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Articles 1 - 6 of 6
Full-Text Articles in Education
Rhetoric As Inquiry: Personal Writing And Academic Success In The English Classroom, Erica E. Rogers
Rhetoric As Inquiry: Personal Writing And Academic Success In The English Classroom, Erica E. Rogers
Department of English: Dissertations, Theses, and Student Research
Holistic and critical pedagogy, an approach to learning and teaching, integrates the everyday realities students live, with the systemic and institutional objectives of education itself. Working with theories from composition, rhetoric, feminist studies, and cognitive psychology from a teacher-researcher perspective, this dissertation explores and theorizes holistic, critical pedagogy within the composition classroom while outlining the use of personal writing as a means to develop critical consciousness. Student study participants kept “Inquiry Notebooks,” semester-long personal writing projects that served as receptacles for practical and theoretical engagement with a variety of texts and ideas, then interviewed after the course to discuss their …
Perceptions Of Eighth Grade State Writing Assessment At A Nationally Recognized Middle School, Jillian M. Quandt
Perceptions Of Eighth Grade State Writing Assessment At A Nationally Recognized Middle School, Jillian M. Quandt
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This study seeks to understand how one at-risk middle school in Nebraska is consistently beating eighth grade Nebraska State Writing Assessment (NESA-W) averages. The school has significant populations of Hispanic, special education, and low-income students. The study answers the following two research questions. What strategies does the at-risk school utilize to enable its students to exceed the Nebraska average on the NESA-W? What attitudes do the school’s writing teachers, administrators, students, and their parents hold about the NESA-W? Students and their parents answered a multiple-choice survey; teachers and administrators answered a longer, open-ended survey. The researcher used a combination of …
What Does Motivated Mean? Re-Presenting Learning, Technology, And Motivation In Middle Schools Via New Ethnographic Writing, Justin Olmanson
What Does Motivated Mean? Re-Presenting Learning, Technology, And Motivation In Middle Schools Via New Ethnographic Writing, Justin Olmanson
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This article offers a critique of the way middle schoolers are often positioned as generalizable objects that can be acted upon to produce measurable increases in motivation and learning. The critique invites a reconsideration and cultural analysis of some of the dominant discourses and perceptions of technology, young adolescence, and the study of motivation. The use of New Ethnographic Writing—a method that performs a cultural critique via extended scenes—connects to the roles and status of motivation, technology, and educational research methods deployed within public schools. Coupled with weak theory, this approach offers a way to understand young adolescents as navigating …
Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data In Support Of Academic Writing Development, Justin Olmanson, Katrina Kennett, Alecia Magnifico, Sarah Mccarthey, Bill Cope, Duane Searsmith, Mary Kalantzis
Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data In Support Of Academic Writing Development, Justin Olmanson, Katrina Kennett, Alecia Magnifico, Sarah Mccarthey, Bill Cope, Duane Searsmith, Mary Kalantzis
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Once writers complete a first draft, they are often encouraged to evaluate their writing and prioritize what to revise. Yet, this process can be both daunting and difficult. This study looks at how students used a semantic concept mapping tool to re-present the content and organization of their initial draft of an informational text. We examine the processes of students at two different schools as they remediated their own texts and how those processes impacted the development of their rhetorical, conceptual, and communicative capacities. Our analysis suggests that students creating visualizations of their completed first drafts scaffolded self-evaluation. The mapping …
A Technology-Supported Learning Experience To Facilitate Chinese Character Acquisition, Xianquan Liu, Justin Olmanson
A Technology-Supported Learning Experience To Facilitate Chinese Character Acquisition, Xianquan Liu, Justin Olmanson
The Nebraska Educator: A Student-Led Journal
Chinese character Learning has been identified as one of the most challenging issues for English-speaking learners of Chinese due to the distinctions between the Chinese writing system and alphabetic languages in terms of orthography, phonology and semantics. In order to support Western students in overcoming the challenges associated with Chinese character learning a contextualized, socio-cultural approach to character learning was designed. Aimed at novice learners of Chinese, this design draws on social constructivism and Universal Design for Learning--contextualizing the learning experience and affording students to work on acquiring characters via several distinct avenues. The project-based inquiry design supports the exploration …
Assessing The Writing Achievement Of Young Struggling Writers: Application Of Generalizability Theory, Steve Graham, Michael Hebert, Michael Paige Sandbank, Karen R. Harris
Assessing The Writing Achievement Of Young Struggling Writers: Application Of Generalizability Theory, Steve Graham, Michael Hebert, Michael Paige Sandbank, Karen R. Harris
Department of Special Education and Communication Disorders: Faculty Publications
This study examined the number of writing samples needed to obtain a reliable estimate of young struggling writers’ capabilities. It further assessed if performance in one genre was reflective of performance in other genres for these children. Second- and third-grade students (81 boys, 56 girls), who were identified as struggling writers in need of special assistance by their teacher and scored at the 25th percentile or lower on a norm-referenced story-writing test, wrote four compositions: a story, personal narrative, opinion essay, and informative text. Applying generalizability theory (G-theory), students’ scores on three writing measures (total number of words [TNW], vocabulary …