Book Review: Critical Thinking In The Elementary Classroom: Engaging Young Minds With Meaningful Content.,
2024
Virginia Tech
Book Review: Critical Thinking In The Elementary Classroom: Engaging Young Minds With Meaningful Content., Jodi Bailey
Virginia English Journal
This is a book review of Critical Thinking In The Elementary Classrooms: Engaging Young Minds With Meaningful Content, a practical framework geared towards teachers and school leaders focused on implementing critical thinking in all content areas with the youngest learners.
Teaching Challenged Books Through A Lens Of Censorship,
2024
James Madison University
Teaching Challenged Books Through A Lens Of Censorship, Liz Shanks
Virginia English Journal
In recent years, book challenging and banning has taken hold of America. In the process, many books with diverse authors, perspectives, and valuable themes are getting silenced and removed from the classroom. Students everywhere have a right to see themselves within literature, as well as reflections of experiences they may be unaware of. This article researches the statistics surrounding book challenging, and offers an educational path towards inclusive teaching through a Lens of Censorship.
The “Pick Me Girl”: Understanding Relational Aggression Through Young Adult Literature,
2024
James Madison University
The “Pick Me Girl”: Understanding Relational Aggression Through Young Adult Literature, Kaleigh D. Phelps
Virginia English Journal
This text set list focuses on coming of age through a feminist lens. All books introduce a new perspective or enhance a complex view of womanhood in literature and how we view female friendships and relational aggression. Using the concept of windows, mirrors, and sliding glass doors, the text set list highlights the need for feminist literature from a young age.
Adolescent Autonomy In Book Selection,
2024
James Madison University
Adolescent Autonomy In Book Selection, Katie Dredger, Zoe Mcdowell
Virginia English Journal
Books that have been on the shelves of classrooms in the commonwealth of Virginia are being removed by overzealous and misinformed parents and school board members. Supporting literacy development means allowing adolescents to read thought-provoking and edgy, high-quality texts, vetted by educated professionals, so that students can be critical curators and consumers of the wide range of media available today. Reading begets better reading, and varied texts build empathy for others. Improved literacy and empathetic criticality will benefit our commonwealth.
Introduction From The Editor's Desk: Fall 2024,
2024
Loudoun County Public Schools
Introduction From The Editor's Desk: Fall 2024, Cinde Wollenberg
Virginia English Journal
No abstract provided.
Front Matter,
2024
Purdue University
Front Matter
The Writing Center Journal
Front matter for The Writing Center Journal 42:2 (2024).
Community College Writing Center Visitation And Outcomes: A Rad Approach To Assessing Writing Center Use And Student Success,
2024
Gaston College
Community College Writing Center Visitation And Outcomes: A Rad Approach To Assessing Writing Center Use And Student Success, Amy Overbay, Christopher W. Thurley
The Writing Center Journal
As institutions cope with the difficult task of managing scarce resources to support student learning, college writing centers, like other student services, need to be able to articulate and, at times, quantify the benefits they offer the populations they serve. This study examined outcomes associated with visiting the writing center at one American community college in a southern town. Using binary logistic regression, the researchers compared the effects of writing center visitation on the probability of passing and/or earning an A for students enrolled in introductory English and psychology courses, while accounting for other student-level covariates including prior GPA, SES, …
Tutors’ Perspectives On Their Work With Multilingual Writers: Changes Over Time And In Response To Revisions In Training,
2024
Independent scholar
Tutors’ Perspectives On Their Work With Multilingual Writers: Changes Over Time And In Response To Revisions In Training, Tetyana Bychkovska, Susan Lawrence
The Writing Center Journal
A large body of literature on writing center pedagogy suggests that serving multilingual student writers requires approaches different from those developed for native English-speaking students, a difference that may pose unique challenges to tutors. To identify and address these challenges, we elicited tutors’ perspectives on their work with multilingual writers as well as examined how these perspectives change as tutors gain experience and in response to revisions in a training curriculum. Specifically, we analyzed survey responses provided by two consecutive tutor cohorts at three points in their first semester working at the writing center. The overriding theme to emerge from …
