Download or read book Changes in Students Perceptions of the Writing Process and Themselves as Writers in a Middle School Language Arts Classroom written by Sharon J. Wieland and published by . This book was released on 1988 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2004 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Download or read book Writing Can Change Everything written by Shelbie Witte and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identifying writing as central to what makes us human, editor and teacher educator Shelbie Witte has gathered a diverse group of middle school teacher-writers who open widely the doors of their classrooms to share their approaches to mentoring, modeling, and facilitating middle level writers as they explore their places within our world. Early adolescents might be physically and emotionally in flux, but they are also multidimensional, multitalented creatures of curiosity, always pushing the boundaries of discovery and possibility. The seven educators whose classrooms are showcased in this book know that being a writer is being part of the world, and they lead their students toward the understanding that writing makes a difference, both in their own lives and in the broader world. Writing Can Change Everything invites all of us to consider how the principles outlined in NCTE's Professional Knowledge for the Teaching of Writing position statement weave throughout the best practices on display as students write through creative self-expression, narrative, inquiry, and project-based learning.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of Middle School Language Arts Teachers Perceptions of Themselves as Readers and Writers and how that Influences the Way They Teach Literature and Composition written by Esther Yvette Walters and published by . This book was released on 2002 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2007-07 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Standards for the Assessment of Reading and Writing written by IRA/NCTE Joint Task Force on Assessment and published by International Reading Assoc.. This book was released on 2009-12-03 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: With this updated document, IRA and NCTE reaffirm their position that the primary purpose of assessment must be to improve teaching and learning for all students. Eleven core standards are presented and explained, and a helpful glossary makes this document suitable not only for educators but for parents, policymakers, school board members, and other stakeholders. Case studies of large-scale national tests and smaller scale classroom assessments (particularly in the context of RTI, or Response to Intervention) are used to highlight how assessments in use today do or do not meet the standards.
Download or read book Book Love written by Penny Kittle and published by Heinemann Educational Books. This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Describes why secondary students don't read, and offers teachers practical advice and strategies for developing depth, stamina, and passion in adolescent readers.
Download or read book Eighth grade Writers and Meaning making written by Lois J. Yocum and published by . This book was released on 1999 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: A practitioner research methodology characterizes this investigation and analysis. This study is based on observations, interviews, surveys, and analyses of students' writing, and it is grounded in constructivist theory. The purpose of this study is to determine ways in which eighth graders in creative writing, online journalism, and language arts classes find meaning in three activities: (1) computer-mediated collaborative conferencing with distant audiences, (2) publishing their school newspaper on the Internet, and (3) preparing multimedia projects. This study illustrates the relationships among conducting practitioner research, promoting curriculum change, and encouraging student empowerment through writing for broader audiences. Research in the area of collaborative, computer-assisted writing instruction in middle schools suggests that providing specific, real-world audiences and purposes for students to write promotes a high degree of task-engagement, heightens self-esteem and self-efficacy toward linguistic tasks, and generally improves the quality of students' writing. This study explores eighth-grade students' perceptions of themselves as collaborative writers/thinkers/workers. It is also the story of an experienced middle school language arts teacher who reflects on her teaching practice to understand the multi-layered complexities of classroom interactions that emerge when she facilitates computer-mediated process writing instruction in a technology-rich, constructivist writing workshop.
Download or read book Student Perceptions of Writing written by Lauren Ramsey and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined fifth-grade students and how they perceived themselves as writers before and after the implementation of small group writing instruction. The researcher used pre- and post-surveys, journal entries, head notes, and focus groups to collect data from the students and herself as the researcher. To analyze the qualitative data, the researcher used the constant-comparative method and created level 1 and 2 codes. For quantitative data, descriptive statistics was used to graphically represent the data. The goal of this study was to understand if small group instruction would cause a shift in student perceptions about themselves as writers. After the implementation of small groups, students’ perceptions of themselves as writers and the activity of writing stayed stable. However, the researcher did note positive changes in students’ responses to working in writing small groups.
Download or read book Effectiveness of Teaching Middle School Students the Writing Process Using Microsolft Word s Track Changes and Student Perceptions on Handwritten and Technology Methods written by Deana Mack and published by . This book was released on 2010 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quasi-experimental study used two methods of revision and editing with 98 sixth grade students from West Allegheny Middle School in Southwestern Pennsylvania. Study results indicated that the four intact classrooms that were randomly assigned to the treatment or control groups were equivalent prior to the start of the study.
