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Full-Text Articles in Education
Effects Of Performance Feedback On High School Teachers’ Use Of Opportunities To Respond And Positive Feedback: Considering Efficiency In High Need Schools, Nathan Meyer, Amy Stevens, Terrance M. Scott, Marlene Parish
Effects Of Performance Feedback On High School Teachers’ Use Of Opportunities To Respond And Positive Feedback: Considering Efficiency In High Need Schools, Nathan Meyer, Amy Stevens, Terrance M. Scott, Marlene Parish
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
The transition into high school presents new challenges for adolescents and performance in ninth grade is highly predictive of success throughout the remainder of high school. However, focus on teacher performance has great promise for increasing student engagement in the classroom and raising student achievement. Unfortunately, many of these practices typically are not implemented within classrooms where students are at highest risk for failure. Two studies were implemented to examine the effect of simple performance feedback strategies as a means of increasing teachers’ provision of opportunities for student responses and positive feedback during instruction. Results showed no effect in teacher …
Big Kids Need Books Too: Lessons Learned From Building Classroom Libraries At The Secondary Level, Jenelle Williams, Megan Kortlandt
Big Kids Need Books Too: Lessons Learned From Building Classroom Libraries At The Secondary Level, Jenelle Williams, Megan Kortlandt
Michigan Reading Journal
This article is intended to describe the rationale and process of creating and effectively using classroom libraries in middle- and high-school English Language Arts classrooms. The authors connect theory to practice, using research to guide decisions about book selection and teacher professional development that takes into account the unique affordances and constraints of using classroom libraries at the secondary level. Additionally, the authors include considerations for the current reality of remote, virtual, and blended learning scenarios.
The Potential Of Socio-Biologically Relevant Mobile Applications To Attract Girls To Stem, Vanaja Nethi, Santanu De
The Potential Of Socio-Biologically Relevant Mobile Applications To Attract Girls To Stem, Vanaja Nethi, Santanu De
FDLA Journal
Stimulating girls’ interest in science, technology, engineering and mathematics (STEM) when they are in school, and sustaining that interest, is critical in motivating girls to choose STEM-related disciplines in higher education and enter STEM careers. Research indicates that girls show an interest in STEM until about 11-12 years of age, but this starts to wane by the time they are 15-16 years. Thus, there is a clear need to focus on sustaining the interest of girls in STEM at middle or high school levels. Research has shown that one of the main drivers that impact girls’ interest in STEM is …
Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict
Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict
Journal of Inquiry and Action in Education
This paper explores students’ engagement in reading poems, examining data on their self perceptions of their confidence and competence in reading poems before, during, and after using the “I Notice” methodology as adapted from The Academy of American Poets’ unit plan, “Noticing Poetry” (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers’ classrooms at Shanghai American School’s Puxi High School Campus. Data indicates that the “I Notice” method and the “Noticing Poetry” unit and its …
Wrong Place, Right Time, Rachel Mazor
Wrong Place, Right Time, Rachel Mazor
Occasional Paper Series
Mazor recounts working in the three distinctly different environments during her first year of teaching: sixth-grade math, pre-school social studies, and first-grade reading. Each of these experiences taught her specific skills that she later applied to assignments; additionally, each experience helped her develop her own style as a teacher.
The Knowing/Doing Gap: Challenges Of Effective Writing Instruction In High School, Sylvia Read, Melanie M. Landon-Hays
The Knowing/Doing Gap: Challenges Of Effective Writing Instruction In High School, Sylvia Read, Melanie M. Landon-Hays
Teaching/Writing: The Journal of Writing Teacher Education
This study explores the challenges of effective writing instruction in high school, specifically examining the perceptions of five new high school English teachers regarding their own experiences learning to write as students, their preparation to become teachers of writing, and how they teach and assess writing in their classrooms. In order to more fully understand their view of writing instruction, we interviewed and observed them. The findings are organized into two strands: teacher beliefs about their own formative opportunities with writing, both as students and in preparation to become teachers, and teacher reflections on best practices in writing instruction and …