Education Commons^™

Coaching For Metacognitive Instructional Practice, Kathryn Kinnucan-Welsch

Teacher Education Faculty Publications

One way to identify students who are becoming accomplished readers and writers is to observe the degree to which the examples of coaching presented in this chapter are taken from my research as a participant in a statewide literacy professional development initiative: the Literacy Specialist Project (Kinnucan-Welsch, 2003a, 2003b; Rosemary, Grogan, et al., 2002).

The central aim of the Literacy Specialist Project, launched in 2000 by the Ohio Department of Education, is to provide professional development to educators in the state of Ohio that supports enhanced understanding in the teaching of reading and writing. The professional development incorporates foundational knowledge …

Implementing Handheld Computers As Tools For First-Grade Writers, Wilma Kuhlman, Kathy Everts Danielson, Elizabeth J. Campbell, Neal Topp

Teacher Education Faculty Publications

All humans use objects in their environment as tools for actions. Some tools are more useful than others for certain people and populations. This paper describes how different first-graders used handheld computers as tools when writing. While all 17 children in the observed classroom were competent users of their handheld computers, their use of handhelds for pre-writing differed among the students. Some students’ thinking was clearly enhanced with the use of handhelds before writing. Other students showed writing competence without referring back to their pre-writing work on the handheld. No students were unable to operate their handhelds in the pre-writing …