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Articles 1 - 10 of 10
Full-Text Articles in Education
Researchers At The Gate: Factors Influencing Districts’ Right Of Entry Decisions, Steven A. Melnick, Bill Henk
Researchers At The Gate: Factors Influencing Districts’ Right Of Entry Decisions, Steven A. Melnick, Bill Henk
William A. Henk
Background: The No Child Left Behind legislation creates an increased need for new school-based empirical studies whose implementation will depend largely on researchers’ access to various school populations and records. Access decisions are typically made by superintendents, or their designees, functioning as gatekeepers who control right of entry. Understanding the factors driving these decisions could enhance the desirability of proposals and increase access rates for quantitative and qualitative researchers alike. Purpose: The purpose of this research was to query districts about four key access factors including (a) researcher trustworthiness, (b) associated risks, (c) costs and benefits, and (d) potential contribution …
The Writing Observation Framework: A Guide For Refining And Validating Writing Instruction, Bill Henk, Barbara A. Marinak, Jesse C. Moore, Marla H. Mallette
The Writing Observation Framework: A Guide For Refining And Validating Writing Instruction, Bill Henk, Barbara A. Marinak, Jesse C. Moore, Marla H. Mallette
William A. Henk
The Writing Observation Framework (WOF) is a new tool for enhancing writing instruction in schools. The WOF organizes principles of writing instruction In a way that improves the evaluation of teachers' writing practices, encourages a shared philosophy of the writing process and its instruction, and assists schools in demonstrating the integrity of their writing programs.
A Whole-Class Support Model For Early Literacy: The Anna Plan, Pamela A. Miles, Kathy W. Stegle, Karen G. Hubbs, Bill Henk, Marla H. Mallette
A Whole-Class Support Model For Early Literacy: The Anna Plan, Pamela A. Miles, Kathy W. Stegle, Karen G. Hubbs, Bill Henk, Marla H. Mallette
William A. Henk
The Anna Plan is a unique delivery model for enhancing schoolwide literacy instruction in the primary grades. Based on the principles of Reading Recovery and Four Blocks literacy instruction, it provides supplementary reading instruction through the distinctive use of teaching staff. Over six years, it has resulted in sweeping changes in the way literacy instruction occurs as well as noteworthy increases in children's reading abilities. This article gives a brief history of the authors' work within the Anna Plan, explains each of the model's seven tenets, and describes the research base that drives it. The focal point of the article …
The Influence Of Accelerated Reader On The Affective Literacy Orientations Of Intermediate Grade Students, Marla H. Mallette, Bill Henk, Steven A. Melnick
The Influence Of Accelerated Reader On The Affective Literacy Orientations Of Intermediate Grade Students, Marla H. Mallette, Bill Henk, Steven A. Melnick
William A. Henk
Although the highly popular Accelerated Reader (AR) book reading incentive program claims to motivate children of all reading ability levels, very little independent empirical research has examined this assertion. To help fill this void, we used two related three-factor mixed designs with Method (AR vs. Control), Gender, and either Grade Level(fourth vs. fifth) or Reading Ability (high vs. low) to explore AR’s influence on the reading attitudes and self-perceptions of children in two comparable school districts. The analyses indicate that AR positively influenced academic reading attitudes, but not recreational ones, and that it negatively influenced two types of self-perceptions in …
What Matters Most? A Survey Of Accomplished Middle-Level Educators' Beliefs And Values About Literacy, Marla H. Mallette, Bill Henk, Jan E. Waggoner, Carol J. Delaney
What Matters Most? A Survey Of Accomplished Middle-Level Educators' Beliefs And Values About Literacy, Marla H. Mallette, Bill Henk, Jan E. Waggoner, Carol J. Delaney
William A. Henk
Ninety teachers working in award-winning middle schools responded to a survey that explored, quantitatively and qualitatively, how they (1) defined themselves as teachers of literacy, (2) viewed multiliteracies in adolescents' lives, and (3) valued these literacies in the classroom. Mean scores indicated that Basic Literacies (e.g., comprehension, word identification, fluency, writing) were rated more favorably than New Literacies (e.g., media, Internet, critical, out of school). Strong qualitative support existed for literacy instruction in all disciplines, but interpretations varied. The most positive agreement centered on every teacher being a teacher of literacy. Little support existed for developing students' out-of-school literacies in …
Reading Reminder: A New Tool For Scaffolding Strategic Readers, Bill Henk
Reading Reminder: A New Tool For Scaffolding Strategic Readers, Bill Henk
William A. Henk
No abstract provided.