Download or read book Struggling Adolescent Writers Describe Their Writing Experience written by F. Jean McPherron and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Four adolescents identified as struggling writers in an English language arts classroom were interviewed about their perceptions of a writing task--how they judged their capability to succeed, how they ranked their passion, persistence, and confidence about writing, and how they responded to classroom activity. Student perceptions of self-efficacy and the related self-beliefs of motivation and interest as well as self-regulation were stated and implied as students described a planning worksheet, instructional scaffolding, peer interactions, and ownership of their writing. Wersch's view of mediated action and Engestrom's model of activity systems were the lens through which the students' descriptions were analyzed. Findings suggested surprisingly high self-efficacy despite low interest, contrasting attitudes between both school writing and their out-of-school writing, and the possibility that students labeled as struggling writers by their teachers may not see themselves as struggling.
Download or read book The Experience of Writing written by Jennifer Smith Lapointe and published by . This book was released on 2015 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This dissertation examined the literacy practices and identity construction of students identified with disabilities in middle school classroom settings. The study was situated in a Disability Studies in Education (DSE) framework in order to deepen understanding of the writing practices and identity construction of middle school students identified with disabilities while privileging their interests and adding their voices to the research literature on disability and literacy. An ethnographic case study design was used during two English Language Arts (ELA) units in a suburban seventh-grade classroom and an urban eighth-grade classroom. Data from focal students came from observational field notes, a reflective research journal, informal conversations, transcripts from semi-structured interviews, document and curricula materials, and student work. Ecocomposition and writer identity theories used with DSE were used to point out and examine discourses and structures, particularly classroom structures in relation to literacy practices that may marginalize students identified with disabilities. The study revealed that the environment where writing takes place, particularly classrooms, shapes the literacy practices and writer identities of middle school students identified with disabilities. The environment, therefore, contributes to constituting how middle school students identified with disabilities conceive of themselves as writers and their understanding of their practices over time and with various experiences of writing in multiple spaces. Examination of the classroom environments also showed medicalized notions of disability in place that continue to marginalize students identified with disabilities."--Page vi.
Download or read book Students Perceptions of Themselves as Writers written by Renee M. Wilson and published by . This book was released on with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: Wilson examines various methods of developing emergent literacy behaviors and their impact on her students' writing habits and skills.
Download or read book Students Attitudes and Perceptions about Writing written by Michelle L. Olson and published by . This book was released on 2017 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study investigated the attitudes and perceptions of third grade students about themselves as writers and about their writing. Twenty-seven students were given the Writing Attitude Survey. Nine focal students were then selected, three at each of the researcher's defined attitude levels-positive, neutral, and negative. The nine focal students participated in interviews, observations, and provided writing samples. The attitude levels, based on the percentile scores from the Writing Attitude Survey, included positive attitudes (percentile scores above 75), neutral attitudes (percentile scores between 50 to 74), and negative attitudes (percentile scores below 49). Within case and cross case analyses were conducted with the focal students' data. Findings from the study indicated that students held both positive and negative perceptions about themselves as writers and about their writing and that these perceptions can be malleable. Students were also found to exhibit an awareness regarding influencing factors during writing. Students held preferences for writing individually or with a partner that varied both within and across the focal students. Students were found to engage in six different conversation categories. Students wrote in six different genres when writing free choice pieces. Based on findings from the study, the researcher developed a model for developing a writer. This model explores the root system of the writing process and Writer's Workshop. The branches of the model represented the findings from the study, perceptions, social interactions, and choice. Implications for practice include encouraging student interactions while writing and fostering students' perceptions as a way to help them improve as a writer.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Writing for Pleasure written by Ross Young and published by Routledge. This book was released on 2020-12-29 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores what writing for pleasure means, and how it can be realised as a much-needed pedagogy whose aim is to develop children, young people, and their teachers as extraordinary and life-long writers. The approach described is grounded in what global research has long been telling us are the most effective ways of teaching writing and contains a description of the authors’ own research project into what exceptional teachers of writing do that makes the difference. The authors describe ways of building communities of committed and successful writers who write with purpose, power, and pleasure, and they underline the importance of the affective aspects of writing teaching, including promoting in apprentice writers a sense of self-efficacy, agency, self-regulation, volition, motivation, and writer-identity. They define and discuss 14 research-informed principles which constitute a Writing for Pleasure pedagogy and show how they are applied by teachers in classroom practice. Case studies of outstanding teachers across the globe further illustrate what world-class writing teaching is. This ground-breaking text is essential reading for anyone who is concerned about the current status and nature of writing teaching in schools. The rich Writing for Pleasure pedagogy presented here is a radical new conception of what it means to teach young writers effectively today.
