There are many effective strategies that can be used to support student learning from expository text, but how do teachers choose and use them? The authors provide readers with a process for selecting instructional strategies that embed literacy instruction into teaching with content area text. A a veteran sixth‐grade teacher is followed as she engages in the process of assessment, reflection, planning, and teaching. The authors explain how the expert teacher chooses instructional strategies to develop vocabulary, fluency, comprehension, and motivation in the context of social science instruction. Student work samples help the reader envision classroom instruction and provide a context for reflections on student learning.

Purpose This paper aims to discuss the evolution of a digital learning environment in higher education as a result of ongoing data collection and evaluation. Design/methodology/approach The manuscript is based on a digital learning environment intervention at the University of Wisconsin-Stout and is informed by evaluation data collected from student and faculty surveys annually between 2002 and 2016. Survey themes changed annually based on student/faculty concerns and interests, and program management used this feedback to make modifications to program scope and offerings. Findings The digital learning environment at the University of Wisconsin-Stout has been effective in providing faculty and students with the tools they need to be successful. This success is largely due to the ongoing commitment to data collection and evaluation at the University of Wisconsin-Stout and has ensured that the digital learning environment stays modern and adaptive. Originality/value This manuscript is the culmination of 15 years of ongoing evaluation practice and thus provides valuable best practices and lessons learned for educators/educational institutions hoping to improve or create their own digital learning environment.

No abstract

No abstract