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Author: Peggy Daisey
Publisher:
ISBN:
Category :
Languages : en
Pages : 45
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Book Description
Purpose: The purpose of this study was to explore 71 secondary preservice teachers' attitudes about and experiences with sharing their content area as well as recreational writing with teenage students. Methodology: Preservice teachers who were enrolled in a required secondary content area literacy course in a Midwest university, including 48 in a 30-hour practicum connected to the course, and 23 who were not in the practicum because their majors included special education, music, and physical education participated in this study. All completed an anonymous survey at the end of the semester. Results: More preservice teachers in a field experience shared their writing than those not in the field experience. Preservice teachers who reported enjoying writing and had low writing apprehension were more likely to share their writing. Conclusion: Preservice teachers thought that it was motivating to students to share examples of their writing. Preservice teachers valued the students' input about their writing. Barriers included the effect of writing apprehension, the belief that students did not care, and lack of recreational writing. Recommendations: It is recommended that preservice teachers be shown how to share their writing with teenagers and be given an opportunity to do so during their teacher education coursework. An anonymous survey is appended. (Contains 9 tables.).
Author: Peggy Daisey
Publisher:
ISBN:
Category :
Languages : en
Pages : 45
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Book Description
Purpose: The purpose of this study was to explore 71 secondary preservice teachers' attitudes about and experiences with sharing their content area as well as recreational writing with teenage students. Methodology: Preservice teachers who were enrolled in a required secondary content area literacy course in a Midwest university, including 48 in a 30-hour practicum connected to the course, and 23 who were not in the practicum because their majors included special education, music, and physical education participated in this study. All completed an anonymous survey at the end of the semester. Results: More preservice teachers in a field experience shared their writing than those not in the field experience. Preservice teachers who reported enjoying writing and had low writing apprehension were more likely to share their writing. Conclusion: Preservice teachers thought that it was motivating to students to share examples of their writing. Preservice teachers valued the students' input about their writing. Barriers included the effect of writing apprehension, the belief that students did not care, and lack of recreational writing. Recommendations: It is recommended that preservice teachers be shown how to share their writing with teenagers and be given an opportunity to do so during their teacher education coursework. An anonymous survey is appended. (Contains 9 tables.).
Author: Rolland Ruben Menk
Publisher:
ISBN:
Category :
Languages : en
Pages : 340
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 756
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Author: Nancie Atwell
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 326
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Author: Gayle Lynn Butaud
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 250
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Author: Diane Lapp
Publisher: Taylor & Francis
ISBN: 1135605599
Category : Education
Languages : en
Pages : 460
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Book Description
How can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. Content Area Reading and Learning: Instructional Strategies, Third Edition is organized around five themes: Content Area Reading: An Overview The Teacher and the Text The Students The Instructional Program School Culture and Environment in Middle and High School Classrooms Pedagogical features: Each chapter includes a graphic organizer, a chapter overview, a Think Before Reading Activity, one or more Think While Reading Activities, and a Think After Reading Activity. The activities present questions and scenarios designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions. New in the Third Edition The latest information on literacy strategies in every content area Research-based strategies for teaching students to read informational texts Up-to-date information for differentiating instruction for English-speaking and non-English speaking students An examination of youth culture and the role it plays in student learning A look at authentic learning in contexts related to the world of work Ways of using technology and media literacy to support content learning Suggestions for using writing in every content area to enhance student learning Ideas for using multiple texts for learning content A focus on the assessment-instruction connection Strategies for engaging and motivating students Content Area Reading and Learning: Instructional Strategies, Third Edition, is intended as a primary text for courses on middle and high school content area literacy and learning.
Author: Peggy Daisey
Publisher:
ISBN:
Category :
Languages : en
Pages : 38
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Book Description
The purpose of this paper is to define writing apprehension, describe the writing apprehension of 91 secondary preservice teachers of diverse subject areas, in a required content area literacy course, and explain how their writing apprehension was reduced significantly by authoring a "how-to" book. The "how-to" book assignment is explained and examples of preservice teachers' "how-to" book benchmarks, covers, dedications, introductions, as well as back cover photographs and biographies of themselves as authors are included. Results indicate that preservice teachers thought that it mattered whether a teacher had writing apprehension. They believed that writing apprehension had drawbacks such as focusing on the wrong details (such as grammar rather than writing process) or asking students to write less. However, they also thought that writing apprehension could be a possible bridge between teachers and students, if teachers had honest conversations about their past writing experiences, shared their writing with students, and encouraged them to write despite their apprehension. Teacher educators need to assess the writing apprehension of secondary preservice teachers and discuss its ramifications for instruction. (The writing apprehension survey, as well as six photographs of preservice teachers' "how-to" book covers and back covers are included.) One appendix is Writing Apprehension Scale. (Contains 6 figures.).
Author: Ulises Xolocotzin
Publisher: Academic Press
ISBN: 0128024895
Category : Psychology
Languages : en
Pages : 476
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Book Description
Emotions play a critical role in mathematical cognition and learning. Understanding Emotions in Mathematical Thinking and Learning offers a multidisciplinary approach to the role of emotions in numerical cognition, mathematics education, learning sciences, and affective sciences. It addresses ways in which emotions relate to cognitive processes involved in learning and doing mathematics, including processing of numerical and physical magnitudes (e.g. time and space), performance in arithmetic and algebra, problem solving and reasoning attitudes, learning technologies, and mathematics achievement. Additionally, it covers social and affective issues such as identity and attitudes toward mathematics. Covers methodologies in studying emotion in mathematical knowledge Reflects the diverse and innovative nature of the methodological approaches and theoretical frameworks proposed by current investigations of emotions and mathematical cognition Includes perspectives from cognitive experimental psychology, neuroscience, and from sociocultural, semiotic, and discursive approaches Explores the role of anxiety in mathematical learning Synthesizes unifies the work of multiple sub-disciplines in one place
Author: Sonia Nieto
Publisher: Teachers College Press
ISBN: 0807743119
Category : Education
Languages : en
Pages : 177
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Book Description
This book presents teaching as evolution, teaching as autobiography, teaching as love, and asks the question: What keeps teachers going in spite of everything?
Author: Keengwe, Jared
Publisher: IGI Global
ISBN: 1668457105
Category : Education
Languages : en
Pages : 518
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Book Description
Digital content and learning technologies are now the norm at all levels of education. However, there is evidence to suggest that this digital shift is on a spectrum and the spectrum impacts learners in different ways. This means that some instructors who seek to integrate digital content may do so using traditional teaching methods while others use innovative practices to engage learners. Those who integrate innovative digital practices align their instructional practice with theories to facilitate student-centered pedagogies that support and improve the depth and scope of student learning. A primary characteristic of student-centered learning is facilitating collaborative learning using digital content and learning technologies to engage students as well as to enhance meaningful learning. The Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies provides K-20 educators with alternative pedagogical and andragogical models that are innovative and incorporate digital content and learning technologies that promote constructive learning. Further, this book explores the relationship between constructivist learning, digital content, and learning technologies. A primary argument in this book is that constructivist teaching strategies such as collaborative learning coupled with digital content and purposeful learning technologies could benefit student learning in ways that are different from those practiced in traditional, non-digital learning environments. Covering topics such as instructional design, self-efficacy, and library engagement, this major reference work is an essential resource for pre-service teachers, teacher educators, faculty and administrators of K-20 education, librarians, researchers, and academicians.
