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Author: Gayle Lynn Butaud
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 250
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Book Description
Author: Gayle Lynn Butaud
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 250
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Book Description
Author: Rolland Ruben Menk
Publisher:
ISBN:
Category :
Languages : en
Pages : 534
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Book Description
Author: Charles A. MacArthur
Publisher: Guilford Publications
ISBN: 1462529313
Category : Language Arts & Disciplines
Languages : en
Pages : 481
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Book Description
The definitive reference in the field, this volume synthesizes current knowledge on writing development and instruction at all grade levels. Prominent scholars examine numerous facets of writing from sociocultural, cognitive, linguistic, neuroscience, and new literacy/technological perspectives. The volume reviews the evidence base for widely used instructional approaches, including those targeting particular components of writing. Issues in teaching specific populations--including students with disabilities and English learners--are addressed. Innovative research methods and analytic tools are clearly explained, and key directions for future investigation identified. New to This Edition *Chapters on genre instruction, evaluation and revision, argumentative writing, computer-based instruction, and professional development. *Chapters on new literacies, out-of-school writing, translation, and self-regulation. *Many new topics and authors, including more international perspectives. *Multiple chapters connect research findings to the Common Core writing standards. See also the editors' Best Practices in Writing Instruction, Second Edition, an accessible course text and practitioner's guide.
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: Chris Paul Street
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 450
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Book Description
Author: Nancie Atwell
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 326
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Book Description
Author: Gunnar Handal
Publisher: Routledge
ISBN: 1135718288
Category : Education
Languages : en
Pages : 290
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Book Description
Based on the 10th International Study Association on Teacher Thinking and Practice Conference in Gothenburg, this text contains a collection of original research conducted by scholars from Europe, North America, Israel and Hong Kong, and provides an overview of the current status of international research on teacher thinking.; The contributors write from different perspectives - some analytical, some philosophical and some contextual - on the way teachers think and act. The intention of the book is not to characterise critically the established traditions or any of its researchers, but to study teacher-thinking research in context, analysing research objectives and enquiring into what lies behind the traditions. The result is a picture of an unpredictable but exciting and interesting future in developments in teacher-thinking research.
Author: Charles Secolsky
Publisher: Routledge
ISBN: 131748553X
Category : Education
Languages : en
Pages : 1112
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Book Description
In this valuable resource, well-known scholars present a detailed understanding of contemporary theories and practices in the fields of measurement, assessment, and evaluation, with guidance on how to apply these ideas for the benefit of students and institutions. Bringing together terminology, analytical perspectives, and methodological advances, this second edition facilitates informed decision-making while connecting the latest thinking in these methodological areas with actual practice in higher education. This research handbook provides higher education administrators, student affairs personnel, institutional researchers, and faculty with an integrated volume of theory, method, and application.
Author: George Hillocks (Jr.)
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 400
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Book Description
Reflecting changes in the focus and methodology of writing research over the past 20 years, this book provides a meta-analysis of studies on teaching approaches and focuses on composition instruction at the elementary, secondary, and college levels. The first chapter of the book examines general studies of the composing process, studies of process in classrooms, and studies of planning, production factors, revision, and writing apprehension. Summaries of the limitations and key findings of the research on process are included. The second chapter explores research on the repertoire of lexical, syntactic, or rhetorical forms which writers call upon in their writing. The third chapter examines criticisms of experimental studies and the difficulties in doing them, then explains the techniques used in the meta-analysis of such studies, the selection of studies, and the variables examined. The next four chapters analyze the studies in the areas of modes of instruction, grammar and the manipulation of syntax, criteria for better writing, and invention. The eighth chapter presents the results of the meta-analysis for the dimensions examined: grade level, duration of treatment, mode of instruction, focus of instruction, revision, and feedback. The final chapter discusses the compatibility of results of treatment or method studies with those of processes studies, and offers recommendations for future research. (HTH)
Author: Deborah G. Litt
Publisher: Guilford Publications
ISBN: 146251832X
Category : Language Arts & Disciplines
Languages : en
Pages : 297
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Book Description
Few resources exist to give literacy teacher educators a comprehensive view of effective, innovative practices in their field, making this uniquely practical volume an important addition to the literature. Each chapter describes research findings and pedagogical methods, with an emphasis on what teachers really need to know to succeed. Woven into the text are more than 30 detailed activities and assignments to support teacher development, written by outstanding teacher educators. Links to professional teaching standards and the Common Core State Standards are highlighted throughout. Supplemental materials, including forms, checklists, and handouts, can be downloaded and printed in a convenient 8 1/2" x 11" size.
