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1.
Rolf B. Fasting Kjell Lars Berge Lars Sigfred Evensen Wenche Vagle 《Scandinavian Journal of Educational Research》2013,57(6):617-637
The paper reports and discusses a government‐initiated nationwide assessment of writing proficiency among Norwegian compulsory school students. A sample‐study of 7th and 10th grade students are discussed and reported with regard to challenges in measuring writing skills in a valid and reliable manner. For the 7th graders the results showed a greater proportion of narrative texts, and in contrast to more scientific oriented texts, was assessed as “lower than expected”; however, for the 10th graders the tendency was opposite with respect to central linguistic components. Low correlations between the raters were ascertained at both levels, indicating different views among teachers as to what can be expected of students' writing proficiency. The results are discussed in relation to the usefulness of the theoretical model as a basis for assessment of writing proficiency, as well as other obstacles to constructing valid and reliable writing tests. 相似文献
2.
The Use of Reflective Journals in Initial Teacher Training 总被引：2，自引：0，他引：2
The intention of this article is to examine the role of reflective journals in Initial Teacher Training courses, and, in particular, how they can enable students to develop critical independence for professional self-appraisal. It explores the value of journal writing in the process of learning about teaching by reproducing an edited extract of one PGCE (Post-Graduate Certificate in Education) student's course journal, and by offering both a student's and a tutor's perspective of the significance of the journal. 相似文献
3.
Kevin G. Welner 《Equity & Excellence in Education》2013,46(3):171-179
This article identifies two presuppositions underlying No Child Left Behind's (NCLB) system of adequate yearly progress. The first is that each state must bring 100% of its students up to proficiency on state tests by the 2013–14 school year. The second is that each student's test score must effectively be treated by the state as if his or her school were 100% responsible for that score. The article demonstrates that these two 100% presuppositions are unsupportable and then explores the NCLB rules in the context of the Fourteenth Amendment's Due Process Clause, which prohibits the government from arbitrary exercises of power. 相似文献
4.
Stephanie Abraham 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):409-423
In this paper, I use critical discourse analysis to analyze a student's narrative about the arrest, incarceration, and deportation of her mother to Mexico. The student, Gisela, was a fifth grader in my classroom during the 2008/2009 school year, and I encouraged the students to collect family stories from their relatives. Gisela created this story, and she wrote and illustrated this with the help of her father, student peers, and me. I draw on Gloria Anzaldúa's constructs of nepantla and nepantlera, narrative analysis, and systemic functional linguistics to show how Gisela's construed this story to create a powerful and creative narrative that disrupted autonomous forms of literacy along with the excluding and damaging discourses circulating about immigrants in our community. 相似文献
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王晓雁 《安顺师范高等专科学校学报》2011,13(1):17-19
写作训练对提高留学生的汉语应用能力有非常重要的作用。写作教学是目前对外汉语教学中的薄弱环节,文章试图对叙事短文写作教学中的一些教学原则进行整理分析,希望能为汉语写作教学工作提供参考。 相似文献
7.
