research

Writing and Reading in the Classroom

20 views 0

Author: James Britton

Summary: Within this foundational piece, Britton describes examples of K-university classroom practice, as well as theory and research supporting learning environments where reading, writing, and talk become catalysts for communication, collaboration and learning. The depth and breadth of this chapter might lead to some intriguing opportunities for study groups to draw parallels and contrasts between 1987 and today; to historically and theoretically situate practices such as dialogue journals, free-writing/free-reading, collaborative learning, and real world learning; and to explore further suggestions for teachers and administrators.
CONTINUE READING

Literacy, Technology, and the Underprepared: Notes Toward a Framework for Action

7 views 0

Author: Glynda Hull

Summary: After introducing cases of underprepared students using computers in a community college literacy course, Glynda Hull raises important issues and tensions related to the role of technology in the teaching of writing. While she argues for the democratizing potential of “information technologies” to support a liberatory pedagogy, she also acknowledges that greater access within structural constraints of schools and writing centers must also be addressed to best support the diversity of these students. Although there are a few terms and technologies representative of its 1988 publication date, this piece may be explored from an historical perspective, perhaps as part of a study group or retreat focused on equity, access, social justice and advocacy.
CONTINUE READING

Lessons from Tony: Betrayal and Trust in Teacher Research

19 views 0

Author: Sharon Miller

Summary: In a compelling narrative laced with details of a teacher’s relationship as a co-researcher with Tony, a student in her class of seniors with special needs,
and her own ethical struggles as a teacher-researcher, Sharon Miller provides insights into questions such as ownership of data, and the relationship between vulnerable populations and consent forms. The honest and respectful portrayal of her own experience provides lots of fodder for teacher inquiry communities to grapple with, whether students participate as informants or co-researchers.

CONTINUE READING

The Relationship of High School Student Motivation and Comments in Online Discussion Forums

10 views 0

Author: Chris Sloan

Summary: Although online discussions have become more and more ubiquitous, there is a dearth of research that has looked at relationships between students’ commenting and motivation to learn. Course and program designers wishing to better structure discussions in online learning communities to take into account traits of comments students find most valuable may be interested in mining this research study of 12th graders. Discussion posts and comments composed on http://youthvoices.live helped to identify ways to enhance motivation to learn.
CONTINUE READING

Community Literacy: Can Writing Make a Difference?

3 views 0

Author: Linda Flower, Lorraine Higgins, Wayne C. Peck

Summary: This resource describes the process emerging from a Community Literacy Collaborative (CLC) initiative that enabled youth to use inquiry and writing to enter into a policy discussion about increases in school suspension and for their university mentors to enter into the discourse of urban teens. The approach is designed to promote intercultural discourse across race, class, gender, age, and economics barriers. Remarkably current (the school to prison pipeline comes to mind), this piece provides real world examples undergirded by a strong theoretical rationale and could be a useful resource for those framing community-based projects aimed at advocacy and civic engagement.
CONTINUE READING

A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School

3 views 0

Author: Carol Booth Olson and Robert Land

Summary: This article documents a longitudinal research study conducted by members of the UC Irvine Writing Project in partnership with a large, urban school district in which 93 percent of the students speak English as a second language. Over an eight-year period, 55 secondary teachers implemented a cognitive strategies approach to reading and writing instruction designed to make visible the thinking strategies that experienced readers and writers access in the process of meaning construction. An important resource, this would be useful as a text for study in a professional development program or for individual teacher research. The project “was not just an abstract research study; it was a concrete attempt to level the playing field for specific ELL students in a large urban school district through sustained, ongoing collaboration with a dedicated and committed group of teachers…” The consistency of positive outcomes on multiple measures strongly points to the efficacy of using this approach with ELL students.
CONTINUE READING

Scientific Writing and Technological Change

14 views 0

Author: Mya Poe and Julianne Radkowski Opperman

Summary: Looking for specific ways to incorporate technology into teaching while leading students through the scientific research process? Noting that writing in science “is a dynamic process that changes quickly with technological change,” this chapter explores specific examples from both high school and college settings that invite students’ dynamic engagement as writers through proposal writing, literature reviews, storying research findings, and peer review. This resource will be of interest to both classroom teachers and those involved in designing professional development programs or seeking ideas for teacher inquiry.
CONTINUE READING

A Year of Action Research: An Adaptable Model

10 views 0

Author: Lucinda Juarez

Summary: This advanced institute program overview from the Lake Michigan WP could be a valuable resource for any sites looking to add an action research/teacher research component to their programming. The overview outlines program goals, objectives, key components, and expectations for participants, as well as a detailed and helpful breakdown of the focus for each of the academic year meetings. This short overview is an example of how to concisely convey the scope and desired outcomes of a program.
CONTINUE READING

Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners

23 views 0

Summary: This 2007 report by the Carnegie Foundation and the Center for Applied Linguistics identifies challenges faced by adolescent ELLs in meeting grade-level academic expectations. It also provides recommendations for teacher education, educational research, school administrators and policy makers, along with instructional approaches likely to increase student achievement. The downloadable PDF would be an excellent resource for those designing PD, developing grant proposals, doing advocacy work, and developing knowledge about teaching middle/high school ELLs.
CONTINUE READING

A Snapshot of Writing Instruction in Middle Schools and High Schools

52 views 1

Author: Arthur N. Applebee and Judith A. Langer

Summary: This 2011 article describes research which updates earlier work and which addresses the following questions: How much writing do students do? Who reads what students write? What is the effect of high-stakes tests on writing instruction? What kinds of writing instruction do teachers emphasize? How has technology influenced the teaching of writing? From writing tasks and genres to standards-based writing and writing in the disciplines, the authors present readers with reminders that writing can contribute to learning and deepen understanding. Teachers and teacher groups may use this article to spur discussion of ways to go beyond test-focused writing assignments by offering students the chance to develop writings based on their reflections, interests, and contemporary connections to learning.
CONTINUE READING