Back Matter,
2024
Purdue University
“Not The Player Nor The Coach”: Considerations For Peer-Tutor Education In Heritage Language Writing Centers,
2024
University of California, Davis
“Not The Player Nor The Coach”: Considerations For Peer-Tutor Education In Heritage Language Writing Centers, Agustina Carando, Claire J. Lozano
The Writing Center Journal
This study analyzes the experiences of undergraduate peer-tutors in a heritage language writing center (HLWC) located at a large public university in the United States. As former heritage language (HL) students themselves, tutors have to navigate the complexities of being bilingual advocates for their tutees while promoting the linguistic ideals of the academic community, where literacy expectations can be more rigid. In order to delve into their experiences at the center, this qualitative investigation examines the end-of- term reflections of 19 Spanish HL tutors working at a Spanish HLWC, addressing the following questions: (1) How do tutors perceive their role …
Revisiting Articulation: An Approach To Listening And Thinking About Context In The Writing Center,
2024
University of Michigan
Revisiting Articulation: An Approach To Listening And Thinking About Context In The Writing Center, William E. De Herder Iii
The Writing Center Journal
This article offers articulation theory as a tool for listening and thinking about the culture in and around writing centers. After defining a method of articulation analysis that considers articulation, disarticulation, and rearticulation, as well as alignments, contradictions, and tensions within a context, the article performs an articulation analysis on contemporary writing center work. The analysis considers the writing center’s relationship to democracy, multiculturalism, neoliberalism, ethics, and social justice, as shaped by the Great Depression, the Vietnam War, and the 2008 financial crisis. The article concludes with a reflection on the results of the analysis and interventions that may open …
Review: Higher Education Internationalization And English Language Instruction: Intersectionality Of Race And Language In Canadian Universities,
2024
Farmingdale State College
Review: Higher Education Internationalization And English Language Instruction: Intersectionality Of Race And Language In Canadian Universities, Alicia Brienza
The Writing Center Journal
This review focuses on the main points, methodology, and contribution to writing center studies in Higher Education Internationalization and English Language Instruction: Intersectionality of Race and Language in English Language Instruction by Xiangying Huo. Contributions to the field include a critical perspective of a non-native speaker's experience as an English-language instructor across three research sites and an example of autoethnography as an effective methodology. The primary finding is that non-native students are less likely to initially perceive non-native English language instructors as legitimate.
Review: Unsettling Archival Research: Engaging Critical, Communal, And Digital Archives,
2024
Texas Tech University
Review: Unsettling Archival Research: Engaging Critical, Communal, And Digital Archives, Dina López
The Writing Center Journal
Review of Unsettling Archival Research: Engaging Critical, Communal, and Digital Archives, edited by Gesa E Kirsch, Romeo García, Caitlin Burns Allen and Walker P. Smith.
Incorporating Culturally Relevant Practices To Improve Self-Efficacy And Engagement For Students With Disability Labels,
2024
Rowan University
Incorporating Culturally Relevant Practices To Improve Self-Efficacy And Engagement For Students With Disability Labels, Jennifer Chestnut Zingaro
Theses and Dissertations
The purpose of this study was to explore the lived experience of middle school students with disability labels in the pull-out resource ELA setting when their teacher included culturally relevant practices. This study utilized qualitative teacher research inquiry methods, and data collection methods included student surveys, teacher journaling of class discussions and observations, and examination of student work samples. This study came about through the lack of culturally relevant pedagogy in the segregated, special education middle school ELA program. Students with disability labels who test below grade level on standardized assessments are placed in a small group, homogeneous classroom with …
Interrogating A Chatgpt-Generated Literary Analysis,
2024
University of North Dakota
Interrogating A Chatgpt-Generated Literary Analysis, Christie Cole
AI Assignment Library
For this assignment, students will work in groups to read through and critique a literary analysis generated by ChatGPT.
