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Artist/Teacher: Toward A More Creative Curriculum, Matthew L. Auch Moedy
Artist/Teacher: Toward A More Creative Curriculum, Matthew L. Auch Moedy
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This thesis investigates the formation of my teaching identity. It seeks language for why I orient my teaching toward artistic thinking in my preparation and content. Features of artistic thinking discussed include students have personal interests, teachers need to expose and build on what students bring to class, artistic thinking is not linear and creativity invites the unexpected, play and creativity require both time and space and are best accomplished through situated freedom, process ought not be separated from product, making process visible and valuing process will make a positive difference in a student’s future. Vignettes from my teaching experiences …
Guided Reading And Motivation, Allyson L. Hauptman
Guided Reading And Motivation, Allyson L. Hauptman
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
The purpose of this study was to determine the relationship between Guided Reading and student motivation across fourth, fifth, and sixth grades. The study defined literacy motivation as: (a) task value; (b) self-perceived competence; (c) students’ perceptions of the Guided Reading format. Factor analysis and repeated measures ANOVAs were used to determine differences in motivation after implementation of Guided Reading. The Developing Language and Literacy Teaching Rubric-Guided Reading data were used in determining the level at which participating teachers implemented the Guided Reading format. Results showed that Guided Reading is not a motivating instructional strategy for fourth, fifth, and sixth …