Questions Of Transfer: Writers' Perspective On Familiar/Unfamiliar Writing Tasks In A Capstone Writing Course,
2010
Old Dominion University
Questions Of Transfer: Writers' Perspective On Familiar/Unfamiliar Writing Tasks In A Capstone Writing Course, Heather G. Lettner-Rust
English Theses & Dissertations
Understanding what students bring from one writing context to another may the central concern for teachers of writing from elementary school to adult learning. Research from the field of composition studies offers knowledge about writing as process(es) (Emig, 1971; Shaughnessy, 1979; Russell, 1999), as socially constructed performances (Flower & Hayes, 1980; Bartholomae, 1985; Bloom, 1985), and as part of a larger activity system (Russell, 1997). This dissertation ties together theories of writing as an activity in a broader system of tools and outcomes and current research on transfer in writing in order to illustrate writers' perspectives on particular writing tasks. …
An Examination Of The Reading First Program At A Southeastern Virginia Elementary School And The Impact On K–2 Student Reading Achievement,
2010
Old Dominion University
An Examination Of The Reading First Program At A Southeastern Virginia Elementary School And The Impact On K–2 Student Reading Achievement, Leslie Ford Lippard
Teaching & Learning Theses & Dissertations
Reading First was a federal initiative aimed at improving reading instruction and implementing programs and strategies grounded in scientifically-based reading research. The legislation was predicated on research findings that high-quality reading instruction and intervention in the primary grades significantly reduces the numbers of students who experience difficulties in later grades. This study examined the Reading First program at an elementary school in southeastern Virginia from 2006-2008. Specifically, the researcher investigated the impact of the independent variable, the tier three model of intervention on K-2 student reading achievement. Quantitative data was garnered from 792 K-2 student participants attending the research site. …
Secondary English Teachers' Attitudes Toward Disciplinary And Literacy Learning Implications For Pedagogical Praxis And Reform,
2010
Old Dominion University
Secondary English Teachers' Attitudes Toward Disciplinary And Literacy Learning Implications For Pedagogical Praxis And Reform, Stephanie Kay Sugioka
Teaching & Learning Theses & Dissertations
The purpose of this study was threefold: (1) to examine the epistemological stances of the two teacher participants, that is, to determine their attitudes toward student literacy and their beliefs about the purposes of English as a discipline; (2) to describe the interplay between their epistemological stances and their pedagogical practices, in particular with respect to their use of research-based literacy strategies; and (3) to arrive at a means of supporting them in their use of more effective pedagogical strategies, in this case including more in-depth discussion in their classes for the purpose of furthering their students' critical literacy. The …
Is The Coach Ready For The Game? A Self-Study Of Literacy Coaching In A Secondary School,
2010
University of Northern Iowa
Is The Coach Ready For The Game? A Self-Study Of Literacy Coaching In A Secondary School, Barbara J. Perry
Dissertations and Theses @ UNI
Content area teachers at the secondary level often complain that the students are unwilling or unable to read and comprehend the textbooks. Yet these teachers have seldom had instruction in the teaching of reading. They state that teaching of reading is someone else's job. They state that they need to progress through the entire textbook, and that teaching reading strategies in addition to the content would impede that progress. Many elementary schools have hired reading coaches to help teachers learn and practice effective reading strategies. Only a few secondary schools have hired coaches.
The purpose of this qualitative self-study was …
Planteamientos Colaborativos En La Didáctica De La Composición Desde Modelos Procesuales,
2010
CUNY New York City College of Technology
Planteamientos Colaborativos En La Didáctica De La Composición Desde Modelos Procesuales, David Sánchez-Jiménez
Publications and Research
El presente artículo parte de una revisión del modelo tradicional de la enseñanza de la escritura en la clase de LE entendida como producto. Desde este punto de partida, se evidencian las ventajas de adoptar una escritura colaborativa basada en la consideración del texto como un proceso en construcción que pasa por diferentes fases creativas y en un modelo pedagógico que centra su atención en el alumno dentro de la práctica escrita.
SUMMARY: In the initial part of this article, we begin with a review of the traditional model of teaching composition in a foreign language class in which writing …