Sandra Beam 《学校用计算机》2015,32(3-4):260-277
The purpose of this qualitative case study was to examine one kindergarten teacher's use of digital and multimodal technologies to mediate early writing instruction and explore the students' appropriation of that instruction to support their independent writing. Data sources included observations of writing instruction, as well as students' participation during independent writing time, student writing samples, and interviews with case study participants. Data were analyzed inductively using a semantic relationship analysis (Hatch, 2002). Results of the study revealed that the teacher used a range of technologies to demonstrate what it means to compose narrative texts and how young children could go about it. Students were attentive and motivated to participate in writing instruction and related activities, given their fascination with the technology and multimodal texts their teacher created. Students appropriated important concepts and strategies from their teacher's technology-mediated instruction, which they used to compose narrative texts during independent writing time. 相似文献
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Brian D. Ballentine 《Technical Communication Quarterly》2015,24(4):291-305
Technical communication programs preparing students to perform as symbolic analytic workers can improve a student's creative problem-solving abilities by offering study-abroad opportunities. Newer research from the field of psychology is used as a conceptual framework for discussing the author's development of curriculum for a study-abroad offering within a professional writing program. Details on the study-abroad curriculum proposal such as course assignments, readings, credit hours, and program destination and logistics are included. 相似文献
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Previous findings on effects of teachers' judgments on student learning have been contradictory leading to the question of what kinds of judgments are most beneficial: accurate or (overly) positive ones? In this study, we provide the first competitive test of prominent but contradictory hypotheses regarding the consequences of teachers' judgments in the context of reading proficiency using reading fluency and reading comprehension performance judgments from 145 teachers and measures of real performance and learning progress across eight points of measurement from 2880 students. Response Surface Analyses combined with an information-theoretic approach for model comparison revealed no evidence of positive effects of judgment accuracy or overestimation of student performance by teachers. Instead, progress in reading fluency and reading comprehension was best predicted by students' prior achievement. For reading comprehension, the positivity of teachers' judgments was additionally beneficial: The higher a teacher judged a student's performance, the more the student learned. 相似文献
10.
Ramakrishnan Menon 《Asia Pacific Journal of Education》1995,15(1):59-68
Eleven Grade 6 students from a class of 26 Canadian children (comprising both Grade 5 and Grade 6 students) were the focus of a 15-week study on students' mathematical learning through writing, where Student Journals (SJ) and Student-Constructed Questions (SCQ) were used by the class teacher as an integral part of her lessons on common and decimal fractions. Student interviews, classroom observations and a teacher interview complemented the analysis of SJ and SCQ. Both writing tasks evidenced students' mathematical learning, but while the SCQ indicated students' fraction knowledge more clearly, the SJ did not communicate students' understanding of fractions as well as student's verbal discussion and explanations did. 相似文献
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A sample of 435 junior education majors in a large Southwestern university were given the 16 Personality Factor Questionnaire and the Opinion Scale. Correlations were computed between these two scales, and a profile of personality factors was developed which defined the nature of authoritarianism or dogmatism. A step-wise multiple regression analysis revealed that an accurate prediction formula for dogmatism could not be developed from the personality factor scores. Implications for teacher education programs include research to determine if treatment programs can be developed to change a student's degree of dogmatism, and the importance of screening procedures which include an assessment of open-mindedness. 相似文献
12.
A method of expanding a rating scale 3-fold without the expense of defining additional benchmarks was studied. The authors used an analytic rubric representing 4 domains of writing and composed of 4-point scales to score 120 writing samples from Georgia's 11th-grade Writing Assessment. The raters augmented the scores of papers on which the proficiency levels appeared slightly higher or lower than the benchmark papers at the selected proficiency level by adding a “+” or a “?” to the score. The results of the study indicate that the use of this method of rating augmentation tends to improve most indices of interrater reliability, although the percentage of exact and adjacent agreement decreases because of the increased number of rating possibilities. In addition, there was evidence to suggest that the use of augmentation may produce domain-level scores with sufficient reliability for use with diagnostic feedback to teachers about the performance of students. 相似文献
13.
《Support for Learning》2006,21(3):135-140
This article offers ways to understand how a fifth‐grade resistant writer positioned himself socially and academically within classroom writing practices and how these positions influenced literacy learning. Classroom writing practices enabled the student to explore the possibilities of who he was as he determined what types of learning were socially available to him. The student's voice is heard to describe how he was using writing in creative ways to position himself. He engaged in positional writing practices to create spaces for himself to influence and to examine his and others' positions. Effective instructional approaches and implications for teaching are discussed. 相似文献
14.
