Literacy Research and Instruction最新文献_第4页

An Observational Study of Writing Instruction and Practice in Kindergarten Classrooms 幼儿园课堂写作教学与实践的观察研究

IF 1.2

Literacy Research and Instruction Pub Date : 2022-12-06 DOI: 10.1080/19388071.2022.2153765

Ying Guo, C. Puranik, Yanli Xie, M. S. Dinnesen, Allison Breit

{"title":"An Observational Study of Writing Instruction and Practice in Kindergarten Classrooms","authors":"Ying Guo, C. Puranik, Yanli Xie, M. S. Dinnesen, Allison Breit","doi":"10.1080/19388071.2022.2153765","DOIUrl":"https://doi.org/10.1080/19388071.2022.2153765","url":null,"abstract":"ABSTRACT The purpose of this observational study was to examine the amount and type of writing instruction and practice in kindergarten classrooms. Participants included 78 kindergarten teachers from 34 elementary schools across three states in the US. Classroom teachers were videotaped three times (fall, winter, and spring) during the academic year. We assessed the multidimensional components of writing instruction and practice at the level of specificity using a time-sampled, observational scale. The results demonstrated that most kindergarten teachers devoted considerable time to teaching writing (7 minutes a day) and providing opportunities for children to practice writing (24 minutes a day). Kindergarten teachers delivered instruction and practice to the whole group and relied on teacher modeling and monitoring and providing feedback to structure writing instruction and practice. In addition, most of the variability in classroom practices occurred within individual teachers. Considerable variability was also observed in classroom practices across schools, which signal the influence of schools on teachers’ writing practices.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"180 - 202"},"PeriodicalIF":1.2,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43228969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Protestation & Piggybacking: Strategic Participation in an ESL Book Group 抗议与搭便车:ESL图书小组的战略参与

IF 1.2

Literacy Research and Instruction Pub Date : 2022-11-15 DOI: 10.1080/19388071.2022.2130116

Jackie Ridley

引用次数: 0

Disciplinary Literacy Learning at the Museum: Supporting Preservice Teachers’ Expanded Understandings of Multimodality 博物馆的学科素养学习：支持保护教师对多模态的理解

IF 1.2

Literacy Research and Instruction Pub Date : 2022-11-15 DOI: 10.1080/19388071.2022.2138647

Matthew R. Deroo, M. Galante

引用次数: 1

Exploring the Impact of a Reflexive, Co-designed Program of Professional Learning for the Teaching of Writing in Elementary School Classrooms 探讨反思性共同设计的专业学习计划对小学课堂写作教学的影响

IF 1.2

Literacy Research and Instruction Pub Date : 2022-11-11 DOI: 10.1080/19388071.2022.2130115

M. Ryan, Lauren Weber, G. Barton, J. Dutton

{"title":"Exploring the Impact of a Reflexive, Co-designed Program of Professional Learning for the Teaching of Writing in Elementary School Classrooms","authors":"M. Ryan, Lauren Weber, G. Barton, J. Dutton","doi":"10.1080/19388071.2022.2130115","DOIUrl":"https://doi.org/10.1080/19388071.2022.2130115","url":null,"abstract":"ABSTRACT Teacher professional development in writing is an increasing area of interest due to the complex nature of the profession including learning needs of students and the demands of external assessment regimes in the contemporary landscape. However, professional development often denies the contextual experiences and expertise of teachers in favor of prescriptive top-down approaches. This paper contributes to the literature on effective teacher professional learning by showing how co-design between teachers and researchers can have an impact on student learning. In this study we focus on professional learning for the teaching of writing in the elementary classroom context, working with third grade students in the age range of 8–9. Through a reflexive analysis of multiple data sets including student writing samples, interviews, classroom observation footage, and teacher testimony, this study reveals the importance of teacher confidence in enabling students to view themselves as writers with a clear audience and purpose. The findings show how positioning teachers as research partners throughout a co-design process of professional learning benefits both students and teachers as it provides authentic, contextualized and creative approaches to teaching writing and improved writing outcomes for students.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"371 - 403"},"PeriodicalIF":1.2,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41679694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Community Voices: Resettled Youth Use Their Writing to Reposition Themselves 社群声音:重新定居的青年用写作重新定位自己

