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Teaching For Deep Learning In A Second Grade Literacy Classroom, Treavor Bogard, Annamary Consalvo, Jo Worthy
Teaching For Deep Learning In A Second Grade Literacy Classroom, Treavor Bogard, Annamary Consalvo, Jo Worthy
Education Faculty Publications and Presentations
From a New Literacies Studies (NLS) perspective, deep learning involves the acquisition of social and cultural competencies valued within a disciplinary community, not merely propositional displays of what one knows. Drawn from a year-long qualitative inquiry, this case study examines how one exemplary second-grade literacy teacher taught toward deep learning, using a pedagogy of multiliteracies (New London Group, 1996). Selected episodes of instruction were analyzed in two phases. Initially, data were examined for evidence of three main competency sets of deep learning--cognitive, inter-personal, and intra-personal (National Research Council, 2012). In the latter phase, analysis focused on the teacher’s pedagogical stances …
University Of Texas At Tyler Course Catalog, 2018 - 2019, University Of Texas At Tyler
University Of Texas At Tyler Course Catalog, 2018 - 2019, University Of Texas At Tyler
Catalogs
No abstract provided.
University Of Texas At Tyler Catalog, 2018 - 2019, University Of Texas At Tyler
University Of Texas At Tyler Catalog, 2018 - 2019, University Of Texas At Tyler
Catalogs
No abstract provided.
University Of Texas Health Science Center At Tyler Catalog, 2018 - 2020, University Of Texas Health Science Center At Tyler
University Of Texas Health Science Center At Tyler Catalog, 2018 - 2020, University Of Texas Health Science Center At Tyler
Catalogs
No abstract provided.
Revising The Metacognitive Awareness Of Reading Strategies Inventory (Marsi) And Testing For Factorial Invariance, Kouider Mokhtari, Dimiter M. Dimitrov, Carla A. Reichard
Revising The Metacognitive Awareness Of Reading Strategies Inventory (Marsi) And Testing For Factorial Invariance, Kouider Mokhtari, Dimiter M. Dimitrov, Carla A. Reichard
Education Faculty Publications and Presentations
In this study, we revised the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a self-report instrument designed to assess students’ awareness of reading strategies when reading school-related materials. We collected evidence of structural, generalizability, and external aspects of validity for the revised inventory (MARSI-R). We first conducted a confirmatory factor analysis of the MARSI instrument, which resulted in the reduction of the number of strategy statements from 30 to 15. We then tested MARSI-R for factorial invariance across gender and ethnic groups and found that there is a uniformity in student interpretation of the reading strategy statements across these groups, …