ABSTRACT Because already existing classroom environment scales are unsuitable for science laboratory classes, a new instrument was developed and validated in a Class form (student's perceptions of the class as a whole) and a new Personal form (student's perceptions of his/her own role within the class). The instrument was cross‐nationally field tested with 5,447 students in 269 classes in six countries, and cross‐validated with 1,594 students in 92 classes in Australia. Each scale exhibited satisfactory internal consistency reliability, discriminant validity, and factorial validity, and differentiated between the perceptions of students in different classes. Use of the new instrument revealed that: science laboratory classes are dominated by closed‐ended activities; Class form means consistently were more favorable than Personal form means; associations existed between attitudinal outcomes and laboratory environment; and the Class and Personal form each accounted for unique variance in student attitudes. 相似文献
15.
Peter Thomas 《English in Education》1997,31(3):23-31
This paper argues that it's a mistake to aim for equality of performance in English. Boys and girls are differently literate, and need to play to their greatest strengths as well as widen their repertoire. If boys are to perform better, teachers need to guide them away from replicating restricted narrative models. Within narrative writing, however, they can learn much from a skills approach to writing - despite nature, culture or zomboid aliens. 相似文献
16.
Frances Brill 《Literacy》2004,38(2):83-89
It is sometimes assumed that the strongest opportunities for developing imagination and empathy through children's writing lie in narrative starting points, whereas other less obviously literary writing forms are more readily associated with functional literacy. Consequently, writing regarded as non‐literary is rarely analysed with these qualities in mind. This paper presents an exploratory, textual analysis of children's letter‐writing texts, which aims to identify and describe the uses of imagination and empathy. It is suggested that imaginative strategies were integral to this textual construction and that the significance of imagination and empathy in writing development is worthy of further exploration. 相似文献
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Montserrat Rifà‐Valls 《The International Journal of Art & Design Education》2011,30(2):293-306
This article interprets the repercussions of visual storytelling for art education and arts‐based narrative research and, particularly, it approaches visual storytelling as a critical tool for pre‐service teacher education. After reinterpreting storytelling from the perspective of visual critical pedagogy, I will narratively reconstruct the use of visual storytelling in three learning stories taking the form of students' portfolios. As a visual narrative researcher, I will examine the tactics for writing and reading that these students have developed in creating visual stories: the first narrative analyses the role of art during the reconstruction of the learning process by incorporating autobiography and reflexivity (Tanit's portfolio); the second narrative reflects on deconstruction and intertextuality in a multimedia portfolio, which mainly interrelates opera and cinema (Eulàlia's portfolio); and the third narrative introduces virtual storytelling and connects self‐awareness/meta‐awareness with multi‐literacy in narrative learning (Sonia's portfolios). This article also views improvisations, attempts, drafts and interactions in the process of writing and reading portfolios as part of visual experimentation to fabricate learning stories, in order to analyse the opportunities that visual storytelling offers for visual narrative pedagogy. 相似文献
19.
《Journal of College Student Psychotherapy》2013,27(4):9-18
Abstract Two case studies that describe individuals who use the Internet eight hours or more per day are presented. The first portrays and discusses the severe problems that occurred in a student's social, occupational and scholastic life as a result of his frequent Internet use. The second case study shows how the Internet has both improved and hindered a foreign exchange student's life. These cases illustrate how interactive technologies engage users psychologically, and may prompt both adaptive and maladaptive behaviors and consequences among college students. 相似文献
20.
Heather Meyer 《English in Education》2005,39(3):78-92
This article presents a framework which has proven helpful in analysing senior secondary academic writing from a linguistic and cognitive perspective, revealing a connection between those two aspects, consistent with a Vygotskian view of the development of thinking through language. It involves a close examination of linguistic and cognitive features of students' writing for features of intentional design, which are borrowed from Design Theory, namely Contingency, Complexity and Specification. Writers' means of inserting their views into their writing is also investigated. The framework is given at the end of the article and annotations for its application and several illustrations are given in the body of the article. Its use is intended to assist teachers in identifying, very specifically, which particular aspects of a student's writing need attention. 相似文献