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Articles 1 - 16 of 16
Full-Text Articles in Education
Online Class Challenges Students Beyond The Book, Kirbee Nykamp
Online Class Challenges Students Beyond The Book, Kirbee Nykamp
The Voice
No abstract provided.
Entering A Community Of Writers: The Writing Center, Doctoral Students, And Going Public With Scholarly Writing, Sara Winstead Fry, Melissa Keith, Jennifer Gardner, Amanda Bremner Gilbert, Amanda Carmona, Sabrina Schroeder, Audrey Kleinsasser
Entering A Community Of Writers: The Writing Center, Doctoral Students, And Going Public With Scholarly Writing, Sara Winstead Fry, Melissa Keith, Jennifer Gardner, Amanda Bremner Gilbert, Amanda Carmona, Sabrina Schroeder, Audrey Kleinsasser
The Qualitative Report
In addition to taking advanced courses, graduate students navigate a potentially challenging transition of learning to write for publication. We, the authors, explored solutions to this transition with a study designed to explore the research questions: How does a systematic effort to help doctoral students enter a community of writers via writing center collaboration influence doctoral students’: (1) proficiency with academic writing, (2) writing apprehension, (3) self-efficacy as writers, and (4) comfort with “going public” with their writing? We used a collaborative, multi-layered self-study research approach because it allowed us to focus on critical examination of teaching practices that are …
Should An Effective Language Learning Be Through The Development Of Just One Language Skill?, Victor Daniel Gil Vera Vdgv, Bairon Jaramillo Valencia, Nancy Biviana Cardona, María Alejandra Cifuentes, Shirley Alejandra Jimenez, Laura Marcela Martínez
Should An Effective Language Learning Be Through The Development Of Just One Language Skill?, Victor Daniel Gil Vera Vdgv, Bairon Jaramillo Valencia, Nancy Biviana Cardona, María Alejandra Cifuentes, Shirley Alejandra Jimenez, Laura Marcela Martínez
The Qualitative Report
This paper is intended to identify how teachers’ emphasis on writing influence the learning process in an English class, taking into account that the development of the four language skills is essential for learning a second language to gain an effective communication. this study adopts some main concepts related to English teaching and learning, which are: language skills, writing and learning process. Then, in order to recognize this educational case, this study follows a qualitative approach, a hermeneutic paradigm and a case study, using a non-participant observation, a participant observation, a semi-structured interview and some task-based learning (TBL) sessions which …
Yellow Pads And The Return Of The Writer, Gregory Shafer
Yellow Pads And The Return Of The Writer, Gregory Shafer
Language Arts Journal of Michigan
No abstract provided.
Using Inquiry In Teacher Professional Learning To Build Efficacy For Writing Instruction, Jacqueline B. Koonce, Melissa Brooks-Yip, Kathleen Gibson
Using Inquiry In Teacher Professional Learning To Build Efficacy For Writing Instruction, Jacqueline B. Koonce, Melissa Brooks-Yip, Kathleen Gibson
Language Arts Journal of Michigan
Whitacre (2019) and Curtis (2017) found that participants’ efficacy impacted their writing instruction and ability to engage students. We share our experiences with a professional development program aimed to improve teacher efficacy and literacy of elementary teachers. In this professional learning network, the Study of Early Literacy (SOEL), a higher percentage of teachers reported to a Hanover Research survey that they felt less confident in teaching writing than other areas of literacy. To address this need, one of the authors developed a subgroup to specifically address the teaching of writing with an inquiry-based action research component. Most of the teachers …
The Importance Of Teacher Self-Efficacy In The Implementation Of A Middle And High School Science Writing Initiative, Michelle P. Whitacre
The Importance Of Teacher Self-Efficacy In The Implementation Of A Middle And High School Science Writing Initiative, Michelle P. Whitacre
Teaching/Writing: The Journal of Writing Teacher Education
This study focuses on the experiences of two science teachers who worked to implement a writing-focused, science literacy project in their classrooms. More specifically, I uncover the ways these teachers’ experiences differed and how these differences influenced their implementation. Findings confirm the importance of content teachers’ sense of self-efficacy as writers and writing teachers. In order to foster writing initiatives at the middle and secondary levels, we must honor and nurture content teachers’ sense of self-efficacy and give them multiple opportunities to develop mastery experiences.
