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Full-Text Articles in Education
Examining The Read-To-Write Strategy And Its Effects On Second Grader’S Writing Of Sequential Text, John Neal
Examining The Read-To-Write Strategy And Its Effects On Second Grader’S Writing Of Sequential Text, John Neal
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
Writing is so important. It is important in school and in our careers; writing is found to be helpful physiologically and psychologically. Experts wonder, with writing so important, why is writing not being adequately taught in the schools. The answer may be that writing is complex and teaching it is even more complex. The Read-to-Write Strategy is a writing model based on the study of exemplary models of text and children are explicitly taught how to write the way an author writes through a process of the teacher modeling how to write this way; the teacher sharing the writing task …
The School Librarian’S Role In Writing Instruction: Research, Perceptions, And Practice, April M. Dawkins, Karen W. Gavigan
The School Librarian’S Role In Writing Instruction: Research, Perceptions, And Practice, April M. Dawkins, Karen W. Gavigan
Faculty Publications
The degree to which librarians are actively involved in developing the writing skills of students has primarily been studied in academic libraries (Bronshteyn and Baladad 2006, “Librarians asWriting Instructors: Using Paraphrasing Exercises to Teach Beginning Information Literacy Students.” The Journal of Academic Librarianship 32 (5):533–536; King 2012, “Essentials of Basic Writing Pedagogy for Librarians.” Community & Junior College Libraries 18:55–66. Accessed March 20, 2016. doi:10.1080/ 02783915.2012.700211; Smith 2001, “Keeping Track: Librarians, Composition Instructors, and Student Writers Use the Research Journal.” Research Strategies 18:21–28) and has rarely been researched in terms of K-12 settings either in the United States or internationally. …
Student-Centered Approaches To Teaching Grammar And Writing, Lindsay J. Jeffers
Student-Centered Approaches To Teaching Grammar And Writing, Lindsay J. Jeffers
Language Arts Journal of Michigan
This article questions the continued reliance on traditional approaches to the teaching of grammar, particularly the memorization of parts of speech and grammar rules. Years of studies show that grammar instruction out of the context of writing is detrimental to students. Despite much progress toward student-centered instruction, traditional methods of teaching grammar are still a cornerstone of writing instruction in many English classes. The article suggests more effective, student-centered approaches that focus on students developing as writers and readers. Through modeling and inquiry, students focus on writing as a craft and make choices as writers. It’s essential that research about …
On Cheating And Prosperity, Trey Conatser
On Cheating And Prosperity, Trey Conatser
Greater Faculties: A Review of Teaching and Learning
At the outset of a new academic year, we'd do well to reflect on how we pitch academic integrity—and the concept of cheating—to our students. Not only does it affect how they see us as teachers and scholars; it also affects in profound ways how we see (or don't see) students as complex human beings. And this asks us to go against our gut reactions to the apparent moral legibility of cheating. If we understand cheating as an evasive concept, and as a product of our institutions, we're much less likely to incentivize it.
