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Articles 1 - 8 of 8
Full-Text Articles in Education
Creating Mandalas For World Peace While Incorporating Mathematics, Art, Literature, Writing, And Technology, Joseph M. Furner
Creating Mandalas For World Peace While Incorporating Mathematics, Art, Literature, Writing, And Technology, Joseph M. Furner
Transformations
Across the USA there are more and more students whose parents are from around the world. It is important teachers can effectively teach mathematics to reach all students, particularly those with limited English proficiency, while establishing interdisciplinary and cultural connections and even working toward world peace. The purpose of this paper is to share how a class of students from an elementary school in South Florida with their teacher created mandalas to teach mathematics, art, writing, and even world peace to their students. Math teachers should strive to bridge the cultural gap among all students by incorporating innovative ideas as …
K-12 Writing Teachers’ Careerspan Development: Participatory Pedagogical Content Knowledge Of Writing, Sarah J. Donovan, Jenn Sanders, Danielle L. Defauw, Joy Myers
K-12 Writing Teachers’ Careerspan Development: Participatory Pedagogical Content Knowledge Of Writing, Sarah J. Donovan, Jenn Sanders, Danielle L. Defauw, Joy Myers
Literacy Practice and Research
This narrative grounded theory study examines 19 US K–12 teachers’ development of pedagogical content knowledge of writing (PCKW) across their careers. Building on writing pedagogies and career cycle theories, we invited writing teachers to tell stories of critical experiences that contributed to their development. Findings indicate that teachers’ understanding of writing, being writers, and teaching writers were propelled by various critical experiences--both personal and professional. Our model shows that these experiences prompted teachers to engage in participatory PCKW to cultivate development. Implications are that writing teachers need communities of practice, mentors, and ongoing participatory engagements to sustain process pedagogies.
Promoting Student Reflection Through Reflective Writing Tasks, Elena Taylor
Promoting Student Reflection Through Reflective Writing Tasks, Elena Taylor
Journal on Empowering Teaching Excellence
Access the online Pressbooks version of this article here.
Reflection is a necessary component of learning. Through reflective assignments and tasks, students are given opportunities to evaluate their learning and analyze strategies they use while acquiring and applying course material. Reflections also help students assess and think deeply about the information presented in class and thus better retain it. Through reflecting on their learning, students are also given the opportunity to formulate goals for future improvement. Reflective tasks can be implemented in any classroom, and writing is a powerful tool to do that. This article describes several writing tasks that …
Full Issue: Journal On Empowering Teaching Excellence, Volume 7, Issue 1, Spring 2023
Full Issue: Journal On Empowering Teaching Excellence, Volume 7, Issue 1, Spring 2023
Journal on Empowering Teaching Excellence
The full-length Spring 2023 issue (Volume 7, Issue 1) of the Journal on Empowering Teaching Excellence
Access the online Pressbooks version (with downloadable EPUB format) here.
The Spring 2023 issue presents research and guidance on topics related to student self-reflection, participatory learning, and returning to the in-person learning following the COVID-19 pandemic. The first article takes a critical approach to understanding pedagogy with adult learners by involving students in the creation of course syllabi as a way to challenge ideologies related the roles of instructor and students. The second article blends research and narrative to explore how the experiences of …
Interventions To Improve Teacher Self-Efficacy Beliefs About Writing And Writing Instruction: Lessons Learned And Areas For Exploration, Jadelyn Abbott, Tracey Hodges, Sherry Dismuke, Katherine Landau Wright, Claire Schweiker
Interventions To Improve Teacher Self-Efficacy Beliefs About Writing And Writing Instruction: Lessons Learned And Areas For Exploration, Jadelyn Abbott, Tracey Hodges, Sherry Dismuke, Katherine Landau Wright, Claire Schweiker
Teaching/Writing: The Journal of Writing Teacher Education
The present study explores the findings of a systematic literature review of research about teachers’ self-efficacy for writing and writing instruction to demystify what is known and what remains unknown. We analyzed the pool of research on self-efficacy for writing and writing instruction from January 1992 to August 2020. Our final inclusion of articles resulted in 22 articles that examine teacher self-efficacy for writing and writing instruction while meeting our standards of examining changes in self-efficacy. We examined how shifts in self-efficacy are measured, specific interventions that increase teachers’ self-efficacy for writing and writing instruction as well as interventions that …
Infographic: Basic Literacy Skills And The Gap Between Male And Female Students, Jo Earp
Infographic: Basic Literacy Skills And The Gap Between Male And Female Students, Jo Earp
Teacher infographics
NAPLAN’s National Minimum Standard is the ‘agreed minimum acceptable standard of knowledge and skills without which a student will have difficulty making sufficient progress at school’. Ahead of the 2023 tests, we compare the percentage of male and female students in year 9 achieving at or above the standard in Literacy, over time.
Infographic: Basic Skills And The Gap Between Indigenous And Non-Indigenous Students, Jo Earp
Infographic: Basic Skills And The Gap Between Indigenous And Non-Indigenous Students, Jo Earp
Teacher infographics
In the National Assessment Program — Literacy and Numeracy (NAPLAN) tests, the national minimum standard (NMS) is the ‘agreed minimum acceptable standard of knowledge and skills without which a student will have difficulty making sufficient progress at school’. This infographic looks at the performance of Indigenous and non-Indigenous students in Year 9, over time.
Third- To Fifth-Grade Teachers’ Training And Their Confidence In Teaching Writing, Lysette Dorothy Cohen
Third- To Fifth-Grade Teachers’ Training And Their Confidence In Teaching Writing, Lysette Dorothy Cohen
Walden Dissertations and Doctoral Studies
Third- to fifth-grade teachers are struggling to teach writing, and research had not addressed how their training to teach writing or their confidence in their ability to use effective strategies to teach writing influences their teaching. The purpose of this basic qualitative study was to explore third- to fifth-grade teachers’ training in writing instruction and their confidence in their ability to use effective strategies to teach writing. The conceptual framework was Bandura’s theory of self-efficacy and Shulman’s theory of pedagogical content knowledge. Participants included nine third- to fifth-grade teachers who had experience teaching writing. Data were collected through semistructured interviews. …