The Motivation To Write Profile-College: A Tool To Assess The Writing Motivation Of Teacher Candidates, Ernest Solar, Angela Marie Mucci-Guido Ph.D., Carolyn Cook, Barbara Marinak
The Motivation To Write Profile-College: A Tool To Assess The Writing Motivation Of Teacher Candidates, Ernest Solar, Angela Marie Mucci-Guido Ph.D., Carolyn Cook, Barbara Marinak
Teaching/Writing: The Journal of Writing Teacher Education
Writing is an important aspect of literacy regardless of the grade or discipline. State standards have defined the writing genres, crafts, and skills that are to be taught by teachers in PK-12 classrooms. However, in addition to standards, research indicates that a teacher’s own conception of writing is crucial to establishing classroom conditions necessary for young writers to grow, explore and take risks. If this is the job of PK-12 educators, then it is essential for higher education instructors to understand and explore the writing conceptions of teacher candidates. One of these critical conceptions is the motivation to write. The …
From Creative Writing To A Self’S Liberation: A Monologue Of A Struggling Writer, Ethan Trinh
From Creative Writing To A Self’S Liberation: A Monologue Of A Struggling Writer, Ethan Trinh
Journal of Southeast Asian American Education and Advancement
The pressure of being alone in a new country and of surviving in a competitive academia has scared me to death. I cannot find any better way to heal me other than writing. Writing helps me make sense of the worlds and come closer to my true self. This piece is journeying from my own struggles of a Vietnamese, queer, immigrant teacher to accept who I am as a writer. In addition, writing this piece helps me get closer to decademizing academic writing in higher education.
Developing And Using A Rubric To Provide Feedback And Improve Csd Clinical Writing, Laura B. Willis, Lindsey Piazza
Developing And Using A Rubric To Provide Feedback And Improve Csd Clinical Writing, Laura B. Willis, Lindsey Piazza
Teaching and Learning in Communication Sciences & Disorders
The benefits of rubrics have long been established and their use encouraged in various fields of study. The authors sought to create a rubric specific to the needs in CSD to more clearly share expectations for student clinical writing and more comprehensively assess the quality of their writing. The faculty collaborated with the Office of Academic Assessment to develop a rubric to address these issues. The rubric was developed using VALUE rubrics as guidance, as well as the unique requirements for Communication Sciences and Disorders documentation. This specific rubric may be used to grade and provide feedback to improve the …
New Approach To Chinese Writing: An Exploratory Study Of Writing Performance On Social Q&A Online Community, Lin Zhu
Chinese Language Teaching Methodology and Technology
Many studies have investigated how the online community has informed language acquisition and teaching. In the scholarship of Computer-Mediated Communication Theory (CMC), while most of the studies have emphasized second language English writing using the CMC framework, evidence is shown to support CMC in foreign language instruction. However, there is a lack of research on how feedback from native speakers of Chinese influences Chinese learners’ writing in a web environment. In response to the research gap, drawing on sociocultural and CMC, the current exploratory study probes the nature of feedback on Zhihu, the largest Chinese social question-and-answer website, and how …
Intersections At A Multiethnic High School: C3wp Meets Culturally Relevant And Sustaining Pedagogy, Amy Carpenter Ford, Maria G. Kioussis
Intersections At A Multiethnic High School: C3wp Meets Culturally Relevant And Sustaining Pedagogy, Amy Carpenter Ford, Maria G. Kioussis
Language Arts Journal of Michigan
In this article we describe how an English teacher at a multiethnic, suburban high school adapted the National Writing Project’s innovative argument writing program, the College, Career, and Community Writing Program, to be culturally relevant and sustaining for students in her 10th grade English Language Arts classroom. Building on the C3WP’s roots in critical pedagogy and emphasis on engaging multiple perspectives, we explore the program’s potential in multiethnic classrooms as part of a culturally relevant and sustaining pedagogy. Specifically, we recount how the teacher employed tools from three mini-units (“Coming to Terms with Evidence,” ”Coming to Terms with Opposing …
Using Literacy Quadrants In Preparing Teachers Of Writing: Reflective Tools For Identity, Agency, And Dialogue, Elsie Lindy Olan, Kia Jane Richmond
Using Literacy Quadrants In Preparing Teachers Of Writing: Reflective Tools For Identity, Agency, And Dialogue, Elsie Lindy Olan, Kia Jane Richmond
Teaching/Writing: The Journal of Writing Teacher Education