Teacher Self-Efficacy In Writing And Instructional Choices: A Correlational Study, Beth Burke
Teacher Self-Efficacy In Writing And Instructional Choices: A Correlational Study, Beth Burke
CUP Ed.D. Dissertations
This quantitative study focused on examining the relationship between teacher self-efficacy and their use of writing practices in teaching writing. Participants included elementary kindergarten through fifth grade teachers in a large school district in northeastern United States. The following research questions guided this study: Is there a statistically significant relationship between overall teacher self-efficacy and the amount of time teachers spend using specific practices in writing instruction? Is there a statistically significant relationship between teaching self-efficacy factor of personal self-efficacy and the amount of time teachers spend using specific practices in writing instruction? Is there a statistically significant relationship between …
Writing With Parents In Response To Picture Book Read Alouds, Danielle L. Defauw
Writing With Parents In Response To Picture Book Read Alouds, Danielle L. Defauw
Reading Horizons: A Journal of Literacy and Language Arts
High-quality writing instruction needs to permeate elementary students’ in- and outside-of-school experiences. The aim of this research was to explore how teaching writing to parents may support home-school literacy connections. This qualitative case study explored parents’ experiences in interactive writing sessions. The descriptive coding and constant comparative analysis of transcribed parent writing sessions, field notes, and documents revealed three themes: (1) Writing Tips and Strategies, (2) Parent-Writers, and (3) Story Connections. The parent writing sessions facilitated parents’ understanding of how to support their elementary-age children’s writing development. Parents demonstrated a desire to support their children’s writing development, and they needed …
Adpr 221: Strategic Writing For Advertising And Public Relations—A Peer Review Of Teaching Benchmark Portfolio, Michael D. Hanus
Adpr 221: Strategic Writing For Advertising And Public Relations—A Peer Review Of Teaching Benchmark Portfolio, Michael D. Hanus
UNL Faculty Course Portfolios
The objective for this course portfolio was to document the changes implemented to a core advertising and public relations writing course. The portfolio outlines five proposed goals for the revised course: students should be able to write for an audience, give and receive quality feedback, prepare for novel situations in the workplace, see writing as rewarding, creative, and fun, and learn professional conventions and industry standards for strategic writing. The course was significantly restructured in order to better reach these goals on student assignments, activities, and during lectures. Each goal was assessed with a combination of qualitative and quantitative methods. …
Math Is In The Title (Un)Learning The Subject In Qualitative And Post Qualitative Inquiry, Kayla Myers, Susan Ophelia Cannon, Sarah Bridges-Rhoads
Math Is In The Title (Un)Learning The Subject In Qualitative And Post Qualitative Inquiry, Kayla Myers, Susan Ophelia Cannon, Sarah Bridges-Rhoads
Middle and Secondary Education Faculty Publications
An ongoing experiment in (un)learning the humanist subject in qualitative and post qualitative inquiry, this writing-reading-thinking explores the tensions that two doctoral students and an assistant professor grapple with through an undirected/directed reading course and beyond. The paper takes up and troubles conventional academic writing practices that aim to present knowledge as finished and neatly packaged for consumption, pushing against the stable academic subject. We intend for the reader to experiment and play in the manuscript and to think with multiple fragments together. We hold a persistent wondering about how to teach and learn to think differently—how to ‘‘untrain’’ researchers …
Engl 254: Writing And Communities—A Peer Review Of Teaching Project Benchmark Portfolio, Rachael Wendler Shah
Engl 254: Writing And Communities—A Peer Review Of Teaching Project Benchmark Portfolio, Rachael Wendler Shah
UNL Faculty Course Portfolios
This course portfolio analyzes a section of English 254: Writing and Communities, exploring how well the course met individual teaching goals and the departmental course goals for English 254, with a particular focus on how the new English Department mission statement priorities are actualized in the class and how well the class supported learning to communicate across difference. The portfolio includes an outline of institutional context, course outcomes, and student background, as well as a backwards planning chart that demonstrates alignment between outcomes, activities, and assessment strategy. Then, the portfolio examines student data from each of the three major assignments, …
Program Implementation And Upper Elementary Writing Achievement, Lisa` Weber
Program Implementation And Upper Elementary Writing Achievement, Lisa` Weber
Walden Dissertations and Doctoral Studies
According to the National Assessment of Educational Progress, a significant percent of fourth grade students write well below the basic level. In one elementary school, teachers implemented a new writing program for all students at the school. The purpose of this quasi-experimental quantitative study was to determine the effects of this writing program A Language for Learning and Write from the Beginning-?¦and Beyond. Bruner's theory of constructivism formed the theoretical foundation of this study. The study included 172 students in third, fourth, and fifth grades. The research questions examined pre- and post-paragraph writing scores, extended writing scores, grammar and usage …