IF 1.2

Literacy Research and Instruction Pub Date : 2022-11-09 DOI: 10.1080/19388071.2022.2142173

M. Zoch, Amy Vetter, B. Faircloth, Pratigya Marhatta, Dominique McDaniel

引用次数: 0

Positioning as a Mediator of Reader Self-Efficacy: A Case Study of Literature Circles 读者自我效能的中介定位——以文学界为例

IF 1.2

Literacy Research and Instruction Pub Date : 2022-11-04 DOI: 10.1080/19388071.2022.2142174

Elena M. Venegas

引用次数: 0

A Study of Phonemic Awareness, Letter Sound Knowledge, and Word Reading in Struggling Adolescent Students 苦苦挣扎的青少年学生的音位意识、字母发音知识和单词阅读研究

IF 1.2

Literacy Research and Instruction Pub Date : 2022-11-03 DOI: 10.1080/19388071.2022.2138648

David D. Paige, Grant S. Smith, W. Rupley

引用次数: 0

Shared Accountability: How One School Is Reforming a Writing Curriculum through Sustained Engaged Scholarship 共同责任:一所学校如何通过持续参与奖学金改革写作课程

IF 1.2

Literacy Research and Instruction Pub Date : 2022-11-01 DOI: 10.1080/19388071.2022.2138646

Mellinee Lesley, A. Higgins, Whitney Beach, Elizabeth Stewart, J. Keene

{"title":"Shared Accountability: How One School Is Reforming a Writing Curriculum through Sustained Engaged Scholarship","authors":"Mellinee Lesley, A. Higgins, Whitney Beach, Elizabeth Stewart, J. Keene","doi":"10.1080/19388071.2022.2138646","DOIUrl":"https://doi.org/10.1080/19388071.2022.2138646","url":null,"abstract":"ABSTRACT Many high schools in the United States are contending with modest student writing achievement and looking for ways to enhance teachers’ writing instruction. This is especially the case for schools deemed to be “underperforming” and struggling to reform writing pedagogy against an accumulation of teacher and leadership turnover, limited resources, minimal teacher preparation in writing pedagogy, and a persistent gap in student literacy development. Realizing optimal learning conditions cannot be addressed by a single entity, we conducted an engaged scholarship study focused on writing reform in a high school facing these very issues. Through a school-university partnership carried out across three years’ time, we witnessed the transformation of teachers as they participated in sustained professional development, collaboration, and examination of their practices. In the present study, we turned the lens on ourselves to examine the process of conducting engaged scholarship. We found enacting collective efficacy through shared research and knowledge with a literacy coach and ninth and tenth grade English teachers brought about incremental and sustained writing reform and reframed our views of researcher roles and responsibilities.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"62 1","pages":"280 - 303"},"PeriodicalIF":1.2,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47530721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Impact of Professional Development on Inservice Teachers’ Culturally Responsive Practices and Students’ Reading Achievement 专业发展对在职教师文化响应实践和学生阅读成绩的影响

IF 1.2

Literacy Research and Instruction Pub Date : 2022-10-06 DOI: 10.1080/19388071.2022.2130117

S. Cantrell, Shannon O. Sampson, Kristen H. Perry, Katherine Robershaw

引用次数: 2

Striving Adolescent Readers’ Motivation 青少年读者的奋斗动机

IF 1.2

Literacy Research and Instruction Pub Date : 2022-09-13 DOI: 10.1080/19388071.2022.2115957

Reagan Murnan, Seth A. Parsons, Courtney Verbiest

引用次数: 1