Social Annotation And Dialogic Teaching And Learning In English Language Arts,
2024
Brigham Young University
Social Annotation And Dialogic Teaching And Learning In English Language Arts, Johnny B. Allred, Sean P. Connors, Christian Goering
Curriculum and Instruction Faculty Publications and Presentations
This research study explores the role of social annotation in supporting dialogic teaching in secondary English language arts. Grounded in Bakhtin's dialogism and building upon research into online discussion, this study describes how a high school English teacher and her students used a digital annotation tool to read and talk about texts. Analyzing student annotations based on discourse features associated with comprehension and high-level thinking, the study examines the extent to which social annotation supports quality dialogue. Findings highlight the need for open-ended prompts and teacher scaffolding of online discussions, and authors suggest that dialogue enhances comprehension of texts when …
Request Strategies Used In Instant Messaging In Whatsapp Groups (Wags): Portraying The Pragmatic Competence Of Efl Students,
2024
Universitas Muhammadiyah Malang
Request Strategies Used In Instant Messaging In Whatsapp Groups (Wags): Portraying The Pragmatic Competence Of Efl Students, Nawras Rahim Abourahim, Nunung Suryati, Yazid Basthomi
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
This study aims to investigate the request strategies used by students and their lecturers through Instant Messaging (IM) in WhatsApp groups (WAGs). This study used a qualitative research design to analyze the language used by students and their lecturers in WAGs. The data was collected through the analysis of WAGs conversations between students and their lecturers. Previous studies have extensively argued that students are less polite language users when sending texts to their lecturers, and the current study sought to examine the politeness strategies used by the students. The data analysis was carried out in the light the theory of …
Analysis Of Deixis And Optimistic Values In Kun Anta Song Lyrics,
2024
Universitas Pendidikan Indonesia
Analysis Of Deixis And Optimistic Values In Kun Anta Song Lyrics, Asy Syifa Reza Amelya, Arina Dienana, Bening Anjaswara, Mohamad Zaka Al Farisi, Isna Fitria Solihah
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
A popular language expression is music, as it is a symbolic avenue for conveying thoughts and emotions. In this research, Kun Anta songs will be analyzed and classi-fied into several types of deixis using Levinson’s framework, while correlating the con-tained optimism with relevant phenomena. It is shown that deixis is fundamental in expression. This study adopts a qualitative descriptive approach, focusing on the pro-cess and providing descriptive data to better understand the phenomenon under investigation. The data undergoes three phases of analysis: data reduction, display, and conclusion drawing, followed by verification. In our analysis we have found that the song …
How Literacy Coursework May Change The Perspectives Of Preservice Speech-Language Pathologists: A Pilot Study,
2024
Montclair State University
How Literacy Coursework May Change The Perspectives Of Preservice Speech-Language Pathologists: A Pilot Study, Robyn E. Becker
Teaching and Learning in Communication Sciences & Disorders
This pilot study investigated how perspectives of preservice speech-language pathologists (SLPs) may change after completion of a graduate course in literacy in a Communication Sciences and Disorders (CSD) program. Further, the study sought to reflect upon course design and instructional delivery practices related to the class. Data was collected via online survey completed by 21 volunteer CSD graduate students. The results suggested that students' perspectives may evolve over the course of a semester-long CSD literacy class in some areas related to the components of reading, misconceptions about literacy, and the social justice implications of access to quality reading programs. Using …
Inquiry Into Equity Practice In A “White Space”: Student-Led Discussions And Academic Discourse,
2024
University of North Florida
Inquiry Into Equity Practice In A “White Space”: Student-Led Discussions And Academic Discourse, Caran Mullins
Journal of Practitioner Research
In this study I used teacher inquiry to explore how to better engage my Black and Brown elementary students in student led discussions that could enhance academic discourse. The research questions driving my work emerged at the intersection of my beliefs and commitment to creating an equitable learning environment. Specifically, I wanted to know: (1) How do I scaffold my minority students to increased participation in academic discourse?, (2) How might these scaffolds support their development of metacognition, reading comprehension, and deeper critical thinking?, And (3) How do these scaffolds contribute to student feelings about their voice and place in …
