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To Choose Or Not To Choose: Establishing A Correlation Between Choice, Collaboration, And Classroom Engagement, Krisandra Johnson
To Choose Or Not To Choose: Establishing A Correlation Between Choice, Collaboration, And Classroom Engagement, Krisandra Johnson
Networks: An Online Journal for Teacher Research
Not all 8th-grade students have an outspoken passion for reading; however, most of them do like choices. This action research study establishes a correlation between offering choices in the English Language Arts classroom and increased affective, behavioral, and cognitive engagement. The participants for this research were an 8th-grade class at a Midwest, urban public school. Providing students with reading choices, assignment options, opportunities to collaborate with peers, and multiple assessment forms to choose from demonstrated an increase of not only effective engagement but also cognitive and behavioral. From observations and student data, collaboration, the researcher determines that collaboration is a …
Sponsorshaping: How A Teacher Used Sponsors Of Literacy For Pedagogical Purposes, Ryan Dippre
Sponsorshaping: How A Teacher Used Sponsors Of Literacy For Pedagogical Purposes, Ryan Dippre
Networks: An Online Journal for Teacher Research
Historically, the actions of classroom teachers have had a massive impact on the implementation of top-down reform efforts. However, a pedagogically-friendly construct for considering this impact has been lacking in studies of teacher practice. In this article, I draw on Deborah Brandt’s concept of sponsors of literacy to build a construct for thinking about teacher actions with, against, and through the social and historical forces that work their way into the classroom: sponsorshaping. Through a grounded theory analysis of six different types of documents used in an Advanced English 11 writing classroom, I show how sponsors of literacy were “shaped” …
Silencing Reading, Silencing The Boys: Using Action Research To Investigate Silent Reading Programs And Its Effects On Boys’ Literacy Skills, Rachel Velluto, Joanna Barbousas
Silencing Reading, Silencing The Boys: Using Action Research To Investigate Silent Reading Programs And Its Effects On Boys’ Literacy Skills, Rachel Velluto, Joanna Barbousas
Networks: An Online Journal for Teacher Research
Despite the vast amount of literature regarding boys and their underperformance in the literacy realm, only some research indicates that boys’ low literacy levels may be attributed to unchallenged literacy classroom practices. Sustained Silent Reading (SSR) is a free voluntary reading program in which students are expected to read (usually books) for a period of time. Observing an SSR period during the teaching practicum as a pre-service teacher, the unstructured nature of the lesson disengaged many of the boys. In the lesson, the students are expected to select a book from the library and read in silence for the duration …
Digging Deeper Into The Culture Of Writing: Do Mentor Texts Inspire Male Students To Write?, Natalie Judith Gericke, Lindsay Gloria Salmon
Digging Deeper Into The Culture Of Writing: Do Mentor Texts Inspire Male Students To Write?, Natalie Judith Gericke, Lindsay Gloria Salmon
Networks: An Online Journal for Teacher Research
In a growing trend in schools across the country, girls are out-performing boys in the area of literacy. Some researchers would support a disconnection regarding specific topics taught in the literacy curriculum and the interests of boys (Gurian & Stevens, 2004). In our kindergarten and first grade classrooms, we have observed a difference in the participation between boys verses girls during writer’s workshop. In this article, we share our experiences, as two primary teachers, in utilizing mentor texts and mini-lessons to teach writing to our male kindergarten and first grade students. We will share research on Early Emergent literacy and …
Book Review - Inquiry As Stance: Practitioner Research For The Next Generation, Jen Scott Curwood
Book Review - Inquiry As Stance: Practitioner Research For The Next Generation, Jen Scott Curwood
Networks: An Online Journal for Teacher Research
In Inquiry as Stance: Practitioner Research for the Next Generation, the sequel to Inside/Outside, the authors note that educators now find themselves teaching and learning in “trying times” (p. 5). Marked by test-based accountability, annual school progress reports, and pay-for-performance, the era of No Child Left Behind often threatens to undermine the agency and pedagogy of educators. But at the same time, Cochran-Smith and Lytle point out that “more and more practitioners are now expected to be the gatherers and interpreters of school and classroom data as part of larger initiatives to improve school achievement” (p. 1). Rather …
Independent Reading And The ‘Social Turn’: How Adolescent Reading Habits And Motivation Relate To Cultivating Social Relationships, Matthew Knoester
Independent Reading And The ‘Social Turn’: How Adolescent Reading Habits And Motivation Relate To Cultivating Social Relationships, Matthew Knoester
Networks: An Online Journal for Teacher Research
Research suggests that independent reading outside of school is a strong indicator of school and reading success. However, studies also suggest that student recreational reading significantly decreases in the middle school years. This article explores some of the reasons adolescent students choose to read independently or are reluctant to do so. In this teacher research study the author interviewed his former students, their parents, and their current teachers about what motivates adolescents to read or not to read. Evidence from this study suggests that independent reading is intimately connected to various social practices, despite commonly held views that describe independent …
Exploring Reading Identity: Urban Parents Defining Themselves As Readers, Catherine Compton-Lilly
Exploring Reading Identity: Urban Parents Defining Themselves As Readers, Catherine Compton-Lilly
Networks: An Online Journal for Teacher Research
As part of a teacher-research study I interviewed ten of my urban first grade students and their parents about reading. One parent, Ms. Webster, referred to people who read a lot as "bookworms" and "bookish people" who "don't have no fun." She explained, "All they do is sit in the house and read books all day long or sit outside and read books. . .