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Articles 1 - 7 of 7
Full-Text Articles in Education
Teaching In The Middle Grades Today: Examining Teachers’ Beliefs About Middle Grades Teaching, Mike Dicicco, Chris M. Cook, Shawn A. Faulkner
Teaching In The Middle Grades Today: Examining Teachers’ Beliefs About Middle Grades Teaching, Mike Dicicco, Chris M. Cook, Shawn A. Faulkner
Middle Grades Review
Since the beginning of the middle school movement in the mid-1960s, middle level advocates have called for a school experience for young adolescents grounded in adolescent development that engages students in meaningful learning (Eichhorn, 1966; Alexander & Williams, 1965). The aim of this exploratory multi-case study was to understand middle level teachers’ beliefs about middle level instruction in the current educational environment. To gain this understanding, researchers asked ten current middle grades teachers with varying levels of experience to discuss their beliefs regarding their primary purpose as a middle grades teacher, the current status of middle level teaching, their best …
Creating A Context For Growth-Focused Assessment, Nicole Barnes, Helenrose Fives
Creating A Context For Growth-Focused Assessment, Nicole Barnes, Helenrose Fives
Department of Educational Foundations Scholarship and Creative Works
We present a naturalistic case study of one teacher’s development of a growth-centered context for classroom assessment. In-depth interviews, analysis of student work, and observations were used to identify the processes this teacher used to engage her students in the assessment process. Data were analyzed using listening guide analysis to garner a holistic perspective on the nature of teaching, learning, and community established in this classroom. Findings are described by aligning the specific techniques used by this teacher to the growth mindset supportive instructional strategies noted in the literature and then providing tips for implementation in a middle grades classroom.
Influence Of Language Arts Instructional Practices On Early Adolescents’ Motivation To Read: Measuring Student And Teacher Perceptions, Sarah E. Pennington
Influence Of Language Arts Instructional Practices On Early Adolescents’ Motivation To Read: Measuring Student And Teacher Perceptions, Sarah E. Pennington
USF Tampa Graduate Theses and Dissertations
Early adolescence is a critical time for examining academic motivation, specifically motivation to read (Hervey, 2013). In order to support self-determined motivation to read, students’ needs for competence, autonomy, and relatedness must be met within the classroom context (Miller & Faircloth, 2014). Since classroom instructional practices are a key component of adolescents’ daily experiences in the classroom, research which investigates the influence of these practices on students’ self-determined motivation to read is needed. In addition, the perceptions of students and teachers regarding the degree to which classroom instructional practices meet students’ needs as well as the influence of classroom instructional …
Specialized Middle Level Teacher Preparation: Moving From Advocacy To Actualization, Chris M. Cook, Penny B. Howell, Shawn A. Faulkner
Specialized Middle Level Teacher Preparation: Moving From Advocacy To Actualization, Chris M. Cook, Penny B. Howell, Shawn A. Faulkner
Middle Grades Review
Is specialized middle level teacher preparation necessary? This essay offers the authors thoughts regarding middle level teaching and the necessity of specialized middle level teacher preparation. The reader is encouraged to further the discussion of middle level teacher preparation from advocacy to actualization.
The Case For Specialized Middle Grades Teacher Preparation, Penny A. Bishop, James F. Nagle
The Case For Specialized Middle Grades Teacher Preparation, Penny A. Bishop, James F. Nagle
Middle Grades Review
No abstract provided.
Instructionally Dense Literacy Practice In The Middle Grades: A Qualitative Study, Marissa A. Jorgenson
Instructionally Dense Literacy Practice In The Middle Grades: A Qualitative Study, Marissa A. Jorgenson
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This qualitative, practitioner inquiry examined how a group of novice and experienced middle-grade reading teachers integrated facets of instructional density (Pressley, Wharton-McDonald, & Mistretta-Hampston, 1997) into their practice. Instructional density is a descriptor of effective teaching whereby practitioners layer their instruction in individual lessons with other elements of the curriculum. This occurs in the planning of instruction as well as during dialogic exchanges with students that are the natural outcrop of instruction. The researcher’s role was to conduct a series of observations and post-observation reflections and provide coaching that helped participants generate understanding of instructional density and how it could …
Poetry In The Classroom: The Why And How Of Teaching And Inspiring Students Through Poetry, Rachel Knapp Funk
Poetry In The Classroom: The Why And How Of Teaching And Inspiring Students Through Poetry, Rachel Knapp Funk
Theses and Dissertations
This paper seeks to answer the questions “Why teach poetry?” and “How does one teach poetry? through research and personal experience in the classroom. Although many teachers struggle with teaching poetry, it is valuable in the classroom for many reasons: it is in the Georgia State Standards, it gives students a deeper understanding of the English language, and it provides students with an emotional connection to the world around them. This paper also explores the findings from my personal experiences in the classroom. My first experience included inviting a poet into my eighth grade practicum classroom and observing her interactions …