial to all parties involved. (Contains 4 tables.)

Background: Nature contact and time outdoors is critical for healthy child development and well-being and a disconnect from nature may be problematic. Purpose: This study was designed to evaluate the feasibility of a nature contact intervention for children - an outdoor classroom - in a public school. Methods: Two kindergarten classes participated in this mix-methods case study (N=2 teachers, n=36 children aged 5-6) and used an outdoor classroom every other day for language arts lesson over a six weeks observation period. The two teachers in this case study completed a survey that assessed perceived practicality and feasibility of using the outdoor classroom every other day for regularly scheduled lessons. Adherence of using outdoor classroom daily was also measured. Results: Observational data indicated the teachers had 82% adherence of using the outdoor classroom. Over the six-week study, the teachers used the outdoor classroom 18 of the 22 study days for their regular lessons. Survey data indicated the teachers perceived the outdoor classroom was feasible and practical to use on a daily basis for regular instructor. Barriers to use and suggestions were also reported. Conclusions: Outdoor classrooms are a promising way for children to have health-promoting environmental exposures in schools. [ABSTRACT FROM AUTHOR]