Open Access. Powered by Scholars. Published by Universities.®

Education Commons™

Open Access. Powered by Scholars. Published by Universities.®

Disciplinary literacy

Discipline
Institution
Publication Year
Publication
Publication Type
File Type

Articles 61 - 66 of 66

Full-Text Articles in Education

A Professional Learning Community Design: Using Close Reading Techniques To Improve The U.S. History Comprehension, Maureen Tinsley Jan 2014

A Professional Learning Community Design: Using Close Reading Techniques To Improve The U.S. History Comprehension, Maureen Tinsley

Electronic Theses and Dissertations

This dissertation in practice presents a research-based model for staff development utilizing the elements of a professional learning community. The focus of this problem of practice was determined through an analysis of one high school's reading data indicating that 36% of the student body was reading below grade level according to the state assessment test for reading. Researchers have noted that reading demands for college and careers have increased (Alliance for Excellent Education, 2011; Barton, 2000; Common Core State Standards, 2014). If students do not develop reading proficiency to graduate with a high school diploma, they are at risk of …

Go to article

Secondary Mathematics Teachers’ Literacy Professional Learning: An Amalgamation Of Adolescent Literacy, Mathematics Teaching, And Adult Learning, Janet L. Larson Dec 2013

Secondary Mathematics Teachers’ Literacy Professional Learning: An Amalgamation Of Adolescent Literacy, Mathematics Teaching, And Adult Learning, Janet L. Larson

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

This study uses practitioner research to examine secondary mathematics teachers’ learning of literacy integration practices in the context of a district-wide literacy professional development series. The author, a secondary mathematics curriculum and instruction facilitator in a large, Midwestern suburban district, engaged in a two-year partnership with seventeen Mathematics Teacher Facilitators (MTFs) who taught literacy practices to their colleagues via a train-the-trainer model. This study provides an explicit rendering of professional development practices and ongoing, job-embedded learning vignettes of six MTF’s experiences in (a) teaching literacy practices to their colleagues and (b) how they learned and enacted these practices in their …

Go to article

The Effects Of The Vocabulary Think Chart Strategy On Seventh-Grade Students' Scientific Vocabulary Knowledge: A Mixed-Method Study., Paloma Ferreira Jan 2013

The Effects Of The Vocabulary Think Chart Strategy On Seventh-Grade Students' Scientific Vocabulary Knowledge: A Mixed-Method Study., Paloma Ferreira

Electronic Theses and Dissertations

This mixed-method study examined the effects of the use of the Vocabulary Think Chart in seventh-grade science students’ understanding of scientific vocabulary. Participants included 89 students who attended the only three regular Earth Science classes in the study site. Participants were assigned to the treatment and comparison group according to the teachers’ wish on how they wanted to participate in the study. The experimental group received one week long preparation on the use of the Vocabulary Think Chart, followed by five weeks of using the strategy independently. Results of the study did not show a significant change on students’ scientific …

Go to article

Teachers' Beliefs, Knowledge, And Implementation Of Disciplinary Literacy Pedagogy In Three Advanced Placement United States History Classrooms, Stephanie Bennett Jan 2013

Teachers' Beliefs, Knowledge, And Implementation Of Disciplinary Literacy Pedagogy In Three Advanced Placement United States History Classrooms, Stephanie Bennett

USF Tampa Graduate Theses and Dissertations

In this inquiry, I investigated three Advanced Placement United State History teachers' beliefs, knowledge, and implementation of disciplinary literacy pedagogy in their Advanced Placement United States History (APUSH) classrooms. My interest in disciplinary literacy evolved from my own experiences as a high school social studies teacher and middle school intensive reading teacher. With the implementation of the Common Core State Standards, whose emphasis is, in part, on discipline-specific literacy, across the United States in 2014-2015, I recognize the need for research relevant to discipline-specific practices in the classroom. I want to contribute further to the understandings of disciplinary literacy pedagogy. …

Go to article

Integrating Disciplinary Literacy Into Middle-School And Pre-Service Teacher Education, Jaime Colwell, David Reinking Jan 2013

Integrating Disciplinary Literacy Into Middle-School And Pre-Service Teacher Education, Jaime Colwell, David Reinking

Teaching & Learning Faculty Publications

This case describes a summary of a formative experiment, a framework specific to educational design research, simultaneously conducted in a middle-school history classroom and a university social studies methods course. The purpose of the study was to refine an intervention to promote disciplinary literacy in history. The intervention provided middle-school students and pre-service teachers with explicit strategies to promote disciplinary literacy, while participating in a collaborative blog project engaging them in disciplinary literacy. Conclusions suggest practical consideration for implementation of disciplinary literacy into history. The case outlines the five phases of the formative experiment and briefly overviews modifications made during …

Go to article

A Formative Experiment To Promote Disciplinary Literacy In Middle-School And Pre-Service Teacher Education Through Blogging, Jamie Colwell Aug 2012

A Formative Experiment To Promote Disciplinary Literacy In Middle-School And Pre-Service Teacher Education Through Blogging, Jamie Colwell

All Dissertations

This dissertation describes a formative experiment that investigated how strategy instruction paired with collaborative blogging could promote disciplinary literacy among eighth-grade students in a social studies classroom and among pre-service teachers in a social studies methods course. Qualitative methods were utilized to collect and analyze data in this study. To determine modifications to the intervention, an embedded, single-case study was designed to analyze data iteratively using constant comparative methods. Post-study, qualitative methods were also used to conduct retrospective analysis to connect overall findings to theory. Three modifications were made, in the middle-school setting, to the intervention, which enhanced participants' progress …

Go to article

First Prev