Supporting Catholic Education Through Effective School/University Partnerships: Two Models From The 2012 Catholic Higher Education Collaborative Conference, William A. Henk, Jennifer Maney, Kevin Baxter, Frank Montejano
Supporting Catholic Education Through Effective School/University Partnerships: Two Models From The 2012 Catholic Higher Education Collaborative Conference, William A. Henk, Jennifer Maney, Kevin Baxter, Frank Montejano
William A. Henk
The following article contains two essays based on presentations to the 2012 CHEC conference on Catholic school governance held at Marquette University in October 2012. The essays outline two models of deep collaboration between Catholic institutions of higher education and Catholic K-12 schools designed to support and foster improvements in Catholic education. The first essay, “Higher Education Working Together to Help Catholic Schools: The Greater Milwaukee Catholic Education Consortium,” written by William A. Henk and Jennifer A. Maney, provides an overview of the Greater Milwaukee Catholic Education Consortium (GMCEC), an ongoing collaborative effort between the archdiocese of Milwaukee and the …
Validation Of A Reader Self Perception Scale (Rsps2) For Use In Grades 7 And Above, Steven A. Melnick, William A. Henk, Barbara A. Marinak
Validation Of A Reader Self Perception Scale (Rsps2) For Use In Grades 7 And Above, Steven A. Melnick, William A. Henk, Barbara A. Marinak
William A. Henk
Clearly, the attitudes, values, expectations, and beliefs that individuals possess about literacy will play a vital role in shaping their engagement with reading, writing, and other language processes. Grounded in Self-Efficacy Theory (Bandura, 1977, 1982; Schunk, 1984), the Reader Self Perception Scale Version 2 predicts that students take four basic factors into account when forming literacy self-perceptions: Progress, Observational Comparisons, Social Feedback, and Physiological States. Student response data (n=3,031 in grades 7-10) provides evidence of construct validity through a principal components analysis of the factor structure. Alpha reliabilities by factor are reported.
A New Pathway For The Preparation Of Highly Qualified Teachers: The Master Of Arts In Teaching (Mat), Donna M. Post, Kevin C. Wise, Bill Henk, John D. Mcintyre, R. Keith Hillkirkm
A New Pathway For The Preparation Of Highly Qualified Teachers: The Master Of Arts In Teaching (Mat), Donna M. Post, Kevin C. Wise, Bill Henk, John D. Mcintyre, R. Keith Hillkirkm
William A. Henk
This article reports on the development and initial implementation of a Master of Arts in Teaching (MAT) degree, an accelerated graduate program that encourages and scaffolds individuals with existing disciplinary expertise in entering the teaching profession. First, the context for developing the program is outlined. Next, the unique structure of the 15-month program, which consists of three blocks, is described. Expectations about students are then shared, quality control features of the program are highlighted, and the lessons we learned about program development and implementation are detailed. Finally, thoughts about the future of this program and others of its type are …
Higher Education Working Together To Help Catholic Schools: The Greater Milwaukee Catholic Education Consortium, Bill Henk, Jennifer S Maney
Higher Education Working Together To Help Catholic Schools: The Greater Milwaukee Catholic Education Consortium, Bill Henk, Jennifer S Maney
William A. Henk
This essay was developed from a panel presentation by Henk and Maney, as well as other key professional colleagues, delivered at the 2012 CHEC Conference. The essay describes the formation and initial work of a consortium of five institutions of higher education in the greater Milwaukee area, including Alverno College, Cardinal Stritch University, Marian University, Marquette University, and Mount Mary College.