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Articles 1 - 5 of 5
Full-Text Articles in Education
Espoused And Enacted Beliefs Of High School English Language Arts Teachers In Writing Instruction, Sydnie Schoepf
Espoused And Enacted Beliefs Of High School English Language Arts Teachers In Writing Instruction, Sydnie Schoepf
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
The purpose of the current study is to explore the espoused beliefs and enacted practices of secondary English Language Arts teachers with regards to writing instruction and how these beliefs correlate with teacher self-efficacy beliefs. The study worked to build upon the literature mainly in the fields of mathematics and science in order to explore what the perceived and enacted beliefs are and how they affect the self-efficacy belief of teachers within the field of writing instruction in the high school classroom. The study used a collective case study design in order to better understand what espoused and enacted pedagogical …
Not Quite The End Of The World: Two Student Teachers Grappling With Covid-19, Katie Alford
Not Quite The End Of The World: Two Student Teachers Grappling With Covid-19, Katie Alford
Teaching/Writing: The Journal of Writing Teacher Education
This article shares the experiences of two student teachers as they traversed the complex and unknown world of COVID-19. It highlights the lessons they learned and how they supported student writers in their classroom in unique ways as a result of e-learning.
The Impact Of Guided Practice In Argument Analysis And Composition Via Computer-Assisted Argument Mapping Software On Students’ Ability To Analyze And Compose Evidence-Based Arguments, Donna Lorain Grant
Theses and Dissertations
The purpose of this quantitative action research study was to document the impact of the use of computer-assisted argument mapping (CAAM) upon high school students’ ability to analyze and compose evidence-based arguments. The study used a one-group pretest posttest design with a convenience sample of the participant researcher’s seventy-one high school sophomores. During the six-week study, each participant generated four sets of artifacts, each consisting of two argument analysis maps from provided source arguments and one argument composition map representing the participant’s position on the given topic. Artifacts were generated at four separate benchmarks, the pretest, week four, week five, …
Supporting English Learners Through Practice-Based Research, Catherine Lammert, Erica B. Steinitz Holyoke
Supporting English Learners Through Practice-Based Research, Catherine Lammert, Erica B. Steinitz Holyoke
Reading Horizons: A Journal of Literacy and Language Arts
Learning to use critical practice-based research as part of teaching is an important goal for preservice teachers, especially for those who plan to teach English learners in linguistically diverse settings. In this study, we examine the experiences of preservice teachers who were introduced to a framework for enacting iterative, transformative action research, and used the framework to study their own teaching in a one-on-one writing partnership with young English learners. Using an established self-efficacy survey instrument, as well as qualitative measures such as course artifacts and observations of teaching, we conducted a mixed-methods study to examine the impact of research …
Teacher Candidates As Writers: What Is The Relationship Between Writing Experiences And Pedagogical Practice, Vicki Mcquitty, Ellen Ballock
Teacher Candidates As Writers: What Is The Relationship Between Writing Experiences And Pedagogical Practice, Vicki Mcquitty, Ellen Ballock
Teaching/Writing: The Journal of Writing Teacher Education
Both teacher candidates (TCs) and practicing teachers are asked to engage in personal writing experiences as means of learning about writing instruction. Yet, research on the relationship between writing and teaching writing provides variable, sometimes contradictory, results. This study investigated the relationship between TCs’ experiences writing a personal narrative in an undergraduate teacher education course and how they read and respond to a second grader’s personal narrative. Results indicate that, initially, many TCs did not draw on their writing experiences to inform how they analyzed, interpreted, and responded to the student’s composition. However, when specifically prompted to think about their …