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Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
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- COVID-19 (1)
- Cognitive learning (1)
- Communication overload (1)
- Communication satisfaction (1)
- Critical reader-response theory (1)
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- Digital media and learning (1)
- Elementary grades (1)
- Instructional formats (1)
- Intent to persist in college (1)
- K–12 educators (1)
- Metacognition (1)
- Online instruction (1)
- Online reading (1)
- Reading strategies (1)
- Secondary English (1)
- Self-regulated learning (1)
- Student-teacher interaction (1)
- Student–author interview (1)
- Text world theory (1)
- Uncertainty management (1)
- Young adult literature (1)
Articles 1 - 5 of 5
Full-Text Articles in Social and Behavioral Sciences
Differences In Elementary Students’ Self-Regulated Processes For Computer Versus Printed Reading Assignments, Katerina Sergi, Anastasia Elder, Tianlan Wei, Kristin H. Javorsky, Jianzhong Xu
Differences In Elementary Students’ Self-Regulated Processes For Computer Versus Printed Reading Assignments, Katerina Sergi, Anastasia Elder, Tianlan Wei, Kristin H. Javorsky, Jianzhong Xu
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this study was to investigate metacognitive self-regulated learning (SRL) differences in computer- and paper-based reading assignments across elementary students. Students in two after-school programs in a southeastern U.S. public school district were recruited. The final sample consisted of 48 students in Grades 2–5 who participated in two counterbalanced conditions involving a computer- and a paper-based reading assignment. The study employed a 2 x 4 (condition-by-grade) mixed-model analysis of variance (ANOVA) and followup tests to examine metacognitive SRL differences between conditions and grades. The results indicate that elementary students used various metacognitive SRL skills across both conditions. The …
Journal Of Communication Pedagogy, Complete Volume 6, 2022
Journal Of Communication Pedagogy, Complete Volume 6, 2022
Journal of Communication Pedagogy
No abstract provided.
The Influence Of Course Format, Student Characteristics, And Perceived Teacher Communication And Behavior On Instructional Outcomes Before And During The Covid-19 Pandemic, Elizabeth E. Graham, Heather L. Walter, Tang Tang
The Influence Of Course Format, Student Characteristics, And Perceived Teacher Communication And Behavior On Instructional Outcomes Before And During The Covid-19 Pandemic, Elizabeth E. Graham, Heather L. Walter, Tang Tang
Journal of Communication Pedagogy
Two studies examined instructional format (intact vs. hybrid and remote vs. online), classroom climate, student characteristics (engagement and communication apprehension), perceived teacher communication and behavior (teacher competence, clarity, caring), and their influence on instructional outcomes, including cognitive learning, communication satisfaction, and intent to persist in college pre-pandemic and during the pandemic. The findings highlight the important role teacher characteristics (caring, clarity, competence) played in instructional outcomes. This study also revealed that high levels of engagement signals students’ willingness to participate in the learning process. Students are a driving force in their own cognitive learning, communication satisfaction, and intent to persist …
An Exploratory Investigation Of Teacher Perceptions Of Education And Communication At The Beginning Of The Covid-19 Pandemic, Stephenson J. Beck, Emily A. Paskewitz
An Exploratory Investigation Of Teacher Perceptions Of Education And Communication At The Beginning Of The Covid-19 Pandemic, Stephenson J. Beck, Emily A. Paskewitz
Journal of Communication Pedagogy
In March 2020, teachers in the K–12 school system were forced to transition from in-person instruction to a variety of virtual teaching models due to the COVID-19 pandemic. This unprecedented change required extensive communication between teachers, students, parents, and administrators. This study explored communication during the March–May 2020 transition period, utilizing Uncertainty Management Theory as an overarching framework to investigate how teacher comfort with online learning, communication overload, administrative clarity, and student–teacher interaction influenced the effectiveness and happiness of teachers. Across these four variables, communication overload was shown to be a strong negative predictor of teacher well-being; student–teacher interaction predicted …
Responding To Literature Through Student–Author Interviews: Eighth-Grade Students Challenge Chris Crowe’S Mississippi Trial, 1955, Danielle L. Defauw, Chris Crowe, Christine Burnett
Responding To Literature Through Student–Author Interviews: Eighth-Grade Students Challenge Chris Crowe’S Mississippi Trial, 1955, Danielle L. Defauw, Chris Crowe, Christine Burnett
Reading Horizons: A Journal of Literacy and Language Arts
This study explores virtual, student–author interviews eighth-grade students led with Chris Crowe in response to his young adult novel Mississippi Trial, 1955. The opportunity to interview the author motivated students to read the novel. Through their text-world development, students connected with the fictional and nonfictional characters, Hiram Hillburn and Emmett Till, respectively. Through their critical reader-responses, students sought truth about Emmett Till’s case as they questioned Crowe about the choices he made as an author and researcher, which supported students’ understanding of character development and historical significance of Emmett Till’s case. Crowe’s answers to the students’ critical questions were …