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Effective Teaching Practices For Aboriginal And Torres Strait Islander Students: A Review Of The Literature, Natalie J. Lloyd, Brian Ellis Lewthwaite, Barry Osborne, Helen J. Boon
Effective Teaching Practices For Aboriginal And Torres Strait Islander Students: A Review Of The Literature, Natalie J. Lloyd, Brian Ellis Lewthwaite, Barry Osborne, Helen J. Boon
Australian Journal of Teacher Education
This paper presents a review of the literature pertaining to the teacher actions that influence Aboriginal and/or Torres Strait Islander student learning outcomes. This review investigates two foci: the identification of teacher actions influencing learning outcomes for Aboriginal and/or Torres Strait Islander students and the methodological approach to how the influence of teacher behaviours on student learning has been determined. The literature review identifies that published literature in the effective teaching area is predominantly in the ‘good ideas’ category; that is assertions are made by authors with no research-based evidence for supporting such claims, especially through quantitative research which seeks …
Capitalizing On Social And Transactional Learning To Challenge First-Grade Readers, Amanda Meyer, Roland K. Schendel
Capitalizing On Social And Transactional Learning To Challenge First-Grade Readers, Amanda Meyer, Roland K. Schendel
Reading Horizons: A Journal of Literacy and Language Arts
A classroom teacher capitalizes on social learning and reader response theories to challenge her accelerated first-grade readers by implementing literature circles. The aim of this action research was to identify a clear view of how to use literature circles with first-graders and what might be accomplished. Three constructs emerged from the interviews and observations that support the potential for using literature circles with primary students including: engagement and independence, reading benefits, and writing improvement. With respect to social learning and reader response theories, literature circles were found to be possible, practical, and beneficial for supporting the literacy perceptions and practices …