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Full-Text Articles in Education
Writing Instruction In China: Challenges And Efforts, Rongrong Dong, Danling Fu, Xiaodi Zhou, Buyi Wang
Writing Instruction In China: Challenges And Efforts, Rongrong Dong, Danling Fu, Xiaodi Zhou, Buyi Wang
Bilingual and Literacy Studies Faculty Publications and Presentations
This qualitative study examined the current writing instruction in 1-12 level education with the data collected in three Chinese cities. The data from the Interviews of teachers and teacher-educators at different levels and from classroom observations at upper elementary to high schools in three metropolitan cities across China provide insights into 1-12 writing instruction in contemporary China. To further reveal the efforts taken by writing teacher under China’s high-stakes testing culture, this paper also presented a case study of an exemplary 10th grade writing teacher, who took tremendous efforts in nurturing true readers and writers in his classroom under the …
Interview Of Stephen Andrilli, Ph.D., Stephen Francis Andrilli Ph.D., Jane Highley
Interview Of Stephen Andrilli, Ph.D., Stephen Francis Andrilli Ph.D., Jane Highley
All Oral Histories
Stephen Francis Andrilli was born in August 1952 in Bryn Mawr, PA. He was born to Francis and Leatrice Andrilli. Dr. Andrilli is the oldest of four children; his three sisters are Carol (now Carol Strosser), Patricia (now Patricia Kempczynski), and Barbara (now Barbara Parkes). Aside from a few years of living in Gettysburg, Dr. Andrilli has lived in the Philadelphia area for most of his life. He attended St. Jerome School, where he finished 8th grade. He then attended LaSalle College High School, where he graduated in 1969 at age 16. He entered La Salle University (formerly La Salle …
Measures Of Music Teacher Effectiveness In Three Early Career Levels, Alicia L. Canterbury
Measures Of Music Teacher Effectiveness In Three Early Career Levels, Alicia L. Canterbury
Electronic Theses and Dissertations
Corroborative findings across instructional targets rehearsal frames and the summative evaluations indicated a general lack of specificity across all levels which improved somewhat during student teaching and peer teaching. Unidentified targets and nonspecific positive feedback were observed less frequently in student teaching and novice teaching. No growth was found across levels in specific positive and negative feedback. Directives were the most frequently observed teacher verbal category in selected rehearsal frames and information and demonstrations were consistently the highest ranked items across all levels in the summative evaluation. However instructional directive scores were inconsistent. Results indicate that new teachers of all …