The researchers of this hermeneutic phenomenological study applied Colaizzi’s (1978) method to analyze and interpret English Language Arts (ELA) teacher candidates’ (TC) learning experiences with literacy quadrants and narratives while attending secondary writing instruction methods courses in diverse institutional settings. Qualitative strategies of data collection included inquiry-driven activities such as drawing and written reflections to literacy quadrants, as well as oral responses to open-ended questions. TCs, moving from knowledge to action, were reflexive about their literacy and learning experiences and the application of knowledge and practices when preparing to teach English to all students. Analysis of TCs’ narratives showed reliance …
Writing Conference Purpose And How It Positions Primary-Grade Children As Authoritative Agents Or Passive Observers, Lisa K. Hawkins
Writing Conference Purpose And How It Positions Primary-Grade Children As Authoritative Agents Or Passive Observers, Lisa K. Hawkins
Reading Horizons: A Journal of Literacy and Language Arts
A common practice in today’s primary-grade classrooms, teacher-student writing conferences are considered a vital component of instruction by accomplished writing teachers and advocates of process writing. Moreover, what teachers say and how they say it shapes those opportunities for student learning that are possible in classrooms. As such, building an understanding of the talk that ensues during primary-grade writing conferences, those purposes that such talk serves overall, and the significance of its pedagogical appropriateness is essential. Findings from a multiple-case study of conference enactment in both a kindergarten and a first-grade classroom illuminate the varying degrees of authoritative and dialogic …
Techniques And Methods Change, Methodology Remains The Same: Web Technology Use As Cosmetic Change In Cfl Classrooms, Justin Olmanson, Xianquan Liu, Nannan Wang, Christopher Heselton
Techniques And Methods Change, Methodology Remains The Same: Web Technology Use As Cosmetic Change In Cfl Classrooms, Justin Olmanson, Xianquan Liu, Nannan Wang, Christopher Heselton
Chinese Language Teaching Methodology and Technology
Technology has been a staple in the language classroom for more than fifty years. From audio cassettes, to video tapes, to multimedia CD-ROMs, to static and interactive web technologies, language teachers have taken the time to learn these tools and integrate them into the classroom experience. Each new technology, each new app, creates an opportunity to alter the experience of teaching and learning—often supporting increased authentic interactions with the Chinese language. This potential however can go unrealized when the ways the technologies are used align with more traditional grammar and vocabulary-focused teaching methodologies and promote efficiency over communication. In this …
Bringing Math To Life: Provide Students Opportunities To Connect Their Lives To Math, Carol D. Benson-O'Connor, Christina Mcdaniel, Jason Carr
Bringing Math To Life: Provide Students Opportunities To Connect Their Lives To Math, Carol D. Benson-O'Connor, Christina Mcdaniel, Jason Carr
Networks: An Online Journal for Teacher Research
Math journals provide students with opportunities to articulate their understanding of math concepts and/or their frustrations with the gaps in those understandings. Their use supports metacognitive thinking to enhance understanding and application. This study took a look at the use of math journals by fourth grade students as a conduit for critical thinking, reflection, and real world math application. For this study, student journal entries consisted of identification of a real-life event, the use of a problem-solving strategy learned during class instruction, narrative of both the problem’s description as well as the rationale for choosing the problem, and the use …
K-2 Mathematicians & Writers: Professional Learning Communities For Developing Conceptual Understanding, Doris Santarone, Angel R. Abney, Sandra M. Webb
K-2 Mathematicians & Writers: Professional Learning Communities For Developing Conceptual Understanding, Doris Santarone, Angel R. Abney, Sandra M. Webb
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
National Council of Teachers of Mathematics (NCTM) has long supported the use of children’s literature, writing, and manipulatives to improve conceptual understanding of mathematics (2000). In a professional learning community for K-2 teachers, professional development was designed and implemented on ways to incorporate literacy and manipulatives into a mathematics lesson. The teachers were charged with collaboratively planning lessons that included multiple components: the standard(s), a mathematics activity, manipulatives, a writing task, and children’s literature. As the data were analyzed, it became apparent that while most of the lessons were well connected, this did not happen for all